ABSTRACT The instructional leadership approach expects school leaders to give top priority to ongoing improvement of teaching quality and academic outcomes. Researchers have found that despite the top-down pressures to assume an instructional leadership role, school principals demonstrate limited direct involvement in such leadership. The current qualitative study, based on semi-structured interviews, aimed to expand inquiry into inhibitors of instructional leadership in Israeli principals. Data analysis uncovered that Israeli principals’ perceptions served as key inhibitors of instructional leadership, identifying three main perceptual inhibitors: (1) perceptions regarding principal-teacher relationships; (2) perceptions regarding the role of the principal; and (3) perceptions regarding the goal of schooling. These findings expands the available knowledge by illustrating how for Israeli principals, the inhibitors of instructional leadership did not only involve the constraints and capabilities of school principals but also deep disagreements with the conceptual framework that underpins instructional leadership. Implications and further research are discussed.

中文翻译：

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以色列校长对教学领导能力的感知障碍

摘要教学领导方法要求学校领导将不断提高教学质量和学习成果放在首位。研究人员发现，尽管自上而下地承担起教学领导角色的压力，但学校校长显示出直接参与这种领导的能力有限。当前的定性研究以半结构化访谈为基础，旨在将探究范围扩大到以色列校长指导性领导的阻碍者。数据分析发现，以色列校长的观念是教育领导力的主要抑制因素，确定了三个主要的知觉抑制因素：（1）关于校长与教师关系的观念；（2）对校长角色的看法；（3）对教育目标的看法。这些发现通过说明以色列校长如何阻碍教学领导，不仅扩大了学校校长的限制和能力，而且还深深反对了支撑教学领导的概念框架，从而扩展了现有知识。涵义和进一步的研究进行了讨论。