hool, he also participates in harmonizing the objectives of various schools in the district to come up with a common goal that is focused on accomplishing a shared vision. Through interaction with other teachers, he is able to understand the necessary resources for teaching and learning. He is also able to develop new learning opportunities for the teachers and students. Instructional leadership is one of the significant strategies in developing a focused student centered learning environment (Goleman, 2002).
Instructional leadership has had significant benefits to the teacher’s role. It has led to a widened scope of learning beyond the classroom and with more people participating in the enhancement of learning. This has made it easy for the teacher to accomplish his duties as the head, contrary to the conventional authoritarian style where the administrator needed not to consult with others (Hargreaves & Fink, 2004). The teachers are presented with a favorable environment to carry out their duties especially through participating in goal setting, which makes empowers them especially by feeling as part of the institution and hence deliver knowledge to the students in a better way. The school is ranked among the best performers in the district, while the students are motivated to accomplish their educational goals through the collaboration that exists among the teachers.
Professional leadership is among the leadership styles that are significant in developing focus and vision, which the head teacher uses to promote a sense of purpose for the institution. The teachers are assigned roles depending on their capabilities with the purpose of encouraging them to participate in decision making as regards the various areas that they supervise. Authority is distributed to the teachers and all participate in developing policies that affect learning in the school. The head teacher is always aware of the progress in all classes, including the information that is being