Instructional Leadership & Teachers' Performance

This study aimed at exploring teachers perceptions of instructional leadership of secondary school heads and relationship of these perceptions with their performance on the job at secondary school level in the province of Khyber Pakhtunkhwa (Pakistan). Six hundred and fifty secondary school teachers were selected by using stratified random sampling technique, 493 (309 male and 184 female) teachers from 14 districts of the province responded with a response rate of 76%. The results showed that teachers perceived instructional leadership of their school heads at moderate level in four functions, except for the function of providing learning environment that was perceived by teachers at higher level. Gender wise results showed that female secondary school heads were perceived better instructional leaders than their male counterparts in formulating educational objectives, providing learning environment, supervising and monitoring the progress, but in the functions of protecting instructional time and promoting professional development both are at the same level.

Autorentext

Dr. Zafar Khan is serving as Assistant District officer in Elementary & Secondary Education Department, District Abbottabad. He got his M.Sc in Physics & Ph.D in Education from Gomal University, Dera Ismail Khan, Pakistan.

Klappentext

This study aimed at exploring teachers' perceptions of instructional leadership of secondary school heads and relationship of these perceptions with their performance on the job at secondary school level in the province of Khyber Pakhtunkhwa (Pakistan). Six hundred and fifty secondary school teachers were selected by using stratified random sampling technique, 493 (309 male and 184 female) teachers from 14 districts of the province responded with a response rate of 76%. The results showed that teachers perceived instructional leadership of their school heads at moderate level in four functions, except for the function of providing learning environment that was perceived by teachers at higher level. Gender wise results showed that female secondary school heads were perceived better instructional leaders than their male counterparts in formulating educational objectives, providing learning environment, supervising and monitoring the progress, but in the functions of protecting instructional time and promoting professional development both are at the same level.