An evaluation of the influence of instructional leadership on the performance of government and council schools in Harare province (July 2012 to July 2014)

Abstract

Notwithstanding the increasing researches on the role of leadership in schools performance, there is a dearth of studies that have investigated the influence of instructional leadership on schools performance in the Zimbabwe context. Therefore, using a data set of 120 from teachers in Harare Province, Zimbabwe, this study examines these relationships. The hypothesis that instructional leadership positively influences schools performance was supported. The findings of the study revealed that instructional leadership is a significant contributor to schools performance. The results demonstrate that schools administration should invest in instructional leadership in order to improve their performance.