ROLE OF SCHOOL LEADERSHIP IN ENHANCING INSTITUTIONAL PERFORMANCE: EXPLORING HEADTEACHERS’ EXPERIENCES IN PUNJAB, PAKISTAN

Abstract

Objectives: This study investigates the role of school leadership in enhancing institutional performance by exploring the experiences and practices of headteachers in government secondary schools across Punjab, Pakistan. The researchers have focused on transformational, instructional, and distributed leadership theories.

Methods: An explanatory sequential mixed-methods design has been adopted to analyze that how these leadership models influence school performance indicators, including student achievement, teacher attendance, retention rates, and community involvement. Quantitative data were collected from a stratified random sample of 300 headteachers using validated instruments. However, qualitative insights were gained through in-depth interviews with 12 purposively selected participants. Findings: Results of the study revealed moderately high implementation of leadership practices, with distributed leadership emerging as the most influential predictor of institutional performance (β = .35, p < .001). Pearson correlations showed significant relationships between all leadership styles and performance, while hierarchical regression and mediation analysis confirmed that distributed leadership partially mediated the effect of transformational leadership on performance. Qualitative findings further contextualized the quantitative results, revealing adaptive strategies such as community engagement, resource mobilization, and shared decision-making in response to bureaucratic and infrastructural constraints.

Conclusion: The study concludes that effective school leadership particularly when grounded in distributed practices plays a pivotal role in enhancing institutional outcomes in low-resource contexts like Punjab. These findings offer significant implications for educational policy, leadership training, and school improvement planning.

Implications: The research advocates for embedding distributed leadership competencies in professional development programs and aligning school leadership evaluations with data-informed and collaborative practices. Limitations and avenues for future research are discussed, including the need for longitudinal and multi-stakeholder studies to establish causal links and further validate the proposed leadership-performance framework.