Author(s): Matilda Asafo-Adjei and Dr. Stanley Kwame Marcus Semarco

This study aims to provide a scoping review of how instructional leadership behaviors and communication strategies can overcome bureaucratic obstacles to foster problem-solving skills in teaching. The review process was done following the main approach of the Preferred Reporting Items for Systematic Reviews and Meta-Analysis extension for Scoping Reviews (PRISMA-ScR) and methodological framework. Academic databases such as Scopus, Web of Science, Eric, Embase, and Google Scholar were used in presenting the review. Most of the articles reviewed emerged from the last three years (2020-2023) with most of the authors being affiliates from Indonesia, United Kingdom, and Hong Kong. This scoping review revealed that overcoming bureaucratic obstacles and successfully teaching problem-solving skills and communication strategies empower students to develop a sense of self-efficacy, believe in their ability to tackle challenges and communicate effectively, it also empowers them to take ownership of their learning, become independent thinkers, and navigate future academic and professional pursuits with confidence. The findings of the study can have implications for educational policymakers, school administrators and instructional leaders by providing insights into effective leadership behaviors and communication strategies that can enhance teaching practices and promote problemsolving skills in the various schools