The intent of this study was to examine how school leadership influences teachers' instructional capacity using action research cycles. Understanding leadership roles and how best to meet the needs of teachers through school-level support and professional development can assist in building teacher capacity. In an adequate leadership capacity, educational reform with identified aspects in the directive, transformative, collaborative, and instructional leaders undertake an established process to involve teachers and students when building teacher capacity and developing a professional development process. The following findings emerged from this study: (a) Emphasis on the professional needs of teachers, (b) monitor the work, (c) plan professional learning, (d) increased professional learning opportunities, (e) feedback on implementation, and (f) effective collaborative planning. [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.]