Instructional leadership was recognized as a pivotal function of principals who achieve promising school improvement outcomes. Thisstudy explored the role identity of instructional leaders, looking for the four components of role identity: ontological and epistemological beliefs, purpose and goals, self-perceptions and self-definitions, and perceived action possibilities. Study participants were 37 Israeli principals. Qualitative data were collected through semi-structured interviews. Data analysis included a two-step coding process. Findings indicated that the role identity of instructional leaders consists of two main elements–attribution of importance and sense of competence, related to two areas–instruction and instructional leadership.
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