Abstract
The role of instructional leadership (IL) in Geography is under-researched in South Africa, although IL is widely considered a key determinant of learners' academic success. Therefore, this study investigated how school principals use the IL approach to enhance learners' performance in Geography. Based on the interpretivist paradigm, a qualitative research approach was adopted, utilising a case study design. A purposive sampling approach was used to select six secondary school principals who lead secondary schools that offer Geography as an elective subject in Grades 10–12. The data obtained were thematically analysed using the Atlas.ti software. The findings of this study reveal that school principals view their IL as integral to addressing curriculum coverage, protecting teaching time, and addressing resource constraints, as well as limited subject-focused IL. The study recommends enhancing school principals' capacity for subject-focused IL. This could be achieved through professional development, a collaborative leadership approach, and data-informed decision-making, such as Geography classroom observations and the promotion of Geography communities of practice. The study contributes to the growing body of knowledge on the benefits of school leaders' IL adoption in improving learners' subject-specific performance.