Effect of School Heads’ Instructional Leadership Practices on Teachers’ Functional Competencies: The Mediation of Teachers’ Attitude toward Teaching

Authors

  • Prof. Dr. Riffat-un-Nisa Awan Director, Institute of Education, University of Sargodha, Sargodha, Punjab Pakistan
  • Dr. Uzma Shahzadi Director Academics, University of Sargodha, Sargodha, Punjab, Pakistan
  • Dr. Abida Parveen Assistant Professor (IPFP), Institute of Education, University of Sargodha, Punjab, Pakistan

DOI:

https://doi.org/10.47205/plhr.2023(7-IV)11

Keywords:

Instructional Leadership, Functional Competencies, Attitude toward Teaching

Abstract

This study intends to investigate the instructional leadership practices of secondary school heads and how these practices affect two important aspects such as teachers' functional competencies and teachers' attitude toward teaching. A sample of 300 teachers from 20 secondary schools in District Sargodha was selected to collect data using three questionnaires i.e. Instructional Leadership Standardized Scale, Functional Competencies Scale, and Attitude Towards Teaching Scale. The collected data from 281 respondents underwent analysis using Mean, Standard Deviation, t-test, ANOVA, and Linear Regression through SPSS. The findings suggest a positive and significant relationship between study variables. In essence, effective instructional leadership behaviors exhibited by school heads in promoting quality teaching and learning appear to positively influence teachers’ abilities and skills and their viewpoint toward the teaching profession. The study recommended that educational institutions should prioritize the adoption of instructional leadership strategies to enhance teacher competence and improve their attitude.

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Published

2023-10-10

Details

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    PDF Downloads: 68

How to Cite

Awan, R. un N., Shahzadi, U., & Parveen, A. (2023). Effect of School Heads’ Instructional Leadership Practices on Teachers’ Functional Competencies: The Mediation of Teachers’ Attitude toward Teaching. Pakistan Languages and Humanities Review, 7(4), 125–134. https://doi.org/10.47205/plhr.2023(7-IV)11