The efforts to improve educational quality and its relevance to social need have directed the attention of educators and the public toward impoving the quality of instructional leadership. Traditionally, the Korean school administrator has been concerned with the implementation of national program requirements, as managerial officers rather than as creative leader. There is a general agreement among educators that Korean education is suffering from ineffective instructional leadership. Much of the relevant literature identifies principal’s responsibility as the entire set of managerial and instructional functions. Conflicts always take place between the desire to lead in instruction and learning and the responsility to operate school smoothly through the proper administration and management. Even though the major concerns of school are educational program, curriculum and instruction, teaching and learning, and supervision and evaluation, resent trends pressing administrators to assume more managerial roles, as the consequence, principals spend most of their time on management details and they act mainly as business managers and are often strong advocates of the status quo. Many educators generally agree that upgrade the quality of education as one of the most important outcomes of an effective instructional leadership. Without this leadership, the quality education so desperately needed will hardly be assured. The instructional leadership must demonstrate certain competencies if the requirement of the position are to be fulfilled. The principal must understand and implement educational program and curriculum development, identify and apply effective instructional strategies, run a business efficiently, provide high learning climate, develop a supportive work environment, establish positive expectations and standards and develop effective evaluation system.