LEADING FOR IMPACT: HOW LEADERSHIP STYLES SHAPE TEACHER PERFORMANCE AND STUDENT ACHIEVEMENT

Abstract

This study investigated the leadership practices of principals in boys’ secondary schools across the public and private sectors in District Peshawar, Khyber Pakhtunkhwa, Pakistan. The research focused on four key dimensions of leadership: administrative, managerial, financial, and daily operational practices. A descriptive, quantitative research design was employed, and data were collected through structured questionnaires administered to principals and teachers. Using stratified random sampling, 20 schools (10 public and 10 private) were selected. The collected data were analyzed using SPSS, employing statistical techniques such as frequencies, percentages, correlation, regression, and t-tests. The findings revealed that principals in private schools demonstrated stronger leadership competencies compared to their public school counterparts, particularly in areas such as decision-making, supervision, financial transparency, and routine school operations. Public school principals, constrained by bureaucratic structures and limited autonomy, exhibited less proactive leadership behavior. The study underscores the importance of targeted leadership training and policy reforms to empower school leaders and improve institutional effectiveness.