HEADTEACHERS LEADERSHIP STYLES AND THEIR IMPACT ON TEACHER MOTIVATION AND STUDENT PERFORMANCE

Abstract

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This study looks at how several leadership styles like transformational, transactional, democratic, autocratic, and laissez-faire affect secondary school head teachers' performance. 109 head teachers (65 male and 44 female) in District Bhakkar, Pakistan, were surveyed using a quantitative technique and stratified random sampling. According to descriptive statistics, the most common leadership styles were transformational (M=3.97) and democratic (M=4.08), while autocratic (M=2.39) and laissez-faire (M=2.99) were the least popular. According to Pearson moment product correlation results, teacher motivation was strongly positively correlated with transformational (r=0.64) and democratic (r=0.57) leadership, while morale was adversely correlated with autocratic (r=-0.53) leadership. The findings of the ANOVA showed that there were substantial variations in school performance amongst leadership styles (F=5.68, p<0.01), with transformational and democratic methods producing better results. The results of regression analysis showed that democratic (β=0.52) and transformational (β=0.48) leadership were important indicators of school success. The results showed that female head teachers tended to be less autocratic and more democratic. Transformational leadership also performed better in larger schools (β=0.63 vs 0.39). The results discourage autocratic and passive methods and support collaborative, flexible leadership in educational settings. They also suggest professional development programs to improve head teachers' leadership skills. Fostering gender-inclusive leadership practices and incorporating teacher input into leadership evaluations are two examples of policy consequences