[[abstract]]Abstract The main purpose of this study is to explore the practical and concrete actions of instructional leadership of one nursery school director. A qualitative approach was adopted by this research so as to observe the genuine instructional leadership, and actual conduct of this nursery school director in a natural setting for almost one year. Data were collected from interviews, observation, documentation, and on-site research notes. The research findings are as follows: 1. Concrete actions of instructional leadership In order to understand the problems encountered by teachers in their instruction, the participant conducts “in-class observations”. Individual class instructional meetings and whole nursery school instructional meetings are used to help teachers improve their professional abilities. For novice teachers, the participant conducts “small-group meetings” to understand the their thoughts and problems. In addition, the director’s feedback on teachers’ teaching journal is also the way to help teachers’ professional development. 2. Factors influencing instructional leadership Instructional leadership of the participant is primarily affected by her characteristics of perfectionism and fear of encountering conflict. When she leads teachers, she is more anxious, and ceaselessly requests teachers to continue to learn and grow. Her experience in early childhood education is another important factor. Her past teaching experiences allow her to take diverse training methods to lead teachers. She is also able to respect the teachers’ instructions and individual differences, and provide different instructional assistance. 3. Problems encountered in instructional leadership and methods of coping The problems which the director include changing of staff, teachers being unwilling to accept suggestions from her, lacked of time, and miscommunication with the parents. The coping strategies include reading spiritual books, treating teachers fairly, and actively contacting with parents. Based on the research findings, some relevant recommendations were made for directors of early education institutions, educational administrative authorities, teacher training institutions, and future research. Key words: nursery school director, instructional leadership
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