Abstract
This study aimed to examine the extent of instructional leadership exhibited by principals and to gauge the work commitment levels of teachers in four rural secondary schools within the Sandakan district. Additionally, the study explored the relationship between principals' instructional leadership and teachers' commitment to their work. Quantitative descriptive research was conducted, collecting data via a 21-item questionnaire administered to teachers. The data were analyzed using SPSS Version 29 software, employing descriptive statistics and inferential statistics. The results indicated that principals demonstrated high levels of instructional leadership, and teachers exhibited high levels of work commitment. However, the correlation between the instructional leadership of principals and the work commitment of teachers was found to be weak. The findings suggest opportunities to strengthen the connection between principals' leadership approaches and teachers' commitment to their roles. By focusing on introspection, professional development, effective communication, and recognition, principals can enhance academic outcomes in their schools by cultivating a culture of dedication and high-quality work among teachers.