Leadership Practices of Head Teachers: Primary School Teachers’ Perspective in Public Schools of Punjab

Abstract

Effective leadership of head teachers shapes teacher attitudes and school organizational outcomes. This quantitative descriptive research aimed to find out the head teachers’ leadership practices perceived by the primary school teachers. There were selected 150 participants through a random sampling technique from public schools. A five-point Likert scale questionnaire was self-developed keeping in view the previous literature and experts’ perspectives. The questionnaire was focused on supportiveness, maintaining standards, communication capabilities, and instructional leadership. Data was analyzed through the SPSS 20 version. According to the findings of the study, teachers’ perceived positive regarding coordinating policy, classroom helpfulness, resource provision, relationship building, and confident interaction. There were 70-80% of the respondents who agreed about head teachers’ strengths for monitoring performance, motivation, decision making, shaping direction, and enabling autonomy. Low disagreement levels indicated teachers perceive head teachers as demonstrating competence across diverse leadership competencies. Highest rated areas and lowest regarding managing stress showed public sector heads capably transform restrictive bureaucracies through prioritizing secure environments, and communications, and upholding high instructional expectations enabling performance. Statistically, teachers had decidedly positive perspectives on headteacher leadership practices. Practical recommendations include sustaining areas with already high agreement, improving emotional support, increasing staff participation, enacting distributed leadership, enhancing recognition, and ensuring adequate time for core instructional leadership oversight by assessing administrative burdens on public school heads.