Qualitative and quantitative analysis shows instructional leadership boosts school performance, suggesting greater educational strategies are needed.
This study explores the dynamic impact of instructional leadership on enhancing the performance of elementary schools in Baluchistan, aligning with Sustainable Development Goal (SDG) 4, which promotes inclusive and equitable quality education. Employing qualitative methods, including interviews with school leaders and educators, alongside a quantitative correlational research survey involving over 400 teachers, this research examines the effects of instructional leadership practices on school performance and identifies challenges and strategies pertinent to global educational goals. The findings reveal that instructional leadership practices significantly predict teacher performance and school development in alignment with SDG 4. The analysis shows an extremely high correlation (R=984; R²=967), indicating a strong linear relationship, while the low standard error demonstrates the accuracy and reliability of the model's predictions. Future research should focus on developing targeted leadership training programs to further enhance instructional practices in underdeveloped regions.
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Naz et al. (2025) studied this question.
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