Educational leadership remains central to improving the quality of teaching and learning in schools (Li et al., 2026; White et al., 2025; Edwards-Groves et al., 2026), particularly through the role of school heads or principals, who serve as both administrators and instructional leaders. School heads can influence instructional practices when they engage deliberately in mentoring, model effective teaching, and foster a reflective and responsive school culture (Toh et al., 2022; Nuis et al., 2023). Ahmad and Hamid (2021) emphasized that school heads’ professional expectations and instructional leadership practices help align classroom instruction with student learning goals. Similarly, Gading (2024) highlighted that trust-based relationships between school heads and teachers promote a culture of continuous improvement, while Patrick (2022) noted that positive interactions between school heads and teachers contribute to a supportive school climate where teachers feel empowered, respected, and committed to professional growth.

One way school heads can strengthen instructional leadership is through coaching, monitoring, and other forms of professional support. Cox and Mullen (2023) identified coaching and monitoring as potential mechanisms for enhancing professional development. However, there remains limited evidence of how these structured instructional strategies are implemented in practice. This challenge is particularly evident among novice school leaders. Arrieta and Ancho (2020) observed that novice school leaders in rural or underserved settings often struggle to develop an instructional leadership identity and establish meaningful professional relationships, which may limit their effectiveness. In the same vein, Meyer and Patuawa (2022) called for further research to support emerging school leaders, particularly in isolated contexts where leadership demands adaptability, creativity, and purposeful action.