First, the concept of instructional leadership could be divided into an "exclusive" and an ‘inclusive’ approach.[7] Researchers who count instructional leadership as "exclusive" regard the principal as the sole holder of responsibility when it comes to setting goals for the school, supervision, and in developing instruction that enhances academic achievement. This perspective tends to focus only on the role of principals as instructional leaders (e.g. Hallinger & Murphy, 1985[8]).