An Analysis of Instructional Leadership Practices of Primary School Head-Teachers on Teacher Effectiveness: A Qualitative Study of Teachers' Perceptions

Abstract

Lack of instructional leadership in Pakistan's primary schools has been a severe issue, as it has remained a fundamental cause of poor teaching in the schools, given that students' academic performance and achievement are dependent on teacher efficiency. Teachers' perspectives of the influence of primary school head-teachers' instructional leadership techniques on teachers' performance were examined in this qualitative study. A purposive sampling strategy was used to collect data from 08 primary school teachers in the Korangi District of Karachi using an interview protocol based on the Principal, Instructional Management Rating Scale (PIMRS), and the Self-Assessment Instrument for Teacher's Evaluation (SITE). For the final theme analysis, the data set of 08 valid cases was employed. Individual semi-structured interviews with primary school teachers were done in a natural context. The input practices, process practices, outcome practices, and teacher effectiveness themes emerged from the findings. The results revealed that primary school head-teachers instructional leadership practices improved and enhance the effectiveness of teachers which as a result, enhance students' academic performance and achievement. Therefore it is suggested that the school head-teachers must apply their instructional leadership approaches and strategies for better teacher effectiveness.