The purpose of this study was to examine the instructional leadership role of the senior high school principal, his administrative staff and the degree to which other individuals assume and perform instructional leadership responsibilities in the senior high schools in Virginia. The descriptive survey method was used to accomplish the objectives of the study. The participants in the study included senior high school principals in Virginia. A thirty-eight item questionnaire was developed from a review of selected literature and administered to all senior high school principals in Virginia. Usable responses were received from 210 of the 256 senior high school principals for a return rate of 82 percent. Responses to the thirty-eight item questionnaire from the principals were analyzed using the statistical analysis system (SAS). Data were reported by means, frequencies, standard deviations and percentages. Major findings of the study were as follows: 1. All of the instructional activities were carried out in most of the schools. There was very little differentiation as a function of size, location, and staff. 2. The principal has the highest mean responsibility for most of the thirty-eight instructional activities identified; the assistant principal had the second highest mean responsibility. Exceptions are in follow-up of students, Instructional material development, Inservice programs, and staff development. 3. For the three variables examined (size, location, and staffing), size and staffing seemed to be the variables which influenced the distribution of responsibilities. Generally, mean scores and primary responsibility assigned to the principal decreased as school size and staffing increased. Conversely, responsibility of the assistant principal increased as school size increased. 4. Formulating school goals and observing instructional techniques were reported most frequently by principals as most important leadership activities carried out in secondary schools. / Doctor of Education