There are different criteria that affect active leadership styles that enhance the role of a principal as an Instructional Leadership. However, many principals lack such criteria where a strong principal considered as an Instructional Leadership. To become Instructional Leaders, principals must transform their practices from managerial to instructional. They need to exercise their leadership by exhibiting the leadership styles in their role and character, or their role will merely perform administrative duties that are akin to an administrative position. Furthermore, a school principal as a leader should play an important role in enhancing teachers' satisfaction. This study investigated the moderating effect of four leadership styles Directive, Supportive, Participative, and Achievement-oriented (D, S, P, A) on Instructional Leadership and teachers' outcomes (job satisfaction, job expectancies and acceptance of leader). The study used mixed methods, qualitative survey and quantitative focus group to develop a model based upon empirical data. The findings are based on a survey of 536 participants including teachers, principals and senior chiefs at various levels of primary, elementary and secondary schools across the Kingdom of Bahrain. The statistical and thematic analysis of the data shows that there is a direct and positive relationship between Instructional Leaderships and teacher's outcomes when moderated by the four leadership styles. The contribution of this study is the empirically tested relationships between Path Goal Theory and Instructional Leadership which shows that there are statistically significant relationships between D, S, P, A and the relationship between Instructional Leadership and the teacher's job satisfaction, job expectancy and acceptance of leader. Focus group finding shows that Leadership styles D, S, P, A transforms Instructional Leadership into a form that enhances the leadership role in Kingdom of Bahrain that Transactional Leadership influences Job expectancy, whilst Referent Power influences acceptance of leaders.

In our increasingly competitive world, it is critical that college graduates enter the workplace with the appropriate skills to not only survive but also grow their career. Current college graduates have not consistently acquired the skills needed for success in the workplace to learn and thrive continuously in our rapidly changing world. The Virginia Tech College of Agriculture and Life Science must identify the specific strategies that develop best the needed skills for the success of the graduate and society The purpose of the study was to identify a land grant college of agriculture and life sciences' (LGCALS) current programmatic and classroom strategies for developing students' ability to learn and thrive continuously in our rapidly changing world and a (1) explore programmatic strategies for developing students' ability to continuously learn and thrive; (2) explore innovative instructors classroom strategies for developing students' ability to learn and thrive continuously; (3) describe graduates perceptions of career readiness as measured through the bases of competence inventory, and finally; (4) compare programmatic strategies, classroom strategies and graduates' perceptions for career readiness. A mixed methods convergent parallel design guided the research. Qualitative interviews were employed for exploring experiences using an interpretive, constructivist, and naturalistic approach for research objectives 1 and 2. A cross sectional survey design and questionnaire, Making the Match, was used to conduct the quantitative research for objective 3. The mixed methods portion of the convergent parallel design was used to frame and explore research objective 4. Findings of the study detail need for curriculum improvement in problem solving, learning, time management, creativity and change, and personal strengths. / Ph. D.