Examining the Mediating Role of School Culture in the Relationship between Heads’ Instructional Leadership and Students’ Engagement at Secondary Level in Punjab, Pakistan

Oct 15, 2026

Present study investigates the mediating role of school culture in the relationship between secondary school heads’ instructional leadership and students’ engagement in Punjab, Pakistan. Data were collected from 1,016 secondary teachers using questionnaires and analyzed with Structural Equation Modeling to test both direct and indirect pathways. Findings show a statistically significant total effect of instructional leadership on engagement, while the direct effect becomes non-significant. The indirect effect via school culture remains strongly significant, confirming school culture as a key mediator.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages13

Reading Time33 min

AccessFree to download

Abstract

Introduction

Instructional leadership and student outcomes

School culture as a linking factor

Student engagement and educational outcomes

Research gap and study aim

Examining the Mediating Role of School Culture in the Relationship between Heads’ Instructional Leadership and Students’ Engagement at Secondary Level in Punjab, Pakistan Zara Khan* Abstract Present study aims to investigate the mediating role of school culture (SC) in the relationship between heads’ instructional leadership (IL) and students’ engagement (SE) at secondary school level. The target population was comprised of all secondary school teachers of district Punjab. Multistage sampling techniques were used to select the sample. The sample was consisted of 1016 secondary school teachers. Questionnaire was used to collect data. Structural Equation Modeling (SEM) technique was used to analyze the mediating effect. Results revealed that total effect of IL on SE is statistically significant (β=0.655, t= 27.572, p= 0.000), while the direct effect of IL on SE becomes statistically in significant (β= 0.109, t=1.480, p=0.139) . However the indirect effect of IL on SE through the mediation of SC is statistically significant (β=0.546, t= 8.662, p= 0.000) . These findings show that school culture is a statistically significant mediator for the relationship between heads’ instructional leadership and students’ engagement. Keywords: Mediating effect, School culture, Students engagement, Instructional leadership * PhD Education, [Email: Zarakhan022011@hotmail.com](Email: Zarakhan022011@hotmail.com) Introduction According to Hallinger (2011) the primary influence on student academic outcomes is the instructional leadership of school heads. Although, he explained that school heads have an impact on students learning outcomes indirectly. It is mediated through other factors of the school. For instance, heads have a direct effect on collaborative decision-making processes, shared vision, teachers’ collegiality and the school's overall academic capability. These aspects of teamwork are part of the school culture (MacNeil et al., 2009). Similarly, Hallinger’s Leadership for learning model shows that the instructional leadership influence on student learning outcomes indirectly and mediated through other factors of school. It is important for school heads to find out the linking variables that contribute to proficient student learning and are adaptable by school leadership (Ali, 2017). Bodla and Nawaz (2010) argue that an instructional leader plays a significant role in creating a culture of institute because it "influences the process of group progression and achievement of goals" (p.208). This important role within the school contributes to the growth of the school's community and connects the school's instructional leadership to students’ academic achievement, which was developed by the Hallinger and Heck Model B, in 1998. This updated Model B states that the principal is not directly influence on the student success, but through other factors of the school (as cited by Ali, 2017) . Likewise, a study conducted by Bektas et al. (2015) states that school culture plays an important role in the academic performance of students. This influence depends on the cultural factors of the school, such as mutual support between stakeholders, common beliefs, support for career development, family support and recognition of the needs of all students. These studies show that the dominant culture of the school has an impact on all stakeholders, especially on students. A positive school culture can help students feel more connected to school goals, thereby improving educational outcomes (Demirtas, 2010) . However, school heads need to be focused on instructional leadership that fosters collaborative culture to encourage students’ involvement in schools (Angelle, 2018) . From the literature review, it is clear that the principals who serve as' promoters of change' would influence on students’ learning outcomes through effective school culture. Furthermore, a supportive school culture may have a profound effect on the educational achiev

FAQs

What does the study examine in Punjab, Pakistan?

It examines how school culture mediates the relationship between secondary heads’ instructional leadership and students’ engagement.

How were the data collected and analyzed?

The study surveyed 1,016 secondary school teachers using a questionnaire, and Structural Equation Modeling (SEM) was used to analyze mediating effects.

What were the key findings about the effects of instructional leadership on engagement?

The total effect of instructional leadership on students’ engagement was statistically significant, but the direct effect was not. The indirect effect through school culture was statistically significant.

Oct 15, 2026

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