Although the literature is replete with prescriptions of instructional leadership for school leaders, this article argues that current understanding of the concept is inadequate when considered against burgeoning educational imperatives. Indeed, schools are increasingly expected to customise their instructional offerings to address student needs, equip them with new work competencies and enhance teacher training effectiveness. To meet these needs, a paradigm shift in thinking about instructional leadership is warranted. The new model of instructional leadership proposed emphasises contextualised knowledge creation through school-wide endorsement of action research to address student and teacher needs in the unique context of the school. (Contains 1 figure.)