TEACHERS' PERCEPTIONS OF NEWLY INDUCTED SECONDARY SCHOOL HEADS' LEADERSHIP STYLES AND THEIR PERCEIVED INFLUENCE ON PMIU SCHOOL PERFORMANCE INDICATORS

Abstract

This descriptive survey research examined teachers' perceptions of the leadership styles of newly inducted secondary school heads (with less than seven years' experience) and their perceived influence on PMIU school performance indicators. The study was conducted in two districts of Punjab, Pakistan: Nankana Sahib and Sheikhupura. Ten secondary schools were selected through simple random sampling. A sample of 136 teachers (from a population of 277) was drawn using an online sample size calculator (95% confidence level, 5% confidence interval). Data were collected using a structured five-point Likert scale questionnaire and analyzed through SPSS, employing frequencies, percentages, means, standard deviations, weighted scores, and rank ordering. Findings indicate that teachers perceived newly inducted heads as displaying effective communication skills (highest-ranked behaviour), followed by decision-making freedom and democratic approaches. However, authoritarian behaviours including authority misuse, reserved decision-making, and dictatorship were also reported, suggesting mixed leadership patterns. Teachers strongly perceived school leadership as associated with improvements in building security, infrastructure, teachers' attendance, students' attendance, academic results (BISE and PEC), security management, horticulture practices, class management, enrollment, and co-curricular activities. The study concludes that participatory, communicative, and ethical leadership practices may support better school management and perceived school performance, though actual PMIU performance records were not analyzed. The findings highlight the need for targeted leadership training and mentoring for newly appointed school heads to foster effective, ethical, and collaborative leadership practices.