This study examines lecturers’ perceptions of the instructional leadership roles of administrators in Schools of Foreign Languages (SFL) at Turkish universities. Using a phenomenological design within the qualitative research paradigm, maximum variation sampling ensured diversity in institutional backgrounds and professional experiences. Semi-structured interviews were conducted with 13 lecturers from SFLs in Istanbul, Ankara, and Antalya. The findings provide insights into how instructional leadership is experienced and interpreted by academic staff in the higher education context. A participatory leadership style emerged as a key component of effective instructional leadership. Successful leaders were expected to encourage stakeholder involvement in educational processes and foster shared responsibility. The results also highlighted the importance of prioritizing teaching quality and creating a collaborative, respectful learning environment.
Sinem Arslan-Dönmez (Tue,) studied this question.