Empowering Educators: Strengthening Instructional Leadership in Schools

Dear Colleagues,

Empowering educators through instructional leadership is crucial in today's complex educational landscape. Effective instructional leaders create a positive school climate, empower educators, foster professional learning communities, and provide meaningful feedback and support to teachers. By doing so, they not only enhance teacher effectiveness but also improve student achievement. However, despite its significance, instructional leadership is often underemphasized or misunderstood in educational practice and policy.

Aim and Scope

The Special Issue "Empowering Educators: Strengthening Instructional Leadership in Schools" aims to explore the multifaceted dimensions of instructional leadership and its impact on empowering educators to enhance student learning outcomes. This issue seeks to examine innovative practices, challenges, and strategies related to instructional leadership in various educational settings, including K-12 schools, higher education institutions, and alternative learning environments.

Contributions to this issue may include original research articles, case studies, literature reviews, and theoretical discussions that offer new insights, perspectives, and practical implications for strengthening instructional leadership and empowering educators in diverse educational contexts. The overarching goal is to advance the field of educational leadership by promoting a deeper understanding of how instructional leadership can be leveraged to improve teaching and learning outcomes.

Suggested themes to be addressed include, but are not limited to, the following:

• Conceptualizations of instructional leadership and its role in school improvement.
• Strategies for developing and sustaining effective instructional leadership practices.
• The impact of instructional leadership on teacher motivation, job satisfaction, and professional development.
• The relationship between instructional leadership and student achievement.
• Challenges and barriers to effective instructional leadership implementation. 

Dr. David Litz
Guest Editor

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

• instructional leadership
• empowering educators
• school improvement
• professional development
• teacher effectiveness
• student achievement
• educational leadership
• school climate