School Leadership and Teacher Performance: Insights from Institutional Heads

Abstract

This study aimed to investigate public school heads' leadership skills and managerial 
attitudes and their impact on the teachers' performance. Acknowledging heads as the key 
representative of the school, the study emphasizes how their leadership affects teachers' 
motivation, professional growth, and satisfaction with their job. The study employed a 
qualitative research design to collect responses from 19 public primary school heads in the 
Taluka district, Hyderabad, Pakistan, through semi-structured interviews. Thematic analysis 
was used to extract recurrent themes and patterns in the responses. The analysis revealed that 
most of the institutional heads demonstrate a democratic leadership style. The insights 
indicated collaborative decisions and a cooperative attitude towards teachers. The findings 
suggest that effective leadership based on fairness, teamwork, and problem solving maintains 
a positive school environment and greatly helps teachers perform better. The study 
recommends planned leadership training to enhance school management practices and 
teachers' performance.