Instructional Leadership and Teachers’ Job Performance at Secondary School Level in Pakistan: An Empirical Study

Abstract

This study examined the relationship between instructional leadership and teachers’ job performance in public secondary schools in Lahore, Pakistan. The objectives were to assess the levels of instructional leadership and teachers’ job performance, determine the relationship between these variables, and examine the predictive effect of instructional leadership on teachers’ job performance. A quantitative, descriptive-correlational research design was employed. The target population comprised 2,924 Secondary School Teachers (SSTs) working in public secondary schools in Lahore. A sample of 292 male and female SSTs was selected through purposive sampling. Data were collected using two adapted instruments: the Teachers’ Job Performance Questionnaire (Sultana & Naureen, 2022) and the Instructional Leadership Questionnaire (Akram, 2017). Both instruments employed a five-point Likert scale. Content validity was established through expert judgment, while reliability analysis yielded Cronbach’s alpha coefficients of .949 for the Teachers’ Job Performance Questionnaire and .903 for the Instructional Leadership Questionnaire, indicating high internal consistency. Data were analyzed using the Statistical Package for the Social Sciences (SPSS), Version 22, employing descriptive statistics, Pearson’s product–moment correlation, and simple linear regression. The findings indicated that both instructional leadership and teachers’ job performance were at high levels. Furthermore, a statistically significant, moderately positive relationship was found between instructional leadership and teachers’ job performance. Regression analysis also revealed that instructional leadership significantly predicted teachers’ job performance. These findings highlight the importance of instructional leadership in supporting teachers’ professional performance. Accordingly, school principals should strengthen their instructional leadership competencies through professional development, with particular emphasis on practices that support teaching effectiveness and improve teachers’ performance.