Teachers’ Perceptions of the Relationship between Principals’ Instructional Leadership, School Culture, and School Effectiveness in Pakistan

Abstract

Low performance in government schools in Pakistan can be attributed to causes including poor leadership at national level (Ali, Sharma, & Zaman, 2016) and insufficient budget (Ministry of Finance [MOF], 2010). In this survey research, a conceptual model is developed to measure school effectiveness and thereby aid self-development of the education system in Pakistan without additional cost. Self-development means that schools themselves are intended to apply the model and make changes based on what is learned and not necessarily the government. The data were collected from 367 teachers of secondary schools in Mardan district of Khyber Pukhtunkhwa province. To analyze the data and find the levels of each of the variables (school effectiveness, school culture, and instructional leadership) and their relationships, descriptive and predictive statistics were used. The results showed that the present levels of instructional leadership and school culture are low, while school effectiveness is moderate in Pakistani context. The correlation between these variables was found to be significant and strong. The results of the study provided evidence that school cultures developed by educational leaders can make contributions to school development and productivity without any extra cost.