Abstract:

Instructional leadership is at the core of educational administration and leadership which contains aseries of activities and processes for school success. So it requires high-level knowledge and skills in the fields of student and adult learning, pedagogic and curriculum. One of the goals of instructional leadership is to struggleon moving the academic standing to the intended level. To this, school principles should preparesuitable educational environment, motivate and cooperate with teachers and students' parents. Aim of this studyis to examine the relationship between primary and secondary school principles' instructional leadershipbehaviors and teachers' perceptions of academic optimism. The results of the study show that there is ameaningful relationship between school principals'instructional leadership behaviors and teachers' academicoptimism

Keywords:

Abstract:

Instructional leadership is at the core of educational administration and leadership which contain aseries of activities and processes for school success. So it requires high level knowledge and skills in the fields ofstudent and adult learning, pedagogic and curriculum. One of the aims of instructional leadership is to struggleon moving the academic standing to the intended level. To achieve this, school principals should preparesuitable educational environment, motivate and cooperate with teachers and students’ parents. Aim of this studyis to examine the relationship between primary and secondary school principals’ instructional leadershipbehaviors and teachers’ perceptions of academic optimism. The results of the study show that there is ameaningful relationship between school principals’instructional leadership behaviors and teachers’ academicoptimism