Identified leadership practices and teachers’ professional development in Karachi, Pakistan: the moderation effect of training

Abstract

ABSTRACT Instructional practices can be strengthened when the education system allows teachers to upgrade themselves professionally, and leadership plays a key role in upgrading their professional competencies. In this regard, the current study aims to explore the role of identified leadership practices in enhancing the professional development of primary school teachers. At the same time, the moderation role of training between the association of identified leadership practices and teachers’ professional development was also examined. The study followed a descriptive survey research design headed by questionnaires to collect the data, which was analysed through the different statistical tests. The findings of the study provide evidence that leadership practices contribute significantly in developing teachers’ professional competencies by specifying the benefits of different identified leadership roles. Meanwhile, the study implied explicitly that training magnifies the positive effect of identified leadership practices on the professional development of teachers. The findings further suggest that school heads should perform their leadership tasks regularly and pay more focus to the training of teachers to upgrade their professional skills.