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Instructional leadership is a main aspect of principals’ leadership in the school. The school’s success, in turn, depends largely on principals’ abilities in instructional leadership. Therefore, the purpose of this study was to identify principals’ instructional leadership influence on science teaching competency. Using a quantitativeapproach, we surveyed instructional leadership and science teaching competency in 311 science teachers in Terengganu, Malaysia. The data were analyzed using structural equation modelling (SEM) by AMOS 22 and the results showed that all nine dimensions proposed for instructional leadership variables were significant with a loading factor of 0.70 - 0.84. Correspondingly, the science teaching competency variables were significant too with a loading factor of 0.81 - 0.95. Our findings indicated instructional leadership contributed significantly to the science teaching competency (β = 0.51, CR = 8.589, p = 0.00). In summary, we have successfully developed an interaction model between instructional leadership and science teaching competency.
Ismail et al. (Mon,) studied this question.