Abstract
A number of factors contribute to the academic performance of the teachers and teachers’ perceptions of their principals’ leadership behaviors are one of them. To raise the academic performance of teachers, every progressive country invests expansive resources and huge budget on teachers’ professional development programs all over the world. Nevertheless, the situation is yet not that improved as in UK where 90% of participant teachers in such programs consider these programs not very effective. Thus, it is suggested that the teachers’ education programs should undergo a paradigm shift from the conventional framework merely focusing on the imparting skills to the issues perceived by the teachers. This was a quantitative study conducted to see the relationship between teachers’ perceptions about their principals’ leadership behaviors and their academic performance. A sample of 2350 teachers of public and private secondary schools was selected from 235 schools of three districts (Lahore, Kasoor, Sheikhupura) through stratified random sampling. Teachers’ perceptions were identified through Multifactor Leadership Questionnaire – 5x Rater Form, developed by Bass and Avolio in 1995 and revised in 2004. Teachers’ perceptions came out as one of the most important determining factor of their academic performance. Therefore the study suggests that the teachers’ perceptions of leadership behaviors must be taken into account while designing any training program for their professional development to make them more effective.
Farhat Munir, Usman Khalil. (2016) Secondary School Teachers’ Perceptions of their Principals’ Leadership Behaviors and their Academic Performance at Secondary School Level, Bulletin of Education & Research, Volume 38, Issue 1.
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