Effects of Instructional and Situational Leadership on Teachers’ Job Performance in Schools of District Mastung: An Analysis of the Mediating Role of the Three-Skills Model
Keywords:
Instructional Leadership, Situational Leadership, Three-Skills Model, Job Performance, Mastung, BalochistanAbstract
This quantitative study was conducted to examine the relationship between the leadership styles (instructional and transactional leadership) of school principals and teachers’ job performance in secondary schools of District Mastung, Balochistan. The specific focus of this study was to determine the mediating role of teachers’ technical, human, and conceptual skills (three-skills model). A sample of 350 teachers was selected from government schools of District Mastung through stratified random sampling. A self-administered questionnaire was used to obtain data, the reliability of which (Cronbach’s Alpha) was recorded as 0.714. SPSS-26 and PROCESS Macro (Model 4) were used to analyze the data. Descriptive analysis showed that school principals are largely using instructional (Mean=4.18) and transactional (Mean=3.90) leadership. Regression analysis results revealed that leadership styles have a direct positive effect on teachers’ job performance; however, when the three-skills model was included as a mediator, the combined effect was significantly increased. Bootstrapping results confirmed that technical, interpersonal, and especially conceptual skills play a key mediating role in strengthening the relationship between leadership styles and teachers’ job performance. The indirect effect of conceptual skills individually was found to be the most significant. This study concludes that effective leadership alone is not enough to improve school performance, but it is also essential to improve teachers’ professional skills. It is recommended that the Department of Education conduct training programs and workshops to enhance the skills of teachers so that the quality of education in rural areas can be adapted to modern requirements.
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