Principal’s Understanding of Instructional Leadership: Perspectives of School Leaders from Community High Schools in the Solomon Islands

This study explores how principals in Solomon Islands Community High Schools understand and practice instructional leadership. It examines how school leaders perceive and enact instructional leadership across diverse school contexts. Given the limited empirical research in this area in the Solomon Islands, the study adopts a qualitative approach, using semi-structured interviews to generate in-depth data. Eight principals and deputy principals participated, and the data were analyzed thematically. Findings reveal significant variations in school leaders’ understanding and practice of instructional leadership, particularly regarding setting the school mission, managing instructional programs, and fostering a positive learning climate. These variations reflect contextual challenges, including heavy workloads and competing administrative demands, which constrain leaders’ instructional roles. The study underscores the need for greater attention to school leaders’ wellbeing and the development of a coherent, context-responsive framework for leadership development. Overall, the findings highlight the importance of targeted capacity-building strategies to strengthen instructional leadership among Community High School leaders in the Solomon Islands.