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Abstract

There are different criteria that may affect active leadership concepts that enhance the role of a principal as an instructional leader. However, many principals lack such criteria where a strong principal can be considered as an instructional leader. To become instructional leaders, principals must functional role directed toward teacher's productive collaboration relationship. Furthermore, a school principal as a leader should play an important role in enhancing teachers’ satisfaction . This study aims to investigate the impact of acceptance of leader on instructional leadership. In doing so, the paper presents a conceptual model linking the acceptance of leader on instructional leadership. The study reports the findings from mix methods a survey of 536 participants including teachers, principals and senior chiefs at various levels of primary, elementary and secondary schools across Kingdom of Bahrain. And focus group method include six senior chiefs. The analysis of the results shows positive relationship between acceptance of leader and instructional leaders. More specifically, acceptance of leaders is influenced by the referent power. The findings show that there is a significant difference between principals’, teachers’, and senior chiefs’ perceptions on the effectiveness of acceptance of leader on instructional leadership.

Keyword: Instructional leadership, acceptance of leader, referent power