IMPACT OF PARTICIPATIVE LEADERSHIP STYLES ON TEACHERS’ PROFICIENCY AT SECONDARY SCHOOLS OF DISTRICT WEST, KARACHI

Abstract

This study investigated the impact of principals’ leadership styles on teachers’ proficiency, with particular emphasis on participative leadership, at secondary schools in District West, Karachi. Using a descriptive survey mixed-method research design, data were collected from 28 principals and 60 teachers through questionnaires, complemented by semi-structured interviews with 10 principals and 10 teachers. Quantitative data were analyzed using SPSS version 22 through one-sample t-tests and correlation analysis, while qualitative data were examined using thematic analysis. The findings revealed that participative leadership was the most effective leadership style in enhancing teachers’ proficiency. Principals who actively involved teachers in decision-making and instructional planning demonstrated a significant positive impact on key dimensions of teacher proficiency, including lesson planning, communication, feedback, and assessment practices. Statistical results confirmed a positive and significant correlation between participative leadership and teachers’ proficiency (p < 0.05). The study concludes that promoting participative leadership practices can strengthen teacher performance and improve overall school effectiveness at the secondary level. Directive leadership showed moderate effectiveness. Delegative leadership showed weak and context dependent effect.