The role of diverse leadership styles in teaching to sustain academic excellence at secondary level

Abstract

Educational leadership is a multifaceted area of study. Unquestionably, leadership is the most deliberate field within the social sciences. Still, administrators have evaded the notions of leadership concept like a haunting tune. This study has focused particularly on the significance of varied leadership styles in teaching to sustain academic excellence at the secondary school level. The quantitative research method was used. Data was collected through the scale of diverse leadership styles (strategic, cultural, instructional leaderships and sustaining academic excellence) from 103 secondary schools in Punjab, Pakistan. The sample consisted of 540 teachers who were enacting as teachers presently. Based on research objectives and questions, two hypotheses were formed and tested using mean analysis to determine the average ranking of leadership styles. Pearson correlation to know the statistically significant relationship between each leadership styles, and overall scales with sustaining academic excellence. The results revealed that most teachers give preference strategic Leadership, then instructional leadership, and finally cultural leadership in their teaching to sustain academic excellence. Moreover, the findings also indicated that a statistically strong positive relationship among diverse leadership styles in teaching and sustaining academic excellence with the value (r = 0.752). Based on the findings, it has been concluded that when teachers increase their effort in the use of strategic, instructional, and cultural leadership styles, academic excellence may also sustain and improve.