This research article reports on instructional leadership as a controlling function in secondary schools. All the 41 secondary schools in Rangwe Sub County were included in the study and the targeted respondents were teachers and principals. A purposive sampling method was used to select the respondents from each school. A principal self-rating questionnaire, a teacher perception questionnaire, and a document analysis checklist were used for data collection. The collected data was analyzed using descriptive statistics, independent samples T-test, and regression analysis test. The study found that school principals engaged their deputies, heads of department, and directors of studies to conduct their day-to-day instructions in their schools. It was also revealed that classroom visits and observation of teaching and learning significantly influence student learning outcomes in secondary schools. The study concluded that involving the expertise of immediate juniors in day-to-day instructions is an effective way of implementing instructional leadership roles of the school principals in secondary schools. The study, therefore, advocates for the school principal becoming the overall instructional supervisor and instructional improvement catalyst.

这篇研究文章报道了教学领导作为中学的控制功能。Rangwe Sub县的所有41所中学均被纳入研究，目标受访者为教师和校长。目的抽样方法用于从每所学校中选择受访者。使用主要自评问卷，教师认知问卷和文档分析清单进行数据收集。使用描述性统计，独立样本T检验和回归分析检验对收集的数据进行分析。研究发现，学校校长委派其代表，部门负责人和研究主任在学校进行日常指导。研究还表明，课堂访问和对教学的观察对中学学生的学习成绩有很大影响。该研究得出的结论是，在日常教学中引入直接大三学生的专业知识是在中学中发挥校长的教学领导作用的有效方法。因此，该研究提倡校长成为整体教学指导者和教学改进催化剂。