Mbangula, DanielNaruseb, Ebeneser Matheus2026-06-232026-06-232025http://hdl.handle.net/11070/4261A thesis submitted in partial fulfilment of the requirements for the Degree of Master of Education (Educational Leadership, Management and Policy studies)The purpose of this study was to examine the notion of instructional leadership among public primary school principals in Khomas Region, Namibia. The study drew from Hallinger’s Instructional Leadership Theory. The findings from this research study are crucial to the Ministry of Education, Arts and Culture’s (MoEAC) understanding of the perceptions of the principals on the concept of instructional leadership and its influence on learner academic achievement. Moreover, the principles of instructional leadership provide a strong foundation for schools to attain the (7) key areas identified by the MoEAC to improve the quality and effectiveness of schools. The study used a qualitative research design from a critical perspective. The population comprised ten public primary school principals in the Khomas region, from urban and rural schools. To select the sample, a purposeful sampling criterion was employed. The sample consisted of five male and five female public primary school principals. Semi-structured interviews were used to collect the required data. From the findings, the study established that the principals understood the concept of instructional leadership and the key responsibilities that are coupled with it. Another aspect that was revealed through this study is the countless challenges faced by the principals during the process of implementing instructional leadership. However, measures were suggested in order to mitigate these challenges. In conclusion, the findings suggest that primary school principals require assistance in the form of ongoing training and support to execute key aspects of their duties when implementing instructional leadership, even though they tried to the best of their abilities. Therefore, the study recommends that the MoEAC and other institutions render support to principals through targeted professional development, guidance, and adequate resource provision to ensure that effective teaching and learning take place at all public schoolsenChallengesCritical perspectiveEffective teaching and learningHallinger’s Instructional Leadership TheoryInstructional leadershipNamibiaUniversity of NamibiaThesis