WISDOM LEADERSHIP, PROFESSIONALISM AND PERFORMANCE: A COMPARATIVE ANALYSIS OF TEACHERS IN PUBLIC AND PRIVATE SCHOOLS OF DISTRICT OKARA

Abstract

This study employed a comparative quantitative research design to examine the relationship between wisdom leadership, professionalism, and performance among teachers in public and private schools of District Okara. Utilizing a cross-sectional survey approach, data were collected from a representative sample of 287 teachers across both sectors. The findings revealed strong positive correlations among wisdom leadership, professionalism, and performance. Regression analysis indicated that both wisdom leadership and professionalism significantly predicted teacher performance, with professionalism exerting a slightly greater influence. ANOVA and Tukey HSD post hoc tests showed statistically significant differences in performance indicators based on teachers' roles and institutional affiliations, with private school teachers and classroom teachers performing at higher levels compared to their counterparts. The study concludes that cultivating wisdom-based leadership and enhancing professionalism are essential for improving teacher performance, particularly in public sector schools. These findings provide valuable implications for educational policy, leadership development, and institutional reform aimed at elevating teaching standards.