I agree with their article for 2 reasons. Firstly, Leithwood and May (1992) provide credible and thorough research to support their argument. One of Leithwood and May's (1992) studies, for instance, demonstrated that teacher motivation and loyalty to the school is strengthened when they are encouraged to structure their own goals for professional growth. Teacher dedication is important to the atmosphere of the school since it promotes a friendly and supportive environment that spreads to the students and encourages students to learn. More so, it reduces the possibility of conflict between both staff and students thereby promoting a better educational experience for the students. A cohesive and harmonious atmosphere -- generated by joint meetings surrounding the instructional leadership format -- can free itself to devoting itself more to ascertaining that the needs of all children are seen to.

Leithwood and May's (1992) studies...

This too generates the necessary convivial and supportive atmosphere that allows all children to feel included and part of oen whole and where students feel, not only encouraged in approaching teachers but also welcome and less intimated in doing so.
Instructional leaders need to know what is going on in the classroom. The best way that this can be accomplished is by students, teachers, and community being involved in a collaborative format of shared learning rather than in the traditional hierarchical top-down approach. This is best achieved by instructional leadership.

References.

Leithwood, Kenneth a & Poplin, Mary S (1992) the Move Toward…