An Investigation on the Impact of School Leadership on Teachers’ Motivation: A Case of Secondary Schools in Mastung, Balochistan

Mehwish Baloch; Dr. Abdul Nasir Kiazai; Dr. Muhammad Zakir

doi:10.5281/zenodo.17777138

Authors

Mehwish Baloch MPhil Education Research Scholar, Institute of Education and Research, University of Balochistan, Quetta.
Dr. Abdul Nasir Kiazai Director, Institute of Education and Research, University of Balochistan, Quetta
Dr. Muhammad Zakir Department of Sociology, University of Balochistan, Quetta

DOI:

https://doi.org/10.5281/zenodo.17777138

Keywords:

School leadership, teacher motivation, transformational leadership, transactional leadership, participative leadership, educational quality, teacher engagement, Mastung, Balochistan, resource-constrained settings, professional development, socio-cultural challenges.

Abstract

The paper has outlined a study on impacts of school leadership with regard to teacher inclinations in secondary schools in Mastung, Balochistan are the provinces that are facing socio-cultural crises and lack of resources. The study picks up the topic of exploring the role of these two kinds of leadership transformational and transactional leadership in influencing quality teacher engagement job satisfaction and teacher retention through an environment where infrastructure, teacher salaries and cultural tendencies have been found to play a catalyst role of deterrent the educator output. It was qualitative research and included collection of the information through the use of open ended questionnaires and these questionnaires were distributed on 8 principals, and 32 teachers in the public secondary schools in Mastung. The richness of the data gave rise to thematic analysis where it was established that there are eight themes that are referred to as participative leadership, recognition over punishment, professional development, responsive communication, procedural justice, workload management, delegation and blended leadership. These findings suggest that culturally based inclusive leadership as such can conceivably contribute rather significant to the effort of hiking up teacher motivation even under resources constraint circumstances. The research study is applicable to the current state of the literature of the educational leadership research as it provides a local perspective of how educational leadership practice can be expanded to improve teacher engagement and the quality of education and under-resource rich rural settings.

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