Teachers’ Perception regarding Principals’ Instructional Leadership Style at Higher Secondary Level

Abstract

The study aimed to examine teachers' perceptions of principals' instructional leadership i.e., formatting educational objectives, developing learning environment, protecting instructional time and supervising & monitoring progress in public sector higher secondary institutions. Instructional leadership plays a crucial role in shaping the educational environment, teachers' performance and influencing student outcomes. Understanding how teachers perceive their principals’ leadership can provide valuable insights into the effectiveness of these styles. A quantitative, descriptive research approach was adopted, with a survey method used for data collection. The population included 100 higher secondary institutions in Lahore, and a sample of 480 teachers from 40 institutions was selected using a two-stage proportionate sampling technique. The first stage involved selecting 25 female and 15 male institutions, and the second stage involved conveniently selecting 12 teachers per institution. A five-point Likert scale questionnaire, adapted from Khan (2012), was used as the data collection instrument. SPSS version 22.0 was used for data analysis. The results showed that principals were positively perceived by teachers especially in developing learning environments. It is recommended that future research focus on gender-based comparisons and alignment between teachers’ and principals' perspectives to enhance leadership practices.