P. HallingerK. LeithwoodR. H. HeckMahidol UniversityUniversity of TorontoUniversity of Hawaii at Manoa2018-09-242018-09-242010-12-01International Encyclopedia of Education. (2010), 18-252-s2.0-84884444557https://repository.li.mahidol.ac.th/handle/20.500.14594/29048In this article we tie together evidence drawn from several extensive reviews of the educational leadership literature that included instructional leadership as a key construct (Hallinger, 2001, 2003; Hallinger and Heck, 1996a, 1996b; Southworth, 2002). This article defines the characteristics underlying this approach to school leadership based upon conceptual developments and empirical investigation. We discuss instructional leadership as it has evolved, elaborate on the predominant model in use for studying instructional leadership, and report empirical evidence about its effects. Finally, we reflect on the relationship between this model and the evolving educational context in which it is exercised and how this is reshaping our perspective on instructional leadership. © 2010 Elsevier Ltd. All rights reserved.Mahidol UniversityEconomics, Econometrics and FinanceChapterSCOPUS10.1016/B978-0-08-044894-7.00443-7