Date of Award
7-3-2026
Document Type
Non Thesis
Degree Name
Master of Arts in Education
Department
Education
Program
Educational Leadership
Capstone Instructor
Meagan Reissy
Second Reader
Theresa Marty
Keywords
inquiry-based learning (IBL), instructional leadership, International Baccalaureate Middle Years Programme (IB MYP), mathematics education, professional development, teacher beliefs, conceptual understanding, student engagement, interdisciplinary learning
Abstract
This literature review examined the research question: “How can instructional leadership prepare IB MYP Mathematics teachers to implement inquiry-based learning (IBL) effectively?” The review defined IBL within the International Baccalaureate Middle Years Program (IB MYP), then explored how inquiry in the MYP was designed to promote better student outcomes in conceptual understandings, interdisciplinary learning, and real-life connections. The role of the MYP Coordinator (MYP), the pedagogical leader of this program, is central to answering the questions that focus on leadership. The literature also examined the benefits and barriers of implementing inquiry-based mathematics instruction. The findings suggested that effective IBL improves student engagement, critical thinking, creativity, and academic achievement. However, teacher beliefs about mathematics instruction, concerns surrounding equity, and reliance on traditional procedural teaching methods could limit the successful implementation of inquiry; these are further hindered by workload pressures, uncertainty about how to implement IBL, and lack of collaborative planned time. Across literature, a need for sustained and collaborative professional development emerged as a critical factor in helping teachers adopt inquiry-based approaches and design equitable learning experiences for diverse learners. To that end, the review concluded that to combat these difficulties, collaboration must be led by the MYPC and Heads of Department who could ensure structures, including ongoing reflection, staff dialogue, and coaching, are created to grow teachers within a school while preparing for new teachers coming due to staff transience.