DESIRE TO LEAD AND CHALLENGES IN LEADERSHIP: HOW DO SECONDARY SCHOOL HEADS STRIVE TO PURSUE THE HEADDSHIP?

Abstract

This study explores the pursuing of the headship of secondary school head teachers working within the province of Punjab, Pakistan. The study aims at understanding, describing, and interpreting why did the head teachers at school opted to become head teachers and how do they feel after becoming a head teacher, how do they accomplish their role, and what their insights are about the experiences as a head teacher while serving in ‘difficult times’. A total of 13 head teachers participated in this study within Sahiwal Division, Province of Punjab, Pakistan. It was mandatory for the participants to possess a minimum of five years headship experience. All of the participants were selected using purposive sampling technique. Data were collected through semi-structured interviews by using a narrative qualitative inquiry approach. The study was set forth by using an interpretive approach aligned with constructivism to meet the purpose of the study. During the interviews of 13 head teachers from the secondary schools, the questions were asked to reveal the stories during the pursuance of their headship who were pursuing their headship while desiring to become leaders and negotiating leadership challenges. The analysis of data was based on the interviews conducted with the head teachers pursuing headship at secondary schools. After the data was recorded, transcribed and analyzed, two main themes were identified, namely desire to lead and challenges in leadership. The key findings asserted that secondary school head teachers opt for headship to work in leading role. When they deliver, they come across with numbers of challenges associated with this new position. There is dire need to remove these challenges so that head teachers can perform effectively and promote education.