Instructional leadership concerns the ongoing deep involvement of school principals in direct efforts to improve learning and achievement for all students. The goal of this study was to explore principals’ perceptions regarding the knowledge required for instructional leadership. Study participants were 38 Israeli school principals, representing the population of Israeli principals in terms of sex, age, seniority, academic degree and school level. Data were collected through semi-structured interviews. Data analysis classified the statements of the study participants according to Shulman’s seven categories of knowledge needed for effective teaching. The findings suggested that General Pedagogical Knowledge plays a key role in instructional leadership, while somewhat reducing the importance of Leadership Content Knowledge. Implications and further research of this study are discussed.

教学领导层关注学校校长是否继续深入参与直接努力，以改善所有学生的学习和成绩。这项研究的目的是探讨校长对教学领导所需知识的看法。研究参与者为38名以色列学校校长，代表了以色列校长的性别，年龄，资历，学历和学校水平。数据是通过半结构化访谈收集的。数据分析根据舒尔曼有效教学所需的七类知识对研究参与者的陈述进行分类。研究结果表明，一般教学知识在教学领导中起着关键作用，同时在一定程度上降低了教学的重要性。领导内容知识。讨论了这项研究的意义和进一步的研究。