South Africa’s persistent underperformance in international assessments such as Trends in International Mathematics and Science Study (TIMSS) and Progress in International Reading Literacy Study (PIRLS) underscores systemic educational challenges and limited epistemological access in schools. This conceptual desktop study explores how instructional leadership can serve as a transformative lever to address these issues. Using Morrow’s theory of epistemological access and Hallinger’s instructional leadership framework, the study conducts a thematic analysis of peer-reviewed literature and international assessment reports. It proposes a context-sensitive model comprising three key mechanisms: teacher professional development, lesson observation and feedback, and curriculum progression monitoring, that collectively enhance teaching quality and learner engagement. The findings suggest that instructional leaders, particularly in underperforming schools, must move beyond administrative roles to actively support pedagogical depth and curriculum coherence. By doing so, they can foster meaningful access to knowledge and improve educational outcomes. This research contributes to the discourse on leadership for equity and quality in South African education.

Keywords: Epistemological access, Instructional leadership.