Principals’ Instructional Leadership: A Study of Rural and Urban Elementary Schools in Bangladesh

Purpose This study explored the best practices in elementary school principals’ instructional leadership roles in Bangladesh. Design/Approach/Methods A mixed-method approach was employed for the study, which comprised a survey and interviews. The Principal Instructional Management Rating Scale (PIMRS) was employed for the quantitative and qualitative phase of open-ended interviews. Findings Based on the PIMRS, clear differences emerged between the practices of highly engaged principals and those of lower-ranked ones. Those who rated highly valued their ability to improve classroom teaching and learning, and valued their ability to track student growth. Principals who rated highly also perceived that fostering good working relationships and collaboration among school leaders and teachers was essential. Originality/Value This research provides valuable insight into the instructional leadership roles of principals in Bangladeshi elementary schools in rural and urban areas. It provides a deeper understanding of how instructional leadership is valued and enacted. The study also provides recommendations to enhance instructional leadership practice in elementary schools in Bangladesh.