Exploring the Role of Instructional-Based Leadership in Professional Development in an International Context, a Systematic Literature Review

Abstract

The professional development of teachers is a critical practice highly valued for improving the quality of education and student achievement. However, limited evidence demonstrates the relationship between school leadership and management models and their influence on teachers' professional growth and development. While there has been extensive research on instructional leadership, limited evidence demonstrates its direct link with teacher professional development. In particular, there are no significant indications of the direct role of instructional leadership in teacher professional development. The study focuses on the positive impact of instructional leadership on enhancing knowledge and skills, particularly in secondary schools. The research aimed to determine how school leadership contributes to improving the quality of instruction for secondary school staff. The study utilized a systematic review method, conducting electronic searches in Scopus, Education Resources Information Centre (ERIC), and Web of Science. The synthesis of the study outcomes was based on thematic analysis, reviewing six identified studies to demonstrate the role of instructional leadership in teacher professional development. The findings of the study are relevant in decision- and policymaking in terms of leadership and management of schools in the promotion of teacher professional growth and development. The outcomes of the study ascertain the reliability of instructional leadership in fostering professional growth while also offering insights into the numerous ways that professional development of teachers can be achieved. As a result, it demonstrates how school leaders can leverage the instructional leadership framework in promoting TPD and fostering positive student outcomes