How principals' instructional leadership impacts schools' middle leadership.

This study examines how principals' instructional leadership—defined as the responsibility for improving teaching and learning quality—shapes middle leadership roles in elementary schools in Israel. Based on interviews with 24 principals, the research identifies three key areas of influence: the expectations principals place on middle leaders to prioritize instructional responsibilities, the strategic appointment of middle leaders with a focus on instructional roles over administrative ones, and the structuring of middle leadership hierarchies that elevate instructional leaders within the school's power framework. The findings highlight that principals' instructional leadership extends beyond pedagogy to significantly affect organizational aspects of middle leadership, suggesting that clear communication of instructional expectations, deliberate appointment processes, and hierarchical positioning of instructional leaders are critical for fostering effective school leadership and improving student outcomes. The study's context is limited to Israeli elementary schools, and it recommends further research incorporating middle leaders' perspectives and cross-cultural comparisons.