Impact of Instructional Leadership Practices on the Performance of Teachers and Students

Abstract

The purpose of the study was to compare how instructional leadership affected both teacher and student behaviour. All secondary-level teachers and students at Working Folks Grammar Schools and selected government schools in Dera Ismail Khan comprised the study's population. The multistage sampling technique was used, and a sample of 48 teachers and 200 students from 8 schools of the Dera Ismail Khan Division was selected. A well-structured questionnaire was used for data collection. Statistical Package for the Social Sciences software was used for data analysis to find out the mean difference in the responses of the teacher and students by applying the ANOVA test. The Tukey test was also applied in order to know the difference among various groups of independent variables. The results of the analysis lead toward the conclusion that the majority of the respondents were of the view that instructional leadership should be followed in the schools. Most of the respondents showed that the instructional leadership can influence the performance of both the teachers and the students. This study addresses the social, dialectal and learning diversity in the schools.