Instructional leadership is one of the central research trends in school management and leadership. The period from 2002 to 2023 marks the transition from theoretical research to practical research. This study aims to find out research trends on Instructional Leadership from 2002 to 2023, thereby finding new research directions and effective applications in the practice of Instructional Leadership associated with different school contexts at different local, national, and regional. Research directions also need to be expanded with a larger scope associated with educational innovation in the 4.0 revolution. Using the bibliometric analysis method with the support of VOSviewer software, 995 types of research consisting of journal articles, book chapters, conference papers, and books were extracted from the Scopus database. Research results show that there are differences in research on Instructional Leadership in developed and developing countries in different socio-cultural contexts. There was the most significant growth from 2015-2017 in the volume, growth trends, and regional distribution of global IL press products. Leading Authors and IL Research Journals from the US and developing countries. Empirical studies follow three main directions: a school leader with the role of Instructional leadership, scholars who have focused on different aspects of Instructional leadership, and the actions in the instructional leadership models. Instructional Leadership from 2002 to 2023 focuses on teachers as well as student activities.

This study examines the Adversity Quotient (AQ) and resilience of deans in colleges of education in Central Luzon, Philippines, within the context of higher education leadership. Using an explanatory sequential mixed-methods design, the research first employed the Adversity Quotient Profile Questionnaire with 15 purposively selected deans to measure resilience across four dimensions: Control, Origin and Ownership, Reach, and Endurance. Semi-structured interviews were then conducted to provide deeper insights into the quantitative findings. Results revealed a high overall AQ score, with Control and Endurance emerging as the strongest dimensions and Reach identified as an area for growth. Significant relationships were found between AQ and socio-demographic factors, including age, tenure, civil status, and economic status, with effect sizes confirming their practical importance. Thematic analysis of interviews highlighted three resilience strategies: Adaptive Leadership, Support Networks, and Vision-Driven Resilience, illustrating how socio-demographic predictors are reinforced by personal adaptability, relational supports, and mission-driven leadership. The findings demonstrate that resilience in educational leadership is shaped by the interplay of individual, social, and institutional factors. The study contributes to the theoretical discourse on AQ in non-Western academic contexts and offers practical implications for leadership training, mentorship, and policy development in higher education.

Despite the acknowledged importance of effective leadership in driving school improvement and enhancing student outcomes, limited empirical research focuses specifically on teachers' perceptions of leadership behaviour in the Ada East District (AED). This study aimed to explore teacher perceptions of leadership behaviours in basic schools in the AED. A descriptive survey design was used to describe and interpret leadership behaviour and teachers’ effectiveness. The target population for this study consisted of all teachers in basic schools in AED. From the target population, a sample of 96 teachers was selected from the 12 selected basic schools. A simple random sampling technique was employed to choose all 96 teachers of the public basic schools in Ada Basic School. A questionnaire was used to gather data from the teachers. The study revealed that teachers in the basic schools of the AED perceive a strong presence of instructional, curriculum, professional, transformational, and transactional leadership behaviours. The study found that the leadership behaviour of headteachers has a positive and significant impact (p = .000 < .01) on teachers' effectiveness. The study concluded that leadership behaviour accounts for 27.6% of the impact on teacher effectiveness. The Ghana Education Service was recommended to develop and implement professional development programs tailored explicitly for headteachers. Again, the Ministry of Education should reform educational policies to include specific guidelines and expectations for headteachers' leadership behaviours.

Teacher collaboration appears essential for creating a dynamic and effective educational environment that supports teachers' professional learning and growth. In various research studies, supportive school leadership has been identified as a key condition for collaborative teacher learning, which enhances teachers’ engagement and professional learning by fostering a climate of trust. Bangladesh is still struggling with the orthodoxy of leadership, which suggests a hierarchical relationship between followers and leaders, posing considerable constraints on teachers' collaboration in the school environment. Applying semi-structured interviews with thematic analysis as a data analysis instrument, this study aimed to explore the existing collaborative practices among secondary school teachers in Bangladesh and the school leaders’ approach to teachers’ collaborative practices through the lens of transformational leadership constructs. The study found a scarcity of teachers' collaborative functions in the school environment and insignificant school leadership support for teachers' collaboration. Teachers encounter considerable constraints, both individually and institutionally, due to excessive workload, inadequate infrastructure, attitudinal issues, and problems with leadership approaches. The study has implications for fostering transformational leadership, as it highlights the constructive impact on teachers' collaboration, given the noticeable absence of transformational leadership practices. Finally, the study provides recommendations for policy-level reform in designing and implementing training and professional development programs for both teachers and school leaders, with a focus on collaborative practices in similar contexts.