ABSTRACT
Due to differences in standards and perspectives in a multicultural learning environment, school leaders are often misunderstood. Misunderstanding between principals and their teachers or students lead to other issues, such as high teacher burnout and turnover and low morale, leading to failure to achieve student learning outcomes. This chapter discusses the integration of instructional leadership in implementing inclusive programmes and policies in a culturally diverse learning organisation to create shared understanding of standards and perspectives. The domains of instructional leadership as a prominent framework used in defining the roles and responsibilities of school leaders are presented as to how these could be applied in a multicultural learning environment. Likewise, the outcomes of using instructional leadership in multicultural schools as accounted in studies in national and international schools in Malaysia, as well as from other countries, are presented to show its impact on initiatives related to cultural diversity, such as inclusivity.
