Today, when high-stakes accountability pressures are emanating from all angles, including governments, state institutions, parents, and other stakeholders, there has been enormous pressure on schools and school districts, especially to up their instructional leadership role effectively and efficiently. This situation highlights the critical role of the school leader in the school ecosystem (Day et al., 2023; Leithwood et al., 2004). To improve instructional quality and monitor the activities and practice school-level leadership, studies (e.g., Kachur et al., 2013; 2010) have revealed the importance of leadership walk-throughs, especially at the elementary school level. Walk-throughs are traditionally associated with school-level leadership teams moving into classrooms to observe teaching and learning; there is growing recognition that they can also serve as a tool for the school leadership team. Although not popular in most districts, according to Alexander et al. (2025), results from a leadership walk-through can provide valuable insights to help the school leadership team reflect on their leadership practices and critically identify ways they could support the attainment of educational outcomes.

As school-level leaders engage in a myriad of activities, including setting direction and guiding their school towards achieving school goals. Leaders ensure good organizational health by creating and shaping the culture and environment of their schools to support academic work (Tomlinson, 2004). Amid performing all these functions, the question that beckons investigation is: who observes the activities of school leaders to ascertain the extent to which their leadership practices will lead to effective school enhancement? In the elementary school setting, a leadership walk-through provides an opportunity to observe the school's activities, including both instructional and non-instructional activities led by the school leadership team. Getting a clear picture of such activities is the basis for leadership walk-throughs. Leadership walk-throughs, usually conducted by an external body or individual, involve a brief but focused observation of the full range of activities of the school leadership team on a typical school day. Leadership walk-throughs help in ascertaining the activities of the school leadership team and determine how school activities can contribute to school improvement and student learning. Leadership walk-throughs, therefore, challenge the long-held assumption that school improvement efforts should focus solely on instruction rather than leadership practices (Leithwood et al., 2019; Sun & Leithwood, 2015). This is because leadership actions, inactions, interactions, and decisions a fundamental to overall school improvement (Yeigh et al., 2019; Bird et al., 2013). The purpose of this proposed study is to examine how leadership walk-throughs can be used to develop elementary school leadership practices. The study is guided by the following research questions:

RQ1: What observable leadership behaviors and practices does the school leadership team show

          or enact in their school setting?

RQ2: How do school leadership teams implement instructional, relational, and managerial

          practices in their school setting?

The study is conceptually grounded in Management-by-Wandering-Around (MBWA), a leadership approach with roots in Management studies (Kachur et al., 2010; Peters, 1985). Rather than serving as the formal theory for the study, the MBWA is used as a conceptual basis for understanding leadership walk-through as a strategy through which school-level leadership teams can be observed in their natural day setting, undertaking their leadership roles (Alexander et al., 2025; Tucker & Singer, 2015). This study views walkthroughs as structured, non-instrumental, and non-interruptive observations of school leadership teams. Using multiple rounds of brief, informal, and non-evaluative observation by researchers, the study will capture authentic leadership practices, school culture, and daily instructional activities in an elementary school environment.

This study will use a qualitative case study design to explore leadership walk-throughs as a tool for developing elementary school leadership. A case study design aims to investigate real-life phenomena in depth and within their environmental context (Ridder, 2017). The case study design is therefore appropriate, as it will allow for a holistic and in-depth investigation of how leadership work-throughs can be used as a tool for developing elementary school leadership (Yin, 2018). The study will be conducted in selected elementary schools in the state of Alabama, US. The selected schools comprise five control schools and six treatment schools. Participants in this study will include school principals, assistant principals, and instructional support staff (e.g., Coaches and Specialists). These participants will be purposefully selected because they constitute the school-level leadership team, and they are the main subjects of this study. Data will be collected through an unobtrusive, structured observation in selected schools. The use of unobtrusive observation allows authentic, uninterrupted natural interaction to take place. The Leadership Walk-throughs Observation Instrument, developed by Irby and Alexander (2023), will be used for the study. A team will visit the selected schools to observe, firsthand, the behaviors of individual school leadership team members and the team's collective behavior. To ensure trustworthiness, two researchers will be visiting a school at a time. During the walk-through sessions, researchers will observe morning and afternoon routines, leadership-student relationships, leadership-parents/families relationships, instructional leadership by the leadership team, leadership-staff relationships, and leadership engagement in the professional leadership team. A reflective conversation will be held with the team to address observations that may require further clarification. Data collected in the field will be coded and organized into themes. The times will be based on the research questions guiding the study. As part of the ethical considerations, all relevant approvals will be obtained from the Institutional Review Board (IRB) at the University of Alabama. Additionally, informed consent will be obtained from the selected schools and their leadership. The study's objective will be explained to them, and they will be assured of confidentiality. The observation will be conducted in a manner that does not infringe on the rights of leaders, teachers, and students. Again, the researchers will ensure that the observation does not interrupt academic activities.

Firstly, it is expected that the leadership walk-throughs will emerge from the study as a critical and practical tool in supporting the development of elementary school leaders. It is anticipated that the findings will reveal leadership walk-throughs to assess the school-level leadership team effectively and identify the practices and strategies they adopt to lead their school. In so doing, the study will identify the leadership practices that are desirable and those that are counterproductive. Secondly, it is expected that the study's findings will reveal the leadership capacity to support teaching and learning. Principals and instructional specialists may be engaging in activities to improve instructional practices. These may include identifying instructional strategies and materials that support effective teaching and learning. Again, it may be observed that leaders lead other staff members, especially teachers, in professional development initiatives. The observation may also show school leaders monitoring curriculum implementation and assessing students’ engagement during instruction. Thirdly, it is expected that evidence from the walk-throughs will reveal a collaborative, team-oriented relationship among the leadership team towards a common goal. This may be observed in areas such as shared goals, collaborative problem-solving, and delegation. Overall, leadership walk-throughs are expected to emerge as a multifaceted tool that can support elementary school leaders in engaging in leadership practices that positively influence students’ learning. These practices will create a conducive school environment characterized by collaboration, teamwork, and professional growth. Theoretically, this study will broaden the leadership discourse by emphasizing the need to regularly observe school leaders and provide necessary feedback to improve their practice. In practice, it will provide concrete evidence for state, district leadership, and policymakers on the importance of leadership walk-throughs in improving leadership practices, supporting a positive school environment, and enhancing student learning.

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