Its findings have made some contributions to the ESPL research in mainland China, to the research of school leadership and ESI. Originality/value – This study belongs to very few of this kind of researches carried out in mainland China. Thus the ESPL factors or indicators extracted from this study can be served as a mirror and a useful knowledge. If not, at least he/she should be aware of the ESPL characters/factors and actively adopt or adapt them. A good school principal should possess good ESPL characters/factors. Practical implications – This study provides implications for all school stakeholders, particularly for school principals, school leaders and educational managers both in and outside of schools. From the Chinese teachers’ eyes, a good school principal should not only possess good managerial skills in the aspects of time and routine work (such as self management, time management, influence, decision making and commitment) but also should possess good emotional intelligence, human skills, more attentiveness and consideration toward the needs of their followers (such as comfort, communication skills and empathy, etc.). The findings argue that the 16 extracted ESPL indicators have not only revealed the expectations of Chinese teachers toward their school principals, but also have drawn a three-dimensional-image of what a good and effective school principal should be. According to the results of t-test and one-way ANOVA, there were no significant differences between and among the respondents’ gender, areas and years of teaching experiences in rating the ESPL factors. Findings – This study provides empirical insights about what ESPL factors that Chinese teachers considered. Factor analysis, t-test and one-way analysis of variance (ANOVA) were used to analyze the collected data. In total, 100 school teachers in Liaoning Province of mainland China were participated and surveyed. The rating instrument was a five point Likert Scale (from 1 to 5). Design/methodology/approach – The questionnaires consisted of eight factors and 40 indicators. It tries to expand the domain knowledge of ESPL. It explains how and why ESPL factors are important for effective school improvement (ESI). Purpose – The purpose of this paper is to find out what are the effective school principal leadership (ESPL) factors or indicators that Chinese teachers consider or expect. The paper concludes by advocating for using variety of methods like explanatory, exploratory, mixed method and 360 evaluations research for future studies of instructional leadership. We also compare and contrast the findings on instructional leadership from studies using quantitative and qualitative approaches. The review also identifies limitations in the research methodology and findings evident in Malaysian literature. We found inconsistent picture of instructional leadership in Malaysia. This literature review examined the personal antecedents affecting instructional leadership, instructional leadership practices affecting the schools and the school outcomes in the Malaysian school context. The authors adopted an exploratory approach to reviewing the Malaysian literature on school leadership and management. The authors describe the purpose of the review, the methodology and conceptual framework guiding the review process and findings. The purpose of this paper is to review the research on school leadership in Malaysia, specifically the role of school principals as instructional leaders.
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