Leithwood (1994) asserts that, “instructional leadership is a series of actions with the aim of impacting classroom instruction unswervingly through staff development, modeling, coaching, supervision, and additional means of persuading teachers’ practice and thinking. “Generally speaking, leadership can also be labeled as a social procedure which motives individual’s abilities, and aims, their analysis of external and internal doings, interpersonal communication and a group’s common direction” (Hoy & Miskel, 2010, p. 377). Developing countries, in the concluding period of the twentieth century, has transformed their research attention on educational leadership and has made instructional leadership being the most commonly studied leadership styles being. Leadership Theory Ercetin (2000) noted that, in this modern century their as been a greater than before emphasis on governance by both practitioners along with theorists (p. 3). Several traditional theories of leadership include: (1) Trait approaches, which deal with the great man theory, that emphasize individualities of the leader. (2) Leadership style, which deals with, Michigan and Ohio State studies which came about in the 1960s. It emphasizes leader behaviors. (3) Contingency theoretical approaches, for example, the Least Preferred Coworker (LPC) theories, which makes references to the importance of situational influences. Trait Theory Theories on trait leadership recognize the personality that is specific and