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Journal of Education & Social Sciences - Volume 12, Issue 2 2024
By Ruqia Jahangir, Prof. Dr. Shahida Sajjad
10.20547/jess1222412204
Keywords: Instructional Leadership, Professional Development, Classroom Observation, Performance Assessment, Instructional Feedback
This quantitative study investigated perceptions of instructional leadership practices among 100 secondary school principals and 100 teachers in District Quetta. Employing a descriptive, quantitative approach using independent samples t-tests, the study compared the views of these two key stakeholder groups on various facets of instructional leadership, including; the provision of refresher courses for teachers, observation of weaknesses and strengths of teachers regularly, the arrangement and observation of classroom activities, teachers’ performance assessment, and the provision of instructional feedback to teachers by principal of school. Results revealed significant differences in perceptions regarding several key areas. Principals reported significantly more positive perceptions of providing refresher courses (p = .002; M = 3.5, SD = 1.0) than teachers (M = 2.8, SD = 1.2), indicating a potential disconnect in the perceived value or accessibility of these opportunities. A highly significant difference (p = .000) was also found for classroom observation, with principals reporting significantly more frequent and effective observations (M = 4.2, SD = 0.8) than perceived by teachers (M = 2.5, SD = 1.1). Interestingly, teachers reported slightly more positive perceptions of performance assessment (p = .04; M = 3.7, SD = 0.9) than principals (M = 3.4, SD = 1.0). No significant difference was found for perceptions of instructional feedback (p = .12). These findings highlight a potential gap in understanding and communication surrounding key instructional leadership practices, particularly concerning classroom observation and the perceived value of professional development. The study emphasizes the need for targeted interventions, including enhanced communication strategies and professional development focused on observation and feedback techniques, to foster a shared understanding of best practices in instructional leadership for academic excellence in District Quetta's secondary schools.