Dr. Atif Saleem and Dr. Sarfraz Aslam, in their research on principal leadership styles and teacher job performance, explored how directive, participative, supportive, and achievement-oriented leadership styles impact teacher performance in private secondary schools in Pakistan. Their study, grounded in path-goal theory, revealed that directive leadership was the most effective style in this context, significantly improving teacher performance across various indicators such as lesson planning, classroom organization, and discipline. The findings suggest that school leaders in similar contexts should balance directive approaches with supportive practices while gradually fostering teacher autonomy. The researchers also highlighted the cultural dependency of leadership effectiveness, noting that while participative styles may thrive in Western contexts, directive approaches may be more suitable in hierarchical or high-pressure settings. The study underscores the importance of context-specific leadership strategies and the critical role of middle management in shaping effective leadership frameworks. Policymakers are encouraged to provide training that integrates directive and supportive practices to ensure teachers feel guided and valued.
Interviewer:Â Good morning, and welcome to this insightful discussion. Joining us today are Dr. Atif Saleem and Dr. Sarfraz Aslam, esteemed researchers whose groundbreaking work on principal leadership styles and teacher job performance.
Your work on principal leadership styles and teacher job performance has generated some interest. Starting with basics, what was the goal of this research?
We examined how different leadership styles – directive, participative, supportive, and achievement-oriented affect teacher job performance in private secondary schools in Pakistan. We examined middle management from the standpoint of bridging principals and teachers and putting leadership strategies into practice.
What four leadership styles did you assess?
Dr. Aslam: Certainly. Directed leadership means clear instructions and expectations. Participatory leadership requires collaboration and shared decision making. Supportive leadership values teacher relationships and well-being, while achievement-oriented leadership values achievement and continuous improvement. All these styles are based on path-goal theory, which links leadership behavior to employee motivation and performance.
Findings from the interviewer:
Dr. Saleem: Directive leadership was the most effective style in Pakistan. The report strongly predicted improvements across all teacher performance indicators – lesson planning / classroom organisation / monitoring / discipline / leadership. In contrast, participative leadership had little effect on classroom organization and teacher leadership. This was surprising as participative approaches are often praised in Western studies.
Why do you think participative leadership failed here?
Cultural and structural factors probably play a role in this: Dr. Aslam: Pakistani schools usually have standardized procedures for teaching in schools. Middle management reported that teachers here place clear directives for making decisions when tasks are complex or ambiguous. Moreover, principals in non-Western contexts might be pressured to become more authoritative to achieve institutional goals faster.
What does the middle management perspective add to this study?
Midi managers – like vice principals and coordinators – supervise teachers and make policy. They reveal how styles translate into everyday practice. They, for example, note that directive principals provide instant clarity, which is what teachers want in high-pressure environments.
What does this research mean to school leaders?
Principals in similar contexts should recognize that directive leadership paired with support and high expectations can improve performance. But participative leadership can never be discarded altogether. Training programs might help principals balance collaboration with structure while allowing teacher autonomy over time.
Interviewer: Your study was in Pakistan. What application might these findings have elsewhere?
- Saleem: Leadership effectiveness is culturally dependent. Western participative styles benefit from flatter hierarchies and greater autonomy. But directive approaches may be more appropriate in hierarchical or high-pressure situations. The school leaders must adapt their styles to the local context and institution.
Interviewer: What next for this line of research?
We will investigate whether teacher characteristics and school resources moderate the leadership effects. And comparing public versus private schools or urban versus rural settings might also reveal more details.
Takeaways for educators and policymakers?
Dr. Saleem: Leadership isn’t about being a superhero. Principles should diagnose their school’s needs and context before choosing a style. And policymakers can help by providing training that balances directive strategies with supportive practices so that teachers feel guided and valued.
Dr. Aslam: And remember – middle management is a critical but often overlooked stakeholder. Their voice is needed when designing leadership frameworks.
Thanks for the insights, interviewer!
Study Reference:
Saleem, A., Aslam, S., Yin, H., & Rao, C. (2020). Principal Leadership Styles and Teacher Job Performance: Viewpoint of Middle Management. Sustainability, 12(8), 3390. https://doi.org/10.3390/su12083390
