Instructional Leadership and Teacher Effectiveness in Strengthening Students' Academic Resilience at Secondary Level

Abstract

The purpose of the present study was to explore how instructional leadership can be used to improve the effectiveness of teachers and academic resilience of students especially how they are able to solve their academic problems and continue to forge ahead when facing challenges in their academic journey in the Pakistani public secondary schools of Karachi. School heads Instructional leadership practices includes practices related to school input, process, and outcomes in the school. A quantitative descriptive survey design was used in this study. The secondary school teachers in Karachi were the population of the study and a sample of 295 teachers was selected by using stratified random sampling technique. A structured survey questionnaire was used to collect data from the teachers. Data was collected by personally visiting the school and analysis was done through SMART-PLS and SPSS. The findings of the study revealed that instructional leadership practices of school heads have a positive significant effect on teacher effectiveness and teacher effectiveness has also significant effect on students’ academic resilience. Findings of the study recommended that all school heads should adopt instructional leadership practices which improve performance of teachers in the school. Study also suggested that a motivated, professionally qualified teacher develop strong problem-solving skills and lifelong learning in students in the class.