RELATIONSHIP BETWEEN PRINCIPALS’ LEADERSHIP PRACTICES AND SCHOOL EFFECTIVENESS: FROM SECONDARY SCHOOL PRINCIPALS AND TEACHERS PERSPECTIVES

Abstract

This study aims to examine the relationship between secondary school head teacher’s leadership practices and school effectiveness. The study also investigates the differences between the perceptions of government secondary school head teachers and teachers about principals’ leadership practices and school effectiveness. Quantitative research approach was used to test the hypotheses. Descriptive method was used to collect the data from 100 head teachers and 500 teachers of government secondary schools in district Dir lower through self-developed questionnaires. Data were analyzed by using mean, standard deviation, t-test and Pearson product moment correlation. It was found that statistical significant differences were found between the perceptions of secondary school head teachers and teachers about principals’ leadership practices and school effectiveness. A positive moderate significant relationship exists between the perceptions of secondary school head teachers’ leadership practices and school effectiveness. The study recommended that secondary school head teachers must set directions, involve teachers in decision making process, adopt distributive leadership styles, establish different committees for various tasks, maintain good relationship with students, teachers, parents, and community, and provide a trustworthy, supportive, and pleasant environment for teaching-learning process to ensure the maximum learning of the students at school.