Interactive Effect of School principals’ Leadership Styles and Teacher Characteristics on Curriculum Implementation at Public Secondary Schools of Punjab

Abstract

The research was conducted in the positivist paradigm to determine the interactive effect of school principals' leadership style and the teaching characteristics (traditional Vs. Progressive) of school teachers on curriculum implementation. The research further explores how teaching characteristics mediate between school principals' leadership style and curriculum implementation. Higher secondary school teachers' perceptions were collected from 600 teachers teaching at secondary schools in six districts of Punjab. Multistage sampling was used to draw a sample from a large and diverse population. Descriptive and inferential statistics were used to determine the relationship among various constructs leadership styles, teacher characteristics, and strategies used for the curriculum implementation at secondary schools of Punjab. Path analysis using Structure Equation Modeling with AMOS yielded unique relationships among leadership styles of school principals and teacher characteristics for curriculum implementation. Democratic style of school principals was found to exert maximum direct influence on curriculum implementation with no teacher characteristics mediation. However, it is found that both teacher characteristics play a significant mediating role in curriculum implementation; the visionary style was best mediated through progressive characteristics, and 2) commanding style was mediated through traditional characteristics. The research draws attention to existing gaps in developing teacher expertise for curriculum implementation, which need to be addressed to prepare future teacher leadership in Pakistan.

Institutional factors and curriculum fidelity in vocational training centres in Kampala City, Uganda

“…Further, the study established that leadership effectiveness had a significant positive influence on curriculum fidelity. This finding was in agreement withAsghar et al (2020),Bahtilla et al (2020),Bumen et al (2014),Cheserek et al (2021),Dube and Jita (2018), Juharyanto et al (2018),Okoth (2018), andSyomwene (2018) who revealed the existence of a significant positive relationship between leadership effectiveness and curriculum fidelity. This means that if vocational training centres have effective leaders, curriculum fidelity is achieved.…”

“…All these are elements necessary for effective curriculum fidelity. Scholars (Asghar et al, 2020;Bahtilla et al, 2020;Bumen et al, 2014;Cheserek et al, 2021;Dube & Jita, 2018;Juharyanto et al, 2018;Okoth, 2018;Syomwene, 2018) have investigated the influence of leadership effectiveness and curriculum fidelity. While previous research shows that effective leadership is related to curriculum fidelity, none of the studies captured the context of educational institutions in Uganda.…”

Factors Affecting the Satisfaction of School Teachers with Performance Appraisal System in Punjab

“…Moreover, the article reported in a retrospective comparison that teachers' skills matter a lot for qualifying in teacher evaluation, especially, related to classroom management, teamwork, and keep oneself motivated for improvement. Liu & Onwuegbuzie (2014) contended that it is difficult for teachers to remain updated in challenging times, and a gap is produced between their actual and expected skills; in such conditions, leadership should adopt facilitative management skills to equip teachers with the needed skills (Arif, Asghar, & Mukhtar, 2020), so that the school teachers may assume new responsibilities of facing accountability challenge. Argon (2015) explained that school principals must follow the rules and regulations during accountability adopt appropriate ways to conduct the appraisal.…”

“…Researchers remark that these policies have caused an increase in teachers' vulnerability, attrition, and dissatisfaction (Argon, 2015;DeNisi & Gonzalez, 2017;Fisher-Ari et al, 2017 ;). It is a huge challenge confronting the schools education department Punjab; moreover, it is recommended to them that appraisal (summative evaluation) must be linked with continuous supervision (formative evaluation) to get better results (Adam, Mombourquette, Brandon, Hunter, Friesen, Koh, et al, 2018); whereas the suggested management styles to conduct appraisal would be participative and delegative conforming to interpersonal leadership improving long-term relationships between the stakeholders (Arif et al, 2020).…”

The Impact of School Principal Leadership, Academic Supervision, and Achievement Motivation on Teacher Performance

“…Previous research has examined principal leadership's impact on enhancing teacher pedagogical competence. An effective principal demonstrates a harmonious blend of managerial and leadership skills (Ar & Sabandi, 2022;Arif et al, 2019;Artasya et al, 2024;Atasoy, 2020;Dacholfany et al, 2024;Meilani et al, 2024;Ramlah et al, 2023;Rohyatun et al, 2020). The principal's leadership is crucial in guiding the school toward educational success.…”