EXAMINING THE IMPACT OF ORGANIZATIONAL LEADERSHIP ON SECONDARY SCHOOL TEACHER PERFORMANCE IN KARACHI

Abstract

This study analyzes the impact of organizational leadership on the performance of secondary school teachers in Karachi, focus on how different leadership styles and practices affect educational outcomes. The study, based on a qualitative research design, includes semi-structured interviews and observations to examine the relationship between leadership methods and teacher performance. The study included thirty teachers and ten principals from ten private secondary schools in Karachi, selected through convenience sampling. The data was analyzed by theme to uncover patterns, perspectives, and problems related to leadership impact in educational environments. The findings show that transformational, active, and instructional leadership styles significantly enhance teacher enthusiasm, satisfaction with work, and instructional quality. Teachers who worked under supportive and communicative leadership reported higher levels of morale, professional engagement, and classroom success. Authoritarian or inflexible leadership styles, on the other hand, have been linked to lower autonomy, minimized creativity, and work discontent. The study also emphasizes the significance of organizational support mechanisms—such as training initiatives, feedback systems, and mentoring—in boosting teacher efficiency. Insufficient feedback, a lack of leadership training, unclear communication, and insufficient involvement in decision-making were identified as significant impediments to effective teaching. The report keeps going by advising that school leaders and policymakers cultivate a collaborative and empowering leadership culture that promotes continual improvement. Schools may foster teacher and student success by promoting leadership development along with implementing inclusive policies. The study adds to the existing body of knowledge on educational management by providing specific to the setting insights that apply to urban school settings in Pakistan.