The Impact of Head Teacher Leadership Effectiveness on Student Academic Achievement at the Elementary Level
Keywords:
Head teacher, leadership effectiveness, academic achievement, elementary level, quantitative studyAbstract
This quantitative study investigated the effectiveness of head teacher performance as a leader on students' academic achievement at the elementary level in public schools of District Jhang, Pakistan. The objectives were; to examine head teachers' perceptions of their leadership effectiveness, determine its relationship with student achievement, and compare the effects of gender on leadership effectiveness. A descriptive research design was employed, utilizing a stratified random sampling technique to select 133 head teachers (65 male, 68 female). Data was collected via a five-point Likert scale questionnaire and analyzed using mean, standard deviation, t-tests, and Pearson’s correlation in SPSS. The findings revealed that head teachers perceived their leadership positively across planning, organizing, supervision, motivation, co-curricular activities, and school management. A significant and moderate positive correlation was found between overall leadership effectiveness and student academic achievement (r = .740, p < .01). While some gender-based differences in perceptions were noted in specific leadership domains (e.g., planning, organizing), no significant difference was found in the overall leadership effectiveness between male and female head teachers. The study concludes that effective leadership by head teachers is a crucial factor in enhancing student outcomes. Recommendations include providing regular leadership training for head teachers, improving school infrastructure, and implementing a system of rewards and recognition to foster leadership effectiveness.
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