IMPACT OF INSTRUCTIONAL LEADERSHIP STYLE ON TEACHERS' PERFORMANCE AT UNIVERSITY LEVEL

Abstract

The purpose of this study was sort of investigate the impact of an instructional leadership style on teacher’s performance at the university level. Instructional leadership has come up as a important leadership approach, and it focuses on improving teaching and learning through academic guidance, instructional supervision, professional development, and the overall making of positive learning environments, sort of, yes. The study was intended to figure out the level of instructional leadership practices, assess how teachers perform, look into the connection between instructional leadership and teachers’ performance, and also to see what kind of effect instructional leadership has on teacher’s performance, generally speaking. A quantitative research approach with a descriptive cross-sectional survey design was adopted, and in this case the population included university teachers working in both public and private sector universities in Lahore. A sample of 300 university teachers was selected through a stratified random sampling technique, meaning the subgroups were handled carefully. Data were collected using a self-developed questionnaire based on a five-point Likert scale. The tool was checked for validation through expert review, while reliability was confirmed using Cronbach’s Alpha >.70. After that, the data were analyzed using descriptive statistics, including Pearson correlation, independent sample t-test, ANOVA and regression analysis through SPSS. The findings showed that respondents perceived instructional leadership practices and teachers’ performance at a high level, which means there is a strong presence of these practices, and also that the teachers are doing well overall. The results also pointed to a positive and statistically significant relationship, between instructional leadership and teachers’ performance (r =.23, p=.001) which seems to suggest that when leaders take charge in the classroom focused ways it really connects with how teachers do. When regression analysis was run, instructional leadership significantly predicted teachers’ performance, explaining 23.9% of the variance. Furthermore, the study indicated that there were no statistically significant differences in respondents’ perceptions when considering gender, sector, or qualification. In the end, the study concluded that instructional leadership plays a major role in enhancing teachers’ performance, mostly by encouraging professional development, improving instructional refinement, strengthening teamwork, and creating a more supportive academic atmosphere overall. It is recommended that university administrators reinforce instructional leadership practices through leadership development programs, continuous professional support, and faculty mentoring initiatives.