Abstract
This study examined the relationship between senior leaders' instructional leadership
and students’ learning in three academiesin England, in two Multi-academy trusts. In carrying
out this research, the focus is on understanding how effective curriculum, teaching, and
learning prioritised by senior leaders lead to improved outcomes. The research looks first at
the evolution of academies in England's radically reformed education system. Secondly, the
study explores instructional leadership as a strategy for improving teaching and learning
priorities to secure better outcomes.
The study employs a pragmatic epistemology to understand the data gathered. The
study uses a mixed-method approach incorporating both quantitative and qualitative
analytical techniques. The quantitative methods include descriptive statistics (mean and
standard deviations) and a crude calculation of departments’ effectiveness across the
academies. The study employs Miles and Huberman's (1994) data reduction technique, data
display and drawing conclusions to make sense of the qualitative data. The approach was
used to analyse all three case reports from the multiple case study process to draw cross-case
conclusions.
The finding reveals that in all three academies from which data have been analysedRose Academy, Sunshine Academy and Norm Academy, the instructional behaviours of senior
leaders show a positive link to improving standards in teaching and student learning. In
conclusion, effective instructional leadership in MATs leadsto improved outcomes. This study
will influence policy decisions in MATs, provide a framework for instructional leadership in
MATs, and assess principals’ instructional leadership behaviours in MATs using the PIMRS to
determine the reliability and credibility of this instrument.