Principals’ Leadership Practices Comparison: Case of High and Low Performing Higher Secondary Schools of Lahore

Abstract

Effective school leadership is crucial for student performance and school improvement. This study explores leadership practices in high and low performing secondary schools of Lahore, Pakistan, with a focus on the roles of principals in school performance and improvement. Using a mixed-methods research design, this study combines quantitative data from structured questionnaire and qualitative data from semi-structured interviews with purposively selected principals from high and low-performing schools. Descriptive statistical techniques have been used to analyze quantitative data, whereas thematic analysis has been used to analyze qualitative data. The findings reveal significant differences between the practices of principals working in high and low performing schools. High performing principals exhibit proactive approach, collaborative leadership styles, emphasizing vision development and staff empowerment. In contrast, low performing leaders tend to be passive and bureaucratic, focusing mainly on administrative tasks instead colleagues development and school improvement. The study offers recommendations to improve leadership practices in low performing schools, such as encouraging principals to actively engage in vision development, empowering staff through delegation and involving hem in decision making, and prioritizing staff professional development despite resource constraints. These findings further recommend fostering a culture of collaboration, innovation, and continuous improvement, ultimately enhancing student outcomes and school performance.