[5] AN EXPERIMENTAL STUDY ON THE IMPACT OF INSTRUCTIONAL LEADERSHIP ON STUDENT ACADEMIC ACHIEVEMENT IN WEST BENGAL
ARTICLE INFO: Date of Submission: Mar 15, 2026, Revised: Mar 25, 2026, Accepted: Apr 3 , 2026, CrossRef d.o.i : https://doi.org/10.56815/ijmrr.v5i4.2026.42-51. HOW TO CITE: Sanjit Biswas (2026). An Experimental Study on the Impact of Instructional Leadership on Student Academic Achievement in West Bengal. International Journal of Multidisciplinary Research & Reviews. 5(4). 42-51.
Abstract
This experimental study examines the causal impact of instructional leadership on student academic achievement. The study aims to determine whether structured instructional leadership interventions can significantly improve students’ academic performance. A pre-test–post-test control group design was employed, involving two comparable groups—an experimental group and a control group. Both groups were initially assessed through a standardized achievement test to establish baseline performance. The experimental group was exposed to targeted instructional leadership practices, including classroom supervision, teacher mentoring, continuous feedback, and systematic academic monitoring. Meanwhile, the control group continued with traditional teaching methods without any additional leadership intervention. After the intervention period, both groups were administered a post-test to measure changes in academic achievement. Data were analyzed using the t-test to examine the significance of differences between the two groups. The results revealed a statistically significant improvement in the experimental group's academic performance compared to the control group. This finding indicates that instructional leadership has a positive effect on student achievement. The study also highlights that instructional leadership contributes indirectly by enhancing teacher effectiveness, supporting professional development, and fostering a positive learning environment. In conclusion, instructional leadership plays a vital role in improving student academic outcomes and should be emphasized in educational practice and policy.
