Teachers’ Perceptions of Effective Principal Leadership and Its Impact on Teacher Performance

Abstract

This qualitative study aimed to investigate teachers' perceptions of the influence of principal leadership on their performance. The population of this study was female teachers working in Federal Government Schools in Rawalpindi, Pakistan. This study was conducted in the Cantt Garrison area and targeted only female educators who were working in Federal Government Elementary Institutions. Data was collected by conducting semi-structured face-to-face interviews with 20 educators selected using the convenience sampling technique. The data was analyzed using open, axial and selective coding resulting in the emergence of seven themes namely; trust, motivation, good listening, delegation of responsibilities, decision-making, supportive environment and communication. Acknowledgement and visibility were subthemes of communication. The findings of the study reveal that teachers felt that supportive leadership work environment boosts their confidence, morale, participation, adjustment, and management of their professional tasks effectively. However, teachers attributed their motivation, responsibility, resources, experience, and personal needs to these factors as well. The study concluded that effective principal’s leadership might enhance teacher’s performance through the establishment of supportive relational and organizational conditions, not as a single determining factor.