Empowering School Leadership in Punjab, Pakistan

Abstract

School heads and school Teachers are considered to be as the spinal column of the whole education system. The effectiveness of any system of education depends upon the Authentic Leadership of school heads and Empowerment of Teachers which in turn links with Job Performance of Teachers. This study is one of the first carried out in the field of education to explore the effect of secondary school head’s authentic leadership, on teacher’s empowerment and job performance, as well as the mediating role of teacher’s empowerment between the relationship of head’s authentic leadership and teacher’s job performance particularly in the context of Pakistan. This study laid foundation on causal comparative and Correlation ground. It is also descriptive in nature. All male and female secondary school heads and teachers in all 36 districts of Punjab constitute the population of the study. The study delimited to only government secondary school heads and teachers. The study delimited to the six districts of Punjab. Through proportionate random sampling technique 271 heads, which are 30% of the total population and 865 teachers, were selected, which are 5% of the total population. For data collection three different questionnaires Authentic leadership Questionnaire (ALQ), School participant Empowerment Scale (SPSE) and Teacher’s Job Performance Scale (TJP) were adapted and used to measure the three variables. Correlation between AL, TE and TJP was calculated applying Pearson Correlation coefficient. To measure the effect of the AL on TE, AL on TJP, TE on TJP Multiple Regression was applied. In order to analyze the mediating role of empowerment between AL and TJP Regression Analysis Process-Macro was applied. This study develops and veteran a framework it comprises of collision of authentic leadership and teacher’s job performance in the occurrence of teacher’s empowerment as mediator. What was novel to this study was the significant mediating effect of TE among AL and TJP, so it can be conditional that empowered teachers show better performance as compared to less empowered teachers. The findings reveals that school heads that highlight transparency, balanced processing, self-awareness, and elevated moral values also successfully enhance teacher’s empowerment, which as a result boost their job performance.