Leadership in educational settings, especially in schools, has a long history. Instructional leadership is a leadership style that is seen to increase school effectiveness. This study aims to map bibliographic data on instructional leadership over the past eight decades (1941-2022). The quantitative research approach to analyzing bibliographic information using bibliometric analysis was sourced from the Scopus database, which initially amounted to 951 documents, then became 717 documents after the screening process. Hallinger P. is the author with the most co-authorship networks, and the United States is the most co-authorship network on instructional leadership. The article "The Impact of Leadership on Student Outcomes: An Analysis of the Differential Effects of Leadership Types" by Robinson, V. M. J. (2008) is the article with the highest number of citations, and Hallinger P. is the author with the highest number of citations. The author's co-citation visualization of instructional leadership reveals 4 clusters: (1) measuring the instructional leadership, (2) school effectiveness and improvement, (3) the role of the school principal, and (4) leadership for school restructuring, performance, and achievement. The keyword network visualization for instructional leadership reveals 4 clusters: (1) the impact of instructional leadership on school climate, (2) the application of instructional leadership in school settings, (3) the relationship of instructional leadership with the concept of educational leadership in general, and school principals in particular, (4) instructional leadership efforts in developing professional and leadership teachers and teaching and learning processes that ultimately improve accountability. Future research about instructional leadership focuses more on teacher efficacy, school climate, principal preparation, and teacher professional learning. [For the full proceedings, see ED654100.]