LANGUAGE IN INDIA

Strength for Today and Bright Hope for Tomorrow

Volume 20:4 April 2020
ISSN 1930-2940

Editors:
         Sam Mohanlal, Ph.D.
         B. Mallikarjun, Ph.D.
         A. R. Fatihi, Ph.D.
         G. Baskaran, Ph.D.
         T. Deivasigamani, Ph.D.
         Pammi Pavan Kumar, Ph.D.
         Soibam Rebika Devi, M.Sc., Ph.D.

Managing Editor & Publisher: M. S. Thirumalai, Ph.D.

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Instructional Leadership Style of Secondary Schools’ Head and Their Gender-wise Effect on Teachers’ Job Performance

Ushaque Ahmed, MS Scholar, Dr. Najmonnisa Khan and
Rabia Aslam, PhD Scholar

Abstract

Transformational leadership theory was used for the present study to inspect the relationship of teachers’ performance in jobs with instructional leadership style of secondary public schools’ heads. Descriptive research design under the quantitative approach was used. This study was conducted by using stratified random sampling technique with the sample of 160 teachers, teaching in secondary public schools of district Larkana. Two tools were used to collect data for the present study. “Instructional Leadership Questionnaire (ILQ)” was used to measure the instructional leadership styles of the head of the institute, while teachers’ job performance was measured by using “Teachers’ Job Performance Scale (TJPS)”. Positive and moderate significant correlation was found between instructional leadership styles of head teachers with the TJP. Result showed that 28% teachers’ performance is explained by the institutional heads’ instructional leadership style. Panel discussion seminar and conferences at elementary and secondary level are highly recommended.

Keywords: Instructional Leadership Style, Transformational Leadership, Teachers’ Job Performance, Pakistan.

1.1 Background of Study

Schwartz (2017) expressed, “if a school is performing well enough in every aspect, it will be just owing to the instructional leadership of the principal” (p.103). Head of institute who possess the instructional leadership qualities is foremost source of improvement of the teacher’s capability (Kwinda, 2019). Their actions influence the achievement and performance of instructors in multiple modes through their leadership, both gender try their level best to sharpen and improve the teachers’ performance and resultant, school perform well enough as well as better environment is developed in that school, that makes a difference to realize points of education (Larkin, Brantley-Dias, & Lokey-Vaga, 2016).

Evidence has shown that teachers who are more passionate and dedicated in their job performance they become more satisfied with their professions and hardly they leave or opt for another career field (Larkin et al., 2016). Scores of elements that will ensure the quality of teachers ' work performance, including working environment conditions, pay, staff connections, student behavior, parenting, and strong administration (Saleem et al., 2019). A few researchers inspected the association among teacher performance and strong supervision control (Schwartz, 2017) and believe that when instructors feel empowered, they never ever think to quit this prophetic profession. Whereas there is study to sustenance teacher work capacity or effectiveness hinged on students’ accomplishment in relation to job performance, there is relatively slight information in connection to how teachers regarded their principal's leadership actions as related to job satisfaction (Larkin et al., 2016; Schwartz, 2017). In any case, with all the accessible research on the subject of teacher performance, there is an exceptional need for research that is accessible on how certain factors influence job performance for instructors, to be specific on how the leadership styles of central influence reported job satisfaction. The data included extra stratum to grasp that what factors bound to them to be pleased in this profession and the readiness to opt this field as priority for career selection (Larkin et al., 2016; Schwartz, 2017).

This is only the beginning part of the article. PLEASE CLICK HERE TO READ THE ENTIRE ARTICLE IN PRINTER-FRIENDLY VERSION.

Ushaque Ahmed, MS Scholar
Education Dept.
Shaheed Zulfiqar Ali Bhutto Institute of Science & Technology, Karachi, Pakistan
saniushaque@gmail.com
Cell: +923362746022

Najmonnisa Khan, Associate Professor
Education Dept.
Shaheed Zulfiqar Ali Bhutto Institute of Science & Technology, Karachi, Pakistan
dr.najmonnisa@szabist.edu.pk

Rabia Aslam, PhD Scholar
Education Dept.
Shaheed Zulfiqar Ali Bhutto Institute of Science & Technology, Karachi, Pakistan
rabee_malik@hotmail.com
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