The purpose of the study was to identify instructional leadership behaviours practised by principals in two selected rural secondary schools in Limpopo Province. Non-random purposive sampling was used to select the two secondary schools and a case study of each of two schools was conducted. Semi-structured interviews supplemented by observations and documentary review were used to gather data from the respondents. Within the case and cross case approaches were used to analyse the data. Results from the study revealed that neither principal demonstrated many of the attributes of an instructionally led school. Neither principal clearly articulates the vision, mission and goals of the school. Classroom observations frustrate teachers and result into conflict with management because they are carried out haphazardly and mainly unannounced without forms. Responsibilities to assist teachers in their professional growth is neither carried out, nor delegated properly. The schools have rigid, top down management structures. Meetings between the SMT and other stakeholders are irregular and held under inhospitable environment. Neither principal has a qualification in school management and leadership.
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