HEAD TEACHER’S LEADERSHIP STYLE AND SCHOOL PERFORMANCE: EVIDENCE FROM SECONDARY SCHOOLS IN LAHORE, PAKISTAN

Abstract

Leadership is the ability to identify and use natural talents as well as skillfully influence the team's inherent capabilities to achieve the organizational goals. Leaders influence individuals by their actions, and these actions also have impacts on the performance of their employees at the workplace and other matters pertaining to students' learning. The study aims to identify the influence of head teacher’s leadership style on the school discipline.

 Multi-stage cluster random sampling was used to select sample from nine major towns of Lahore. Twenty seven (27) head teachers and 231 school teachers were selected. Adapted instrument were used for data collection. Regression analysis, correlation and t-test were used to derive conclusions.

The study concluded that the democratic, transactional, and transformational leadership styles of head teachers have a remarkable impact on intrinsic and extrinsic discipline while autocratic leadership style has no significant influence on intrinsic and extrinsic discipline. According to the leadership path-goal theory, head teachers should change their leadership styles when the situation required it. Consequently, school administration ought to be strengthened. Thus, it can be said that secondary school head teachers who use leadership styles have great impact on discipline in the school.