Abstract

Considering that the students’ academic performance and achievement are contingent on the teacher effectiveness, lack of instructional leadership in primary schools of Pakistan, including both urban and city areas, has been a serious issue as it remained a root cause of ineffective teaching in the schools. This issue needs to be addressed on a priority basis. This quantitative research analysed teachers’ perceptions regarding the effect of instructional leadership practices of primary school head-teachers on teacher effectiveness. By using the Principal, Instructional Management Rating Scale (PIMRS) and the Self-Assessment Instrument for Teacher’s Evaluation (SITE) data from 560 primary school teachers of the Korangi District, Karachi, were gathered through a stratified sampling technique. The dataset of 512 valid cases was used for the analysis. The data screening and demographic features of respondents were examined using SPSS 22 and measurement and structural model were analysed through the Smart PLS. The analysis revealed that the instructional leadership practices of the primary school head-teachers concerning school inputs, school processes and school outcomes have a significant impact on teacher effectiveness whereas both teacher gender and experience have an insignifant moderating roles between instructional leadership practices and teacher effectiveness. It is recommended that the head-teachers of primary schools, adopt instructional leadership style to improve teacher effectiveness and ultimately students’ academic performance and achievements.