Secondary School Teachers’ Perceptions oftheir Principals’ Leadership Behaviors and their Academic Performance at Secondary School Level

Oct 15, 2026

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Academic performance at the secondary-school level is shaped by multiple factors, and teachers’ perceptions of their principals’ leadership behaviors are examined as a key determinant. The study argues that professional development may be ineffective without reflecting teachers’ perceived needs, citing evidence from UK program evaluations. Using a quantitative design, 2,350 teachers from 235 schools in Lahore, Kasoor, and Sheikhupura were surveyed via the Multifactor Leadership Questionnaire (5x Rater Form). Results indicate teachers’ perceptions significantly influence academic performance and should inform training design.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages15

Reading Time38 min

AccessFree to download

Abstract

Introduction

Statement of the Problem

Review of the Related Literature

Secondary School Teachers’ Perceptions oftheir Principals’ Leadership Behaviors and their Academic Performance at Secondary School Level Farhat Munir* and Usman Khalil** Abstract A number of factors contribute to the academic performance of the teachers and teachers’perceptions of their principals’ leadership behaviors are one of them. To raise the academic performance of teachers, every progressive country invests expansive resources and huge budget on teachers’ professional development programs all over the world. Nevertheless, the situation is yet not that improved as in UK where 90% of participant teachers in such programs consider these programs not very effective. Thus, it is suggested that the teachers’education programs should undergo a paradigm shift from the conventional framework merely focusing on the imparting skills to the issues perceived by the teachers. This was a quantitative study conducted to see the relationship between teachers’ perceptions about their principals’ leadership behaviors and their academic performance. A sample of 2350 teachers of public and private secondary schools was selected from 235 schools of three districts (Lahore, Kasoor, Sheikhupura) through stratified random sampling. Teachers’ perceptions were identified through Multifactor Leadership Questionnaire – 5x Rater Form, developed by Bass and Avolio in 1995 and revised in 2004. Teachers’ perceptions came out as one of the most important determining factor of their academic performance. Therefore the study suggests that the teachers’ perceptions of leadership behaviors must be taken into account while designing any training program for their professional development to make them more effective. Keywords: Teachers’ perceptions, performance determinants, leadership behaviors *PhD Scholar, Education Department SSH, UMT, Lahore. Email: [zershawaiz@yahoo.com](zershawaiz@yahoo.com) **Associate Professor, Education Department , SSH, UMT, Lahore Introduction The academic performance of schools has become the most important criteria of school-principals’ performance (Frederickson, 2008; Eren, 2014; Grisson, 2014) . Principals try to achieve this hallmark mainly by improving the performance of their teachers through better communication, motivation, building up their confidence and providing them resources (PISSETH, 2011) . In view of that, the principals can present themselves as effective leaders only when they are good at getting the best out of their teachers and build their capacities so as to prepare them for the tough challenges present in their academic performances (Andreas, 2012) . For this, the principals are required to prepare themselves with leadership practices which improve teachers’ academic performance (Orphanos & Orr, 2014) because teachers’perceptions of their principals’ leadership behaviors not only have an impact on their performance at the school but also in their professional learning. (Liang, Liu, Wu, & Chao, 2015) . Secondary school level is a crucial stage in the career choice of young adults all over the world. Therefore, leaders of the secondary schools, regardless of being in the public or private sectors, are under a constant pressure of accountability for providing good results not only in Pakistan but in many developed and developing countries. Keeping in view the significance of this level, it is necessary to investigate the different dimensions of the link between the teachers’ perceptions of their school principals and their performance in diverse cultural learning and teaching contexts to improve the academic performance of the teachers. Statement of the Problem Principals implement their vision by empowering their teachers (Blase, 2001) for an effective academic performance (Ross & Gray, 2006) . Therefore they try hard to retain and train good teachers. Research informs that many factors have also been found to be relevant with teachers’ academic performance, however, teachers’percepti

FAQs

What is the main focus of the study?

The study examines how teachers’ perceptions of their principals’ leadership behaviors relate to teachers’ academic performance at the secondary school level.

How was the study conducted and what was the sample size?

A quantitative study selected 2,350 teachers from 235 secondary schools across Lahore, Kasoor, and Sheikhupura using stratified random sampling.

Which tool was used to measure teachers’ perceptions?

Teachers’ perceptions were measured using the Multifactor Leadership Questionnaire – 5x Rater Form, developed by Bass and Avolio and revised in 2004.

Oct 15, 2026

Uploaded by Fans