Abstract

The main purpose of this study was to identify the leadership practices of head teachers of successful schools at secondary level in the Pakistan. The study was descriptive (survey type) in nature. It was conducted on a sample of eight secondary school head teachers, 48 primary, elementary and secondary school teachers working in the government boys’ secondary schools of Punjab province, 80 students of grade 9th and 10th and 16 parents of these students. Data was collected using a multiple methods research design that includes: review of related literature, documents indicating school achievements and student attainment, and in-depth semi-structured interviews with different stakeholders including the head teacher, teachers, parents and students. The findings of the study revealed that the leadership practices of all the eight head teachers were almost similar. All the head teachers empowered others to lead and distributed leadership activities throughout the school to move the school forward. They empowered and encouraged others and communicated their vision through relationships with staff, students and other personnel in the school community. They involved staff members in decision making and gave them professional autonomy. Their particular emphasis was upon developing positive relationships with parents and community. The findings of the study may be useful for other countries of almost similar socio-economic status to improve quality at secondary level.