Second, researchers have classified modes of instructional leadership according to "direct" and "indirect" activities.[10][11][12][13] The former is considered a "narrow" mode and the latter a"broad" mode of instructional leadership. This distinction is due to the fact that a direct perspective focuses only on immediate actions related to instruction, such as classroom observation and curriculum development, whereas an indirect perspective broadly focuses on indirect activities, such as creating the school climate, as well as direct activities.