Effect of Instructional Leadership and Teachers Self- Efficacy on Job Performance at Secondary School

Abstract

Instructional leadership contributes in the development of teacher’s self- efficacy for effectiveness on job performance. This study is quantitative based on correlational survey design. The sample of study consisted of 300 teachers of public sector secondary schools of Punjab. Three data collection tools; Instructional Leadership Questionnaire (ILQ), General Self-efficacy Scale (GSE), Job Performance Scale (JPS) were used to test the effect of the variables. The data were collected through a simple random sampling technique. Content Validity of instruments was ensured with experts. The reliability of (ILQ) .962 ;( GSE); .881 And (JPS); .924 were calculated by applying Cronbach Alpha’s score respectively. The collected data were analyzed employing mean, standard deviation, Pearson correlation, and linear regression techniques. The results of the study showed positive mean value between instructional leadership and teacher job performance. The results of the study showed that there was a significant and moderate effect of instructional leadership on teacher job performance. On the bases of findings of the study, it was recommended that teacher training institutions prepared modules and training on teachers’ instructional leadership and self-efficacy to improve teachers’ job performance. Head teachers may play role in enhancing teachers’ instructional leadership and self-efficacy to improve teachers job performance that are associated with students’ learning outcomes.