Relationship between Instructional Leadership Practices and Organizational Commitment of Teachers at Secondary School Level in Lahore Districts

Abstract

In Pakistan, low government school performance can be due to reasons like poor national leadership (Ali, Sharma and Zaman, 2016) and a poor budget (Ministry of Finance [MOF], 2017). The quantitative methodology was used to investigate the relationship between instructional leadership practices and organizational commitment at the secondary school level in the Lahore district. The data was collected from 335 high school teachers in the Lahore district. Using simple random sampling, 335 teachers were given a questionnaire for the 'Principal Management Instructional Rating Scale' (PIMRS) and Organizational Commitment Questionnaire. To examine the data and determine the levels of both variables (instructional leadership, organizational commitments), descriptive and inferential statistics were used. The relationship between instructional leadership practices and teacher organizational commitment was investigated using Pearson correlation and the extent to which instructional leadership practices predict organizational commitment of teachers was investigated with multiple regression analysis. According to the findings, Pakistan's present levels of instructional leadership and organizational commitment are moderate. It was revealed that these variables had a positive relationship. According to the study's findings, the principal should apply his intelligence in instructional leadership skills to strengthen teachers' organizational commitment.