Instructional Leadership-Based Framework for Teacher-Administrator Collaboration at Kiettisack International School

Abstract

This study investigates how instructional leadership practices influence teacher-administrator collaboration at Kiettisack International School (KIS), a multicultural international school in Vientiane, Laos. Guided by Distributed Leadership Theory, the research employs a qualitative single-case study design to explore how leadership is enacted, shared, and experienced within the school’s secondary department. Data were collected through semi-structured interviews with administrators and foreign teachers, supported by document analysis. Thematic analysis was used to identify patterns related to leadership practices, collaboration, and organizational context.

Findings reveal that KIS demonstrates a strong commitment to student-centered learning, supported by collaborative planning, data-driven instruction, and emerging professional learning communities. Teachers are actively involved in curriculum discussions and instructional activities; however, the depth and consistency of collaboration vary across departments. Instructional leadership remains partially distributed, with administrators retaining control over major decisions while teachers participate primarily in advisory and operational roles. Challenges identified include limited role clarity, inconsistent feedback practices, time constraints, and varying levels of teacher influence in decision-making.

Based on these findings, the study proposes the C.A.R.E. Instructional Leadership Framework, which emphasizes Communication, Alignment, Roles, and Empowerment as key dimensions for strengthening collaborative leadership. The framework promotes inclusive, participatory practices that enhance teacher engagement, improve instructional coherence, and support sustainable school improvement.

The study contributes to the limited body of qualitative research on instructional leadership in international school contexts and offers practical insights for educators and policymakers seeking to foster collaborative, context-responsive leadership in diverse educational settings.