Exploring Instructional Leadership in Bhutanese Schools: A Mixed-Methods Study from Trongsa District

Abstract

This study examined the instructional leadership practices of school principals in Trongsa District. It provides empirical evidence to encourage schools to adopt instructional rather than traditional leadership approaches and offers research-based insights for policymakers and educational stakeholders to guide effective strategies. A mixed-method approach was employed, collecting quantitative and qualitative data from principals and teachers through purposive sampling. Survey questionnaires and interviews were used, with qualitative data analyzed thematically and quantitative data analyzed using descriptive statistics and correlation in SPSS. Findings revealed strong instructional leadership practices and positive perceptions among principals and teachers, supported by a high correlation (r = 0.931, p < 0.001). This study addresses the gap between the proven benefits of instructional leadership—such as enhanced teacher collaboration, improved morale, and better student engagement and academic performance—and the persistent challenges that hinder its effective implementation in schools. The study also addresses the critical gap in understanding the practical conditions required for sustaining successful instructional leadership practices. The challenges such as limited funding and resources for professional development, maintaining academic excellence, ensuring consistent implementation of new strategies, addressing teacher resistance, strengthening community engagement, and meeting diverse student needs hindered effective leadership practices. Therefore, relevant stakeholders should enhance professional development, ensure consistent practices, improve data use, address resistance, and support diverse needs to strengthen instructional leadership.