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Abundant literature posits that leadership and culture are linked to each other in all organizations. In school organizations, instructional leadership has been asserted as the most crucial type of leadership that is closely linked to professional culture in schools. The main reason is that instructional leadership pertains to the core functions of education, instruction, and learning in classrooms, which also constitute the main elements of a school culture. The purpose of the study presented in this paper was to examine and analyze the patterns of variation and relationship between instructional leadership and school culture of some high- and low-performing secondary schools. This study found that the school culture and instructional leadership of high-performing schools were markedly different from that of the low-performing schools. In high-performing schools, the school heads maintained positive attitudes toward students, staff, and parents, created a school culture and climate conductive to learning, and predominantly emphasizedteachers’ professional values and collegiality. Communicating the vision and mission to the staff and maintaining positive attitudes toward students, staff, and parents were the most striking aspects that differentiated the two school-types in terms of instructional leadership. As for culture, collaboration and school-wide planning were significantlylinked to instructional leadership. The important implication from this study was that the selection of school heads must take into account their human-oriented skills, and consequently, training sessions and seminars should be directed at human relation skills for the new and upcoming principals. Apart from that, to be a high-performing school, a school head should establish clear school vision and mission, set professional goals for staff, and build a two-way communication channel with teachers. School heads also should set high expectations onteachers and students, and create a positive school culture and climate of learning.

School Culture and Instructional Leadership of High-Performing and Low-Performing Schools: Patterns of Variation and Relationship