This basic qualitative research study examined teacher perceptions of characteristics of effective instructional leadership. The purpose of the study was to determine what instructional leadership styles teachers identified as having the most impact on improving their own instructional skills. Previous research on instructional leadership has shown a gap in the teacher's perspective on the leadership styles they find most effective in helping them to learn. The results of the study may lead to an improved school climate, greater collaboration, and improved school outcomes. Eleven teachers with 5 or more years' experience working under at least three different principals participated in a semi-structured interview. The results showed that effective instructional leaders are principals who possess strong characteristics of both transformational and situational leadership. Creating a climate and culture that is positive, collaborative, and transparent will motivate teachers to be a part of a team of school improvement. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]