Abstract
This research was designed to study teachers’ perceptions of instructional practices of their
head teachers and school climate at secondary school level in Punjab, Pakistan. Two thousand
male and female secondary school teachers from two districts of Punjab (Lahore, Okara) were
selected conveniently as a sample of the study. One instrument—The Instructional
Leadership Questionnaire (ILQ)—was developed by the researchers, while The School Level
Environment Questionnaire (SLEQ) was adopted for the study. Both the questionnaires
demonstrated higher level of reliability as 0.92 and 0.90 respectively. Pearson correlation was
used to measure the relationship between Instructional Leadership practices and school
climate, while Independent samples t-test was used to compare the mean score of male and
female, and urban and rural secondary school teachers on instructional leadership practices
as well as school climate. No significant difference was found between male and female
teachers’ perceptions on instructional leadership practices unlike the case for school location,
where the difference was found statistically significant. However, no significant differences
were found between teachers’ perceptions of instructional leadership practices and school
climate based on teacher school location. Present study revealed positive correlation between
instructional leadership practices and school climate. This finding invites further research,
for example, to study the impact of this relationship on students’ academic achievement
and/or teachers’ job satisfaction. Multiple regression analysis revealed that 32% of variance
in school climate was significantly predicted by instructional leadership.
Muhammad Akram, Abdul Rauf, Ashfaque Ahmad Shah. (2018) Head Teachers’ Instructional Leadership Practices and School Climate at Secondary Schools, Journal of Arts and Social sciences, Volume 5, Issue 2.
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