Effect of Instructional Leadership and Teacher’s Self- Efficacy on Job Performance at Secondary School Level

Abstract

Instructional leadership provides a road map to the institutions program and gauges the performance of its employees. The current study was quantitative and based on a correlational survey design. A simple random sampling technique was used to collect the data from the sample of 300 teachers from public sector secondary school teachers of district Sheikhupura, Punjab Pakistan. Instructional Leadership Questionnaire (ILQ), General Self-efficacy (GSE) scale, and Job Performance Scale (JPS) data collection tools were used to collect the data from the respondents. The content validity of instruments was ensured by five leadership education experts and the reliability of (ILQ) .962; (GSE); .881, and (JPS); .924 was ensured by applying Cronbach Alpha’s score respectively. The collected data were analyzed employing mean, median, Pearson correlation, and multiple regression. The results of the study showed that there was a strong and significant correlation between instructional leadership and self-efficacy with job performance of the teachers. The multiple-regression analysis results exhibited that there was a moderate effect of instructional leadership and self-efficacy on the job performance of teachers. Based on the results of the study, it was recommended that teachers training institutions prepare teachers' training modules and provides training on teachers’ instructional leadership and self-efficacy to improve teachers’ job performance. Head teachers may play instructional leadership roles to enhance teachers’ self-efficacy job performance that are associated with students’ learning outcomes.