Abstract

The aim of this study is to explore, how school teacher perceive about leadership and time
management. In order to achieve this objective, two sub- questions will be answered about how
school teacher conceptualized educational leadership and how they perceive and manage their
time. Quantitative methods was used to collect data through constructed and focused
questionnaire. The survey instrument was consist of different parts including demographics,
closed-ended questions about both educational leadership and how the teacher manage their
time. The study was a cross sectional and descriptive research design. Sample was selected
through convenient sampling technique. and total teachers of these schools will be the population
of this research. Total population of Okara city school teacher’s are1080 with 18 public schools.
The sample size were 160 teachers the questionnaire will be filled by the public school teachers
with their written consent. The respondents will be asked to give their opinion on five point
Likert scale. The results of the study was analyzed through SPSS version 23.0. The results of this
study was provide valuable awareness in the preparation of working school teachers committed
more of their total time to educational leadership. It was found that more than half (57.8%) of the
respondents had up to 26-30 years. Majority (77.9 %) of respondent were masters. Authoritative
leadership style (guide their team for progression in goals) (weighted score =843, mean value =
4.30) was at 1st rank. Tending towards strongly agree. School leader should divide the delegated
workload for short-term (weighted score =840, mean value = 4.39) was at 1st rank. Tending
towards strongly agree. Democratic leadership style increases the active participation of teachers
in all working activities (weighted score =884, mean value = 4.44) was at 1st rank. Tending
towards strongly agree. Leaders provide proper guidance for professional growth (weighted
score =887, mean value = 4.70) was at 1st rank. Tending towards strongly agree. It was concluded
that all the factors that contribute to what students learn at school, present evidence led us to the
conclusion that leadership is second in strength only to classroom instruction. It was suggested
that school leaders should adopt meetings management strategies in managing time in the areas.
Allowing assistants to make decisions regarding assigned tasks, should complete faith in staff
ability to delegating tasks, delegating tasks to staff according to their abilities.
Chapter 1

Introduction

Leadership has a lot of different definitions. Most definitions of leadership, on the other hand,
imply that one individual or a group exercises intentional influence over other people or groups
in order to shape the activities and relationships inside a group or organization. Leadership
notions vary in terms of who exerts influence, the form of that influence, the goal for exercising
influence, and the effects of that influence when viewed as a social influencing process (AAC,
2010).

The impact of various forms of leadership on academic and non-academic outcomes among
students. She came to the conclusion that instructional leadership had a much bigger impact than
transformative leadership. There are six leadership dimensions that have moderate to major
effects on outcomes:

• Defining objectives and benchmarks

• Resourcing strategic

• Planning

• Planning, coordinating, and assessing curriculum and instruction

• Encouraging and participating in learning and development in the classroom ensuring an

orderly and supportive environment.

The greater the influence on student outcomes, the more leaders concentrate their professional
connections, work, and learning on the core business of teaching and learning (Aplin, 2013).

1.1 Basis of educational leadership theory

Leadership is regarded as one of the most important factors in enhancing school success. It is
possible to make a change in the world if you have the right leadership. Schools benefit from
strong leadership.Student achievement rarely outweighs the leadership quality of a school.
Student success is determined by a number of factors, including parental involvement, teaching
quality, and student achievement (Bakewell, 2007).

Teachers teach and work in schools where principals are strongly agree in charge. The
administration and leadership offered by principals have an impact on students' success
outcomes, and it is widely considered that school leadership has a direct impact on teacher
effectiveness (Bennett, 2009).

In a century marked by technological innovation, migration, and globalisation, school

leaders in OECD nations, as well as around the world, face challenges due to rising expectations
for schools and schooling. As countries strive to improve their educational systems in order to
provide all young people with the knowledge and skills they need to succeed in today's world,
school leaders' duties and expectations have shifted dramatically. Effective school leadership is
increasingly seen as critical to large-scale education change and improved educational outcomes,
and they are expected to be more than just good managers (Bleidt, 2011).

What Works in Innovation in the United States has produced a series of reports. The
OECD has recognised the considerable problems that principals and school managers face in
member nations through its Educational Research and Innovation program. Many governments
are giving school leaders more responsibility for establishing and maintaining much more
demanding education programmes as countries increasingly turn to enhancing education to
confront an increasingly complicated world (Breivik, 2006).

Children, youth, and their families are becoming a more problematic clientele for schools
in many nations as a result of globalisation and extensive immigration. Furthermore, the
performance requirements that schools must meet, as well as the management responsibility that
is expected, raise the bar for school leadership to unprecedented heights. Improving School
Leadership, a recent OECD report, describes the evolving landscape of schools and their
management over the last few decades. Schools and education are being given an even greater
task in this new climate. More school autonomy, more accountability for school and student
achievements, and better use of the knowledge base of education and pedagogical processes are
all being paired with greater decentralisation in many nations. It is also being combined with a
broader duty for contributing to and supporting the schools' local communities, as well as other
schools and public services (Broz, 2009).

To satisfy the educational demands of the twenty-first century, principals in primary and
secondary schools must play a more dynamic role and become far more than administrators of
top-down rules and regulations, according to this paper. Schools and their governance structures
must allow school leaders to take a methodical approach to leading and focus on their schools'
instructional and learning processes and outcomes (Bruce, 2000).

These suggestions come from a field of education that has lately seen a major shift in its
administrative philosophy, as well as its understanding of schools as institutions. A large body of
research suggests that what the public and other stakeholders in schools want for student learning
outcomes can only be delivered if school leadership adopts a new approach. These shifts are
closely related to secondary school teachers' working life, professional development,
instructional practises, pedagogical beliefs and attitudes, and evaluation and feedback, all of
which were assessed in the TALIS survey (Bundy, 2004).

1.2 Difficulties of being a leader in the field of education?

Not only is there a wide range of leadership theories, but they also differ depending on
the situation. In some nations, for example, there are significant levels of obesity in schools.
Principals do not appoint teachers in certain systems, but they do in others. It's critical to make
sure that leadership is context-aware and that leadership development programs reflect local
conditions (Campbell, 2006).

While it is well recognised that leadership makes a difference, determining the impact of
a single leader is difficult. This is due to their indirect influence — they collaborate with and
through others, most notably their teacher colleagues (Campbell, 2006).

1.3 Educational leadership in schools

Leaders must be developed, trained, and prepared in schools. Leadership training that works is a
combination of classroom and on-the-job training. Out-of-school activities, such as improving
individuals' understanding of a variety of leadership methods, reading, contemplation, and
engagement with peers in different schools and settings, should be supported by in-school
activities (Campbell, 2007).

Newly appointed leaders may benefit from mentoring and coaching. Although highly
effective leaders do not always make good mentors or coaches, utilising the talents and expertise
of leaders with a proven track record of success in schools can help to support newly appointed
leaders (Center, 2011).

Every school principal's responsibilities should include spotting leadership talent and
potential. The freeing of talent is a key component of leadership. Some businesses are bad at
managing talent, and they limit potential. Leaders must guarantee that talent is managed in a
positive way (Chorum et al., 2016).

Assemble management teams. Distributing leadership is crucial. Many leaders are needed
at all levels of education. Leadership must be coordinated when it is dispersed. To boost student
involvement in school operations, consider hiring student leadership programmers (Mllins,
2009). For school improvement and curriculum development to succeed, strong leadership is
required. Leadership and leadership development are a priority for many governments and
school systems. As a result, in addition to improving teachers and teaching, Cambridge schools
must also focus on creating leadership (Cox, 2011).

Strong leadership is necessary for successful school improvement and curriculum development.
Many governments and school systems place an emphasis on leadership and leadership
development. As a result, Cambridge schools must engage in developing leadership in addition
to enhancing teachers and instruction (Misra, 2010).

Is the most effective way for school leaders to improve students' learning by encouraging
and participating in teacher professional development? As a result, in order for Cambridge
teacher development efforts to have the most impact, school leaders must first build their own
leadership skills before considering how to develop their teachers. The University of Cambridge
leadership for individuals who are presently serving in, or are about to begin serving in, a
leadership position in a school (Dadzie, 2008).
 Implementing the Curriculum with Cambridge provides leadership guidance. A Guide for
School Leaders – for example, on developing the Cambridge teacher and learner attributes of
confidence, responsibility, reflection, innovation, and engagement, as well as planning and
evaluating curricula and increasing school capacity. The focus of the principal's activity and
behaviour on what is known as "instructional leadership" is perhaps the most noticeable change
in attitudes about school management brought about by the NPM trend. Since the beginning of
the school year, principals have been referred to as "instructional leaders (Dadzie, 2018).

During the 1980s, educational researchers and policymakers urged administrators to promote
activities that would improve or assist classroom instruction and learning. Principals are
increasingly responsible and accountable for school outputs such as student accomplishment, as
managers of organisations whose formal or official responsibilities are instruction and learning. .
Proponents of instructional leadership claim that principals are the most effective of all potential
instructional leaders since they are based within the school. In comparison to ministry's upper-
level administrators. A package of reforms being prepared by a number of OECD nations
includes recommendations for higher professionalization and specialty training for school
administrators, as well as increased managerial accountability for learning outcomes on the job
(De, 2002).

Decentralization of school management and devolution of educational control have grown in

many parts of the world, in tandem with the emphasis on accountability. With less centralized
control, more responsibility has been placed on the shoulders of the individual. These ideas, as
well as related research on school leadership, have led to changes in the principal's role in many
countries, ranging from a focus on administration in terms of the school's adherence to
bureaucratic procedures to a broader role that includes both administration and instructional
leadership. This enhanced responsibility places a greater emphasis on the principal's oversight of
the school's teachers and their instruction (West African Examination Council, 2009).

1.4 School leadership and management styles

The five behavioral indices address a wide variety of management decisions made by principals.
Two management styles, instructional and administrative leadership, were created to further
summaries their conduct. They are associated with a higher level of collaboration. Principals that
score well in the first management style are heavily involved in what is known as an instructional
leadership style in the study literature on school management. The first three management
behaviours, management for school goals, instructional management, and direct supervision of
instruction in the school, were averaged to produce this index (Ekeh, 2004).

The second management style, known as administrative leadership, was created by combining
the indices for accountable and bureaucratic management behaviours. Administrative
responsibilities are prioritised in this management approach, as well as enforcing rules and
processes and holding people accountable (Federal Government of Nigeria, 2004).

In the performance of any action, the most important resource to consider is time. The value of
any other resources in achieving organisational objectives and goals is determined by the passage
of time. Every manager requires it in order to meet the organization's goals and objectives.
According to the definition of time, it is the time between the start and finish of a procedure. It's
so delicate that it can't be saved; it can only be wasted, and once used, it's lost forever. Time,
according to the Oxford Advanced Learner's Dictionary, is described as a span of time, whether
long or short, during which you perform anything or something’s (Habu, 2005).

Management, on the other hand, is described as the act or talent of successfully dealing with
people or situations. As a result, time management can be described as a span of time, whether
short or long, in which people use their time wisely to achieve a goal. Commitment to change is
the first step in time management. Goals should be set first, and then all future activity should be
prioritised based on how it will help the individual or organisationfulfil the goals. The
importance of time management stems from the reality that people have an excessive number of
duties to do but insufficient time to do the things they want to do. Time management aids in the
discovery of requirements. And wants in terms of priority, and then matches them to time and
other resources. It also promotes order and allows for increased productivity and fulfilment. It
will be hard to employ all resources effectively and efficiently without time management. As a
result, time management is an important instrument for achieving organisational goals and
objectives(Mji, 2006).

1.5 Time Management and Efficiency

Time is an inelastic, limited, and rapidly eroding resource that cannot be won back, stored, or
recalled for use once it has been spent. It is a finite, irreplaceable resource. dynamic.
Irrecoverable because every minute spent is lost forever, limited since there are only 24 hours in
a day, and dynamic because it never remains still. When you manage your time well, you'll be
able to get more done with less. As a result, any productive system, regardless of its structure,
human, technological, or financial backing, necessitates a time management technique that is
both efficient and successful. Time management is almost certainly not as simple as many people
believe (Katcha, 2005).

As a result, authors define time management in various ways. “Time management: efficacy,
rationality, and challenges,” the researchers wrote in their study. To different people, the term
time management has various meanings. Time management is the process of organising
activities or events by first predicting how long it will take to accomplish a task, when it must be
completed, and then altering events that will prevent it from being completed on time. The
effective and efficient use of a manager's or administrators corporate time to achieve
organisational and personal goals is referred to as time management. It entails defining tasks to
be completed, planning and scheduling organisational activities, prioritising such activities,
allocating time to tasks based on their value in increasing productivity, reducing interruptions
that the truly important tasks could receive due attention (Friedler et al., 2009).

Educational leadership refers to anything that school leaders do to improve learning and teaching
in the school. It emphases on learning and its promotion. That is why educational leaders are also
known as learning leaders. When teachers thought about educational leadership they formed
ideas of what educational leadership was and what activities and behaviors teachers should
pursue in order to be the educational leader (Ruff et al., 2005). This conceptualization guided the
activities and behaviors of teachers and determined how they thought they should spend their
time. The focus and meaning of school leadership changed during the different stages of school
reform. The stages of reform were not distinct from each other, but rather overlapped (Sebring
and Bryk, 2000). The meaning of educational leadership was blurred by and mixed with previous
educational leadership roles. Although the school leadership role focused on improving student
test scores in the accountability time period, many of the past characteristics, behaviors, and
activities important to educational leadership were still considered important under some
definitions (Witziers et al., 2003).

The focus of the teacher‘s educational leadership role during the accountability
movement shifted to improving student test scores. Although the teacher had many roles,
educational leadership increased in importance because of its connection to teaching, learning,
curriculum, and collaboration (Southworth, 2002).

Many researchers have examined the teachers ‘role in improving student test scores.
Researchers did not know how much time average elementary school teachers spent on
educational leadership. Without this knowledge, supervisors and trainers of elementary teachers
would not know if teachers were spending enough time on educational leadership. If a school
had sagging test scores, that teacher may not be spending enough time at educational leadership
or perhaps the teacher was spending enough time, but not using tasks and behaviors that were
shown to improve student test scores. District supervisors and trainers of teachers need to know
which behaviors were causing the lower scores in order to make decisions about the training that
would help teachers be more effective in improving student test scores (Leitner, 2014).

In a high school, the teacher has many more support staff to delegate some of the
educational leadership duties. Without the knowledge of what is an average amount of time
that elementary teachers spends on educational leadership, a supervisor would not be able to
evaluate how an individual teacher compared to the average time used by all teachers. The
result is two possible problems about the educational leadership of a non-performing
teacher‘s educational leadership: (a) the teacher is deficient because the teacher is not
spending enough time on the tasks of educational leadership, or (b) the teacher is spending
the time but is deficient in the performance of the educational leadership role. The first
problem is a time management problem, while the second problem is a conceptualization
problem or a knowledge problem (Byrk, and Schneider, 2002).

1.6 Need for the study

Leadership plays vital role in the adequate management of educational staff in schools and other

organizations. The basic concern of educational leadership is too run the schools by keeping in
concern the basic rights and respect of every one so that the goals can achieve perfectly. The

main aim of conducting this research was to the policies and role of leadership for the best

achievement of educational goals. All types of educational leadership are necessary for the

increasing of literacy rate and removal of reasons of draw backs. Through this study major

policies of leaders were elaborated for the future goal setting. (Affairs, 2015).

1.7 Objectives

This study focused on the following objectives:

1. To identify the demographic characteristics of respondents

2. To determine teachers’ perception about educational leadership
3. To find the impact of leadership style on teachers’ performance
4. To explore the techniques used by teachers to manage the time
5. To furnish suggestions on the basis of research findings
Chapter 2

REVIEW OF LITERATURE

Deavers (2000) said that time management refers to the use of particular and frivolities,
and dealing with routinized duties. Techniques include "to-do" lists or actively organising
activities, or taking part in training to learn how to master and use such a strategy. In a broad
sense, time management refers to the behaviours that distinguish persons who complete tasks on
time, adhere to deadlines, and spend minimal time on their tasks from those who are strongly
agree late, miss deadlines, spend a lot of time on their tasks, and waste time on trivial topics.

Deavers (2005) found that As a result, time management is exercising conscious control
over how much time is spent on certain tasks. It's also used to boost efficiency, effectiveness, and
productivity. Getting more things done in a day isn't the goal of time management. It's all about
accomplishing the most important tasks. Nature's quality of time prevents all events from
occurring at the same time. The development of systems and instruments to improve efficiency
and production is referred to as time management. Managers can use time management to boost
their productivityef. Time is, without a doubt, a crucial administrative instrument for
administrators in carrying out their everyday tasks. One of the most important underlying criteria
for determining the traits or qualities of a good manager, or the quality of subordinate personnel,
is the efficient use of time.'‘Time is the limiting factor for effective executives,' according to the
study.

Delager (2002) Stated that As a result, every administrator must look for ways to better
manage their time. Time management is vital to everyone, whether it's the management of a
company wanting to boost productivity or an individual looking to better manage their time. A
time management plan allows an effective administrator to determine whether he or she is
properly managing his or her time and completing critical tasks with the highest levels of energy
in the system.
 Devi et al., (2005) elaborated Increasing obstacles, expectations, and the necessity to
function and achieve success have made the tasks of educational administrators more onerous
and challenging around the world. How one schedules various duties and provides equal amounts
of time to diverse tasks determines to a significant part the productivity of administration if it is
to assist teaching and learning. These numerous activities and functions in school administration
include: • Policy implementation and programmer planning.

Dickenson (2006) expressed that the administrator can effectively address these jobs and
functions if he or she has the necessary skills. Learns to manage his or her time effectively.
Every day, administrators devote a significant amount of time to planning, organising, managing,
conducting meetings, and communicating. These demanding tasks necessitate a methodical
approach to time management, as well as a clear identification and assignment of
responsibilities. Time management skills must be cultivated for successful administration and
control.

Dreifuss (2004) indicated that Time is a valuable resource in an educational setting; every action
has a predetermined time for completion, and educational administrators must acknowledge this.
As a result, administrators must budget and justify the time required to achieve established
objectives, as well as compare the overall estimated time required for expected maturity tasks.

Dunn (2002) investigated in educational institutions, each activity is given its own set of
parameters within which it must be completed. Time is spent on upkeep, delegating functions,
and even spending. Money from the government In order to deliver the much-needed quality to
the academic profession, time management is equally critical. Effective time management
enables clear goals, proactive planning, well-defined priorities and actions, and effective
delegation of tasks. Nonetheless, time is a continuum, and the performance of all activities or
roles, choice or involuntary, is dependent on it in order to prevent conflicts.

Dyer (2001) explained in his studies that Administrators who use time management plans
effectively help to raise the bar on quality Costs are reduced, problems are resolved, value is
created, and most importantly, the organization's emphasis is harmonised. Improving higher
education administration takes time since it takes time to offer everything that is required to
create a high-quality school. It adheres to the Just-in-Time method in educational process
management for quality assurance at various stages of education. Most educational
administrators attribute inefficient time management to bad administration styles.

Deem et al., (2009) explained that As a result, time is one of the most valuable yet finite
resources, and administrators must make the most use of it. Most executives fail to recognise
time as a limited resource.

2.1 Principles for Effective Time Management

Evans et al., (2010) said Administrators must follow a set of standards to manage their time
effectively and efficiently. Because sound time management is more than what experience can
teach, it must be learned and practised until one is fully immersed in the science and art of time
management. Although it is not strictly guided by true laws, it can be practised in a systematic
manner. Following are some methods for managing time.

2.1.1 Planning

Everest (2001) found that this entails defining objectives and determining how to achieve them
in a practical manner. Planning entails properly allocating time to different activities in order to
achieve the desired results. To improve role performance and task completion within a
predetermined time frame Due to the reality that resources, particularly time, are limited,
planning helps to avoid conflict between resource uses. The administrator's time is scheduled in
such a way that achieving goals is simple given the restricted resources available. As a result, a
planned work schedule refers to a method of organising all tasks in order to achieve efficient and
effective results. Short-term planning for daily, weekly, and monthly chores, as well as long-term
planning, are both possible. Job schedules and to-do lists should be used as a guideline for how
time should be allocated. At work, I spent my time wisely.

Feister (2010) explored that to avoid failure, an administrator who is dedicated to closing
the gap between potential and performance should make time management a lifestyle choice.
The amount of time we have is determined by how we spend it. As a result, in order to
effectively manage time, administrators must first understand themselves and establish
objectives. The ability to priorities activities is aided by a clear understanding of what goals must
be met. Administrators should schedule their time wisely and avoid doing things on the spur of
the moment. Every administrator needs a detailed job description that covers all of their
responsibilities.

Felmely (2010) explored that the 10/90 rule is a time management strategy that is used in
planning (the Rule of Indispensability). It claims that devoting 10% of your time to meticulously
planning your activities ahead of time would save you 90% of the time and effort required to
achieve your objectives later on. The act of the administrator thinking out and planning his or her
task ahead of time will significantly lessen the amount of time it takes to do the job.

2.1.2 Organization

Gardner (2005) explored that after you've completed your planning, you'll need to organize.
Putting all of your resources into a plan to attain your objectives is what organization is all about.
Organizing entails the routine coordination of all planned operations; this level of time
management include bringing together all necessary resources. It is concerned with the gathering
of resources in order to make the accomplishment of predetermined objectives as simple as
possible. Putting time into jobs according to people, place, or needs is the simplest definition of
time management. Administrators must give roles and duties to employees in accordance with
targets during this procedure.

Gentler (2012) found that any administrator's aim must be met within a set of deadlines.
Time management allows for the creation of work schedules that make achieving goals a breeze.
It entails creating and maintaining a corporate, flexible calendar that allows for the inclusion of
the institution's top priorities. Schedules for various activities come in a variety of formats. The
available resources are not just restricted, but they may also be managed efficiently and
successfully if the administrator organizes, coordinates, and controls activities adequately.

Gerner (2006) said that the following organisational principles must be followed by
administrators in order to be good organisers. Prioritizing tasks when tasks have been scheduled,
the next move is to put the specific activities through which the goals are exp. In order of
priority, professional objective functions are at the top of the ladder, followed by maintenance
functions.

Goodin (2010) illustrated the Maintenance functions encompass all routine management
tasks geared toward maintaining the institution's stability and status quo, including all efforts by
the administrator toward the development and implementation of the curriculum and
instructional matters, as well as the majority of functions in staff personnel matters that directly
lead to effective teaching and learning.

Grimes et al., (2000) said that Critical/crisis functions at the middle level include mostly
operations related to student personnel administration and financial management, among other
thingsRather than assigning bits of time spread out over a long period of time to the same
function, it is critical to allocate large blocks of high-quality time to key programmers. For
example, schedule two to three weeks of supervision and monitoring throughout the year. This
will provide the administrator with a clear and thorough image of the direction in which the
activity programmers are heading, as well as any general and specific issues that may arise in the
proper execution of planned activities. In any human organization, however, allowances must be
made for crises and unexpected incidents. It is preferable to overestimate time than to
underestimate it.

Guthrie et al., (2007) found that Accountability and responsibility are at the heart of
modern management. The most difficult obstacle for administrators to overcome is realizing that
they are considerably more responsible for scheduling activities and ensuring that work is
completed on their own. Administrators are responsible for ensuring that time schedules are
followed and that all personnel are in compliance.

Harvey (2001) said that for every responsible administrator to assess the actual results of
his or her actions at the conclusion of specified periods and compare them to predetermined
goals. Time must be not only planned, organized, and implemented, but also assessed in order to
demonstrate its effectiveness in achieving defined objectives and goals. This aids in determining
whether planned actions are feasible in the time allotted. An examination of the amount of time
allotted to various activities reveals the following: where deficiency exists. Evaluated time also
helps to determine saved periods at the end of each session, the problem encountered as well as
the capabilities of staff. Efficient time management is an assurance for accomplishing activities
in time. Hilts (2016) found that Time evaluation serves a lot of purpose by seeking answers to
the following questions:

2.2 Time plan worked for the accomplishment of goals

Hisle (2005) said that the system's future there are three categories of behaviors: time
assessment, planning, and monitoring. Time assessment behaviors are aimed at achieving
knowledge of the here and now, or past, present, and future, as well as self-awareness of one's
time use, and they cover or assist in accepting duties and obligations that are within one's
capacities. Goals, planning activities, prioritizing, establishing to-do lists, and grouping chores
are all examples of planning behaviors that try to make efficient use of time. Monitoring
behaviors focuses on analyzing one's use of time while executing activities, resulting in a
feedback loop that limits the impact of interruptions.

Issa et al., (2012) stated that the action planning process is a method for assisting a business in
properly managing its time. The action planning process includes the steps listed below:

Recording what you want to achieve is the first step in creating an action plan.

The second stage in creating an action plan is to write down the exact behavior that needs to be
addressed, as well as how it should be addressed. It is critical to be as detailed as possible so that
the action plan's goal is not misunderstood. The more specific a goal is, the higher the level of
performance.

Juceviciene et al., (2003) explained the third step in creating an action plan is to write down the
exact steps that will be performed to change behaviour in order to meet the goals. Acts for a
single goal as long as each of the actions has a measurement. Record the date on which
performance will be measured as the fourth stage in creating the action plan. This date must be
attainable in order for the procedure to proceed. When it comes to self-improvement, high
achievers have a reputation for setting unrealistic deadlines. This is not a good strategy. Decide
on timeframes that allow for possible delays and other people's involvement. Make deadlines as
reasonable as possible while yet holding yourself accountable for taking action right away.
Kachel (2011) said that Measures are the action's fifth step. Validity throughout the behaviour
modification programme. The measurements must also be specific and detailed. Please take the
necessary time to develop a strong measurement system as performance with the behavior
modification programmer relies on it.

Kaith (2004) suggested that designing the action plan is to determine who will help in the self-
improvement effort. Try to involve people that will hold you accountable for your performance
and provide guidance when needed. The people in the support system do not necessarily have to
be good time managers themselves; they simply need to be able to observe performance on the
goals set forth in the action plan. It is also necessary in this Step one is to figure out what
resources will be required to meet the action plan's objectives. Finances, equipment, software,
collaboration, and other resources should all be detailed stated.

Kayongo (2009) suggested that Recording performance is the final stage in creating an action
plan. Assess performance against the goal dates using the measurements indicated in the action
plan. The outcomes, positive or negative, are documented on the action plan and communicated
to supporters. Time management fosters self-assurance in terms of what has to be done and when
it will be completed. The administrator in an educational setting is tasked with a variety of
activities that necessitate a lot of time and effort.

Keeling (2008) said that on Despite the fact that what administrators accomplish on any given
day is partly decided by planned planning and scheduled obligations, certain factors have a
significant impact on administrators' time management methods. The following are some of the
elements:

Klaib (2009) found that Failure to consider clearly before acting: A common reason of
time management failure is taking action without first thinking clearly. a few executives The
10/90 theory of efficient time management suggests that spending 10% of your time carefully
planning your actions ahead of time will save you 90% of the effort required to achieve your
goals afterwards. It is tough to put into practice.

Korobili (2005) said that Failure to gain new skills, knowledge, and abilities: Some
administrators refuse to update themselves by attending seminars and lectures that would
broaden their horizons, believing that they already know everything and do not require more
education.

Krashen (2011) interpreted that Procrastination on Difficult Jobs: Procrastination is used by

some administrators on arduous assignments they are adamant about not getting started and
devoting enough time to them. The notion is that such difficult and demanding jobs are found in
the top 20% of positions that contribute the greatest value to the administrators' work, rather than
the bottom 80%.

Kumar (2006) explored that other causes for administrators' failure to manage their time
include a lack of teamwork, a refusal to relax, a lack of creativity, a lack of self-confidence, and
an inability to create a pleasant working atmosphere, among others. It is stated that, in order to
achieve good time management in the academic workplace: To boost their productivity and save
time, administrators should focus on critical tasks. Concentrating on vital tasks also changes and
molds the administrator's character, transforming him or her into a superior, more competent and
confident, happier and more productive individual.

Laird (2005) said that the night before the following day, administrators should develop a
list of jobs that need to be completed. Making your list in the evening or the night before
encourages your subconscious mind to work on it all night. Another option is to create a master
task list with daily, weekly, and monthly list son.

Lance (2001) said that While task prioritisation is still king, various administrators have different
requirements. To figure out when they're most productive they should devote this time to the
most difficult and time-consuming jobs. Administrators must also set up the work area so that it
is comfortable, appealing, and conducive to working for lengthy periods of time before
beginning the day's job. It's also critical that you generate a feeling of urgency because every
minute matters, as well as being proactive and dynamic, committed to team development, and
effective delegation of responsibilities.

Lancer et al., (2001) explained Eliminate crisis management: The unexpected can happen
because of a lack of preparedness and contingency plans. Accept and learn from your mistakes
so you can prevent them in the future. Assertiveness — learning to say NO: Saying "No" is not
difficult if done delicately and with justifications for why you can't or shouldn't do it. Make
suggestions or provide alternatives.

Lindauer (2002) elaborated Delegation that works: Don't assign difficult duties to your
employees if they aren't up to the task. Tasks must be assigned to the appropriate people and
materials. Several recent studies have been conducted in order to gain a better knowledge of
school leadership practice and the relationship between leadership and school improvement.

Lippincott (2006) examined these studies show how administrators are involved in a wide
range of school tasks on a daily basis, including instruction, personnel, budgeting, student
services, external relations, and a variety of other things. Principals must decide how to divide
their time between competing demands because time is a limited resource. The association
between principle time use and school performance demonstrates how crucial time-use decisions
are for effective leadership. The link between time management and productivity encourages in
this research we begin with the assumption that, just as some financial portfolio managers have a
larger capacity for profitably investing money, certain principals will have a greater capacity for
productively spending their time.

Lippincott (2006) found Time management is a term used both informally and in a
substantial body of scholarship in psychology and organizational behavior to describe this
increased ability to effectively use time. Better time management abilities, such as the capacity to
create attainable objectives, identify priorities, track one's progress, and stay organized,
according to the literature, can lead to more effective time usage and, in turn, more favorable
individual outcomes.

Lonsdale (2003) described Data from Miami-Dade County Public Schools (M-DCPS),
the nation's fourth-largest school district, is used to investigate these correlations experimentally.
Four data sources are used in this study. The first is a spring 2011 survey of M-DCPS principals.
We used a time management inventory in this survey to assess four different aspects of
respondents' time management abilities. Second, in the spring of 2011, we used trained observers
to undertake in-person observations on a subset of principals using a time usage methodology
over the course of a day. We develop measures of principals' time allocations across job demands
based on these observational data. The third source is a questionnaire that was sent out to. We
build subjective metrics of principle performance based on assistant principals' and teachers'
replies to a set of questions concerning their principals. Finally, we combine each of these data
items with administrative data from M-DCPS that covers all of the district's schools and
personnel.

Matthews (2003) explained that the administrative statistics, in particular, enable us to calculate
estimates of a school's "value-added" to student learning during each principal's tenure, as
assessed by growth on Florida's standardized examinations in math and reading. Three research
problems are addressed using this large data set. To begin with, how are time management skills
distributed among M-DCPS principals? As well as the most important features? Second, what
role does time management abilities play in predicting observed primary time use? Finally, what,
if any, relationship exists between time management abilities and measures of primary
effectiveness? The next part grounds these concerns in existing time management research as
well as the linkages made by psychologists and organizational behaviour experts between time
management and personal and organizational results. Before presenting our findings, we go over
the data sources, measure creation, and estimating method. The final portion delves into the
significance of our findings for school leadership.

2.3 Time Management Behaviors Improve Outcomes

Pharr (2002) measured many occupations place significant demands on one's time.
“Intellectually productive people strongly agree have more things they want to accomplish or
need to do than they have time,” as one expert put it. Most school administrators' jobs require
time-consuming activities such as managing school operations, monitoring instructional
programmers, and fostering positive relationships among staff members, among other things.
Being more productive in these fields is figuring out how to get more done with less time. One
method for achieving this goal is to better manage one's time.
 Pharr (2002) analyzed that Time management refers to actions taken with the goal of
reaching a specific outcome. When engaging in certain goal-oriented activities although there
has been minimal research into time management in the context of school administration, there
has been a significant amount of research into the topic in the management of organizations in
general. We use this research to describe the characteristics of effective time management
behaviors in schools and to build expectations among school leaders regarding the role of time
management in effecting their ability to support school development.

2.4 The Elements of Effective Time Management

Prakash (2017) explored Techniques and appropriate planning behaviors are required for
time management and successful utilization of time. Previous research and a plethora of how-to
publications imply that Set short- and long-term goals, monitor time logs, priorities chores, make
to-do lists and schedules, and organize one's workplace to be more productive. These time
management approaches and practices tend to share some underlying characteristics and can be
divided into various categories. Short-range planning, long-range planning, and time attitudes
were the three aspects of time management...

Rodger (2009) said that the capacity to plan and manage things in the near term is known
as short-range planning (e.g., within a day or a week). Long-range planning refers to the ability
to manage work over a longer period of time (e.g., a quarter or a year) by creating goals, keeping
track of crucial dates, and restricting p denotes a person who is focused on making good use of
their time while maintaining control over how it is spent.

Sharma (2009) explained that There are three aspects to time management: (1) setting
goals and priorities, (2) mechanics (such as making lists and scheduling), and (3) organizational
preference. Setting goals and prioritizing tasks to attain them are examples of the first. Making
to-do lists and scheduling are examples of the second category of time management behaviors.
One's desire for organization at his or her workspace, as well as his or her approach to projects, is
the final factor to consider. While there are several differences in this classification, it is a good
starting point both schema share common themes of goal-setting, prioritization, and organizing.
 Smith (2002) said that Time management behaviors and approaches differ from person to
person. In a sample of undergraduate students, time management behaviors varied by
demographic group. While race had no bearing on time management behaviors, older and female
participants were more likely to be competent time managers. The preference for organization
was likewise higher among older students. Similar results were reported in other undergraduate
research. Researchers have also looked into the link between time management and other
personality traits including self-esteem, a sense of purpose in life, polychronicity (i.e.
multitasking), and so on. Students who delay used less time management strategies, were more
likely to fall behind on work, and studied for fewer hours, according to the study postpone.

2.5 Management of Time and Results

Steelcase (2010) said that Time management has been linked to job performance in a
number of studies. Sales of automobiles, for example, are higher when the salesperson has
stronger time management abilities. Higher grade point averages are reported by college students
with greater time management abilities. Superiors (assistants) give higher ratings to county
extension directors with greater time management abilities. Regional directors.

Stiggins (2002) conducted Researchers have looked into a variety of probable links
between time management and job performance to better understand the relationship. Most
obviously, time management aids job efficiency by allowing professionals to devote sufficient
time to the most critical activities of their jobs. Worker outcomes improve as a result of the
increased focus on high-priority tasks. The belief that better time management will boost worker
productivity by allowing them to "work smarter" has led to a surge in private-sector investment
in time management training.

Ullah (2008) explained that Effective time management also minimizes job stress, which
may be a major hindrance to productivity. A key source of for a person, information perception
is that what he or she needs to achieve outpaces the time available. Time management can aid in
the reduction of this disparity. Using path analysis, researchers discovered that people with better
time management skills felt more in control of their time and how they spent it, which was linked
to lower feelings of job-induced tension and lower reports of somatic tension, or physical stress
symptoms like insomnia and headaches.

Yang (2011) elaborated the Job-induced stress was then found to be negatively linked to
self-reported job performance. In a research of time management, perceived time control, and
less work pressure and greater job performance, participants took similar paths engineers that
work for a semiconductor company Other research has found a link between time management
and employee health, which is mediated by other factors as perceived control and work-family
conflicts. Other elements that could influence job performance are also predicted by time
management. Emotional tiredness, the most essential feature of job burnout, is lower in
professionals who better manage their time. They also say they are more satisfied with their jobs
overall. Time management training participants also claim a better work/life balance. According
to a large body of research, employee performance is influenced by satisfaction and satisfaction-
related characteristics.

Ado (2009) explained naturally, improved time management does not always imply
improved job performance. More productive habits are required to improve job performance.
Human conduct is influenced by one's perception of control over it. Control is limited by
resources, such as time and expertise; time management improves control perceptions by
alleviating some of these constraints. Other types of restraints on workers' behavior, such as
institutional limits on their autonomy, can be difficult to overcome using time management.
Furthermore, it is necessary to adjust one's conduct. If employees don't want to try new things or
aren't sure what they're doing, and execution.

Akcayir et al., (2016) explained Finding time to spend to tasks more closely connected
with boosting student learning, according to studies, is a constant problem. The typical workday
is chaotic, with numerous interruptions and issues that must be addressed. Parents strongly agree
request principals to meet with them or to address parental concerns. They devote a significant
portion of their days to meetings, both scheduled and unscheduled, as well as administrative
tasks. A One of the most important obstacles of leadership for school reform is finding time to
lead in the face of administrators' employment pressures.
 Awan (2015) explained that Given the importance of principal investment in
organizational administration and instruction for school success, it is reasonable to assume that
principals who are able to overcome the time limits placed on their work day by other obligations
will reallocate their time to these areas. We hypothesize that time management will be positively
associated with time spent on management and instruction and adversely associated with time
given to other activities insofar as better time management skills provide a method for
overcoming time challenges tasks that aren't as "productive" We expect that, in addition to other
mechanisms discovered in studies of other sectors—such as reduced job stress—a greater
investment in productive time use will improve school achievements in the long run.

Berg (2003) said that the data we used to test for links between time management and
school performance is described in the following section

2.6 Time Management of Principals

Collin et al., (2017) explored that our principle surveys included a modified version of
the Time Management Questionnaire to evaluate principals' time management skills (TMQ).
Because the TMQ was created to assess time management in college students, we changed the
phrasing of a few sections and eliminated two others to make the I Planning, long-term
planning, and time mind-sets are all important factors to consider. We also added four new
items to capture this construct, assuming that principals' jobs as managers suggest that, unlike
college students, they may employ delegation of responsibilities to others as a technique for
managing their time. Table 2 lists the 21 items that followed the inquiry, "How strongly agree
would you say you do each of the following?" On a four-point scale, principals answered
(never, sometimes, strongly agree, and always).

Danjuma (2015) explained that Factor analysis of our modified 21-item time
management measure using exploratory factor Varian rotation analysis revealed four constructs,
while disparities in item patterns from those labelling the second dimension as bad time
consciousness revealed differences in item patterns from those labelling the first dimension as
good time consciousness. These things are related to not treating time as a resource that should
be actively managed, such as working on projects or reports the night before they are due or
being late for a meeting or function. This dimension is the most similar to what is meant by the
term "time attitudes.

Dienye (2006) suggested that the fourth aspect, which we call focus, reveals how focused
and in control principals are with their time. Keeping your desk devoid of everything else is one
of the most important factors to consider. This factor is loaded at a rate of about for each of these
elements.

Ekeh (2004) explained that generated a single time management index through a factor
analysis with only one factor as a final summative measure encapsulating total time management
skills. This scale had a high level of inter-item consistency. Table 2 shows the loadings for this
measure as well as the means for each of the items on the right. In the studies that follow, we
employ both this overall time management measure as well as the four sub-measures.

2.7 Examining Time Management across Principals and Schools

Friedler et al., (2009) explained Principals' time management behaviours may differ
depending on their personal traits or their work environment. We used simple two-sided t-tests to
compare principals' scores on each of the five time management measures (the overall scale and
four subscales) by chosen principle and school characteristics to see if there were any
differences. The results may be seen in Table 3. The results of the overall time management
factor are reported in the first column, while the results of the subscales are reported in the four
columns that remain among the important parameters, only gender makes a meaningful
distinction

Habu (2005) explored the way principals handle their time varies depending on their
personal characteristics and work environment. To investigate if there were any variations
between principals' scores on any of the five time management measures (the overall scale and
four subscales), we utilised simple two-sided t-tests. Table 3 contains the results. The first
column displays the findings of the overall time management factor, while the next four columns
display the results of the subscales. Among the primary criterion, only gender makes a
substantial difference. There are some variances by school level and size, as represented by the
school accountability rating. Principals at elementary schools and smaller institutions, in
particular, claim better time management. Principals of elementary and middle schools report
doing more short-term planning than principals of high schools. Principals at small schools
report a higher level of task focus, while principals of medium-sized schools score higher on
short-term planning.

Macanet al. (1990) observed time management in University students. One hundred and
sixty-five students fill the questionnaire evaluating their attitudes, stress, time management
behaviors, grade point average (GPA), and self-perceptions of performance. The study found that
students who managed their time had significantly higher satisfaction in life, evaluated their
performance, and more work, less workload, less job motivation, and less role ambiguity and
Somatic stress reported.

Marks and Printy (2003) studied the comparison between school teachers and principals
regarding leadership. The sample includes 24 nationally selected schools—which include
elementary, middle, and high schools with equal distribution. The study concluded that
transformational leadership is an essential but inadequate form for leadership. When instructional
and transformational leadership are existing in a unified form, its impact on performance of
school was measured by the students’ achievement and the quality of its teaching is significant.

Wendelien (2003) studied the time management training effect on self-reported

procrastination. In that study, thirty-seven teachers joined one and half-day training seminar on
time management. A group (n = 14) of employees (control) who were expecting the training in
the study will control the expected effects. It was determined that a substantial reduction in
worry, rejection behavior or an enhance in their skills by manage time period.

Bellibas and Liu (2017) examined the comparison between instructional leadership and
teachers’ perceived self-efficacy in several areas interrelated to teaching. The data was collected
from both school-level and school teachers, which was managed in 2013 by the Organization for
Economic Co-operation and Development. They proposed that it is a valuable approach to assign
instructional leadership in the schools, which can support teachers in student engagement,
classroom management and classroom instruction.
 Oplatka and Arar (2017) studied the significant strengths and flaws in the research
literature and critically analyzed the research writing on educational leadership in Arab
countries. They find out several conceptual, methodological and theoretical limitations. They
also revealed that the obstructing ability of the researchers in many cases, described or predicted
the nature of educational leadership of Arab centuries.

Liu and Hallinger (2018) explored a mediated-effects model of teacher learning and
principal instructional leadership. The data was collected from 186 principals and 3,414 teachers
from one hundred and eight-six middle schools in China (Qingdao). Structural equation
modeling, bootstrapping and confirmatory factor analysis were used to investigate the data from
variouse sources. The research determined that self-efficacy and principal time management,
applied slight effects on principal instructional leadership.

Ninkovic and Floric (2018) explored the associations between teacher perceived
collective teacher efficacy, self-efficacy and transformational school leadership by using the
sample of 120 regular teachers of secondary-schools in Serbia, with average age of 42.5 years.
They observed that teacher personal-efficacy and school leadership were independent predictors
of mutual efficiency of teachers.

Razali et al. (2018) determined the relationship between students’ academic progress and
the time management. The result of this research revealed 3 main factors linked with the
management of time which can be categorized as time wasting, time planning and time attitudes.
The outcome of this study also showed there is a significant positive correlation between time
management behaviors and progress of the students in the school.

Sfakianaki et al. (2018) investigated a significant feature of quality administration in

education - teacher leadership variety - As experienced by secondary education teachers in
Greek. 138 teachers were participated in this study and they adopt their conceptualization about
leadership style. The study incorporated the theories of quality management and leadership and
explores leadership styles of teachers in the secondary educational system in Greek. Teachers
may be utilized their personal conclusions to reflection and self-assess as part of the overall
quality management procedure.
 Moreira et al. (2019) analyzed the teachers’ perception about leadership of ICT organizer
that is an educational factor, whose assignment is to arouse the procedure of pedagogical
integration of application in the school. The sample was collected through a questionnaire from
5161 teachers from various Spanish regions. They result showed that they support this agent of
relation and regional educational plan of action should train.

CHAPTER 3

MATERIALS AND METHODS

Methodology is the basic part of any research as it elaborates the set of research tools, method of
sampling and procedure of data collection (Rose, 2005). In this chapter information regarding
research design, study area, the tool for the data collection and methods of data collection is
defined with detail. The research methodology throws light on the ways and means through
which researcher undergoes and frame conclusions after proper data collection for the study.
This chapter also explained the research strategy and techniques used in the study (Bartet, 2013).
The aim of this chapter writing is to provide the detail answer of why, how, when, where and
what was the purpose of present study. Research methodology is an important part of a study.
Research methodology provides full details how to conduct a study in effective ways. Its help the
researcher for future study because research methodology helps the researchers about the
verifying of research rules. In this chapter information regarding research design, study area, the
tool for the data collection and methods of data collection is defined with detail. The research
methodology throws light on the ways and means through which researcher undergoes and frame
conclusions after proper data collection for the study. This chapter also explained the research
strategy and techniques used in the study (Bartet, 2013).

The research methodology discusses the procedure that is adopted in carrying out this study. This
chapter included area of the study, target population, sampling technique and sample size,
research design, research instrument, validation of the instrument, reliability of the instrument
and data collection procedure and data analysis (Golf, 2014).

3.1 Study area

Pakistan is established on the name of Islam. This country has five provinces. Punjab is a
populous province of Pakistan. Okara District is a districtof
 Punjab, Pakistan. It became a separate district in 1982, prior to that it was part
of SahiwalDistrict.Okara region is an agricultural region. The old name of OKARA city was
(okan-wala). The current metro area population of Okara in 2021 is 404,000, a 2.8% increase
from 2020. This research was conducted in Okara.
 Fig: 3.1
Okara District is famous for its fertile lands, peaceful natural environment and green fields
of Potato, tomato, sugarcane, wheat, rice and maize crops. Oranges and Mangoes orchards are
common.[3] The area of district Okara is the gold mine for history seekers, spiritual and curious
travellers.
The Multan Road connects the district capital, Okara with Lahore 110 km away
and Faisalabad is 100 km by passing away Ravi River.

Okara District shares boundary on the South Bahawalnagar, on the South-West by Pakpattan, on

the west by Sahiwal, on the north by the districts of Faisalabad and Nankana Sahib, on the Near-
East & Far-North by Kasur, on the South-East by Fazilka (India). Okara District lies on Radcliffe
line/Indo-Pakistani border, therefore its geographic importance for defence is high. Okara
Cantonment has a significant position in Pakistan.
 Fig: 3.2

Okara is also known for its cattle breed known as Sahiwal and a Water buffalo breed known
as Niliravi. It is very rich in livestock population and production. The Livestock Production
Research Institute (LPRI) Bahadar Nagar Farm is a very large Government farm near Okara city
(18.5 km on Faisalabad road from DepalPurChowkOkara). The farm has a large number of cows,
buffalos, bulls (for reproduction), goats and sheep. Okara is a major milk producing city of
Pakistan. There is also a large military dairy farm in Okara district originally set up in
1913. After the independence of Pakistan in 1947, the 'battai system' (sharing-partners in crop
yields) continued in all military-owned farms in Pakistan, with the farmers taking their respective
shares in the crop yields.
Okara have all the basic physical and organizational structures, services and facilities needed and
necessary in a city. Like the whole of Pakistan, Cricket is the most famous sports in Okara as
well. There are two modern Cricket Stadiums (Okara Gymkhana Cricket Ground and Jinnah
Cricket Stadium).

3.2 Research design

Descriptive study provides the feature of target population in a systematic way. The design is
considered appropriate because it was enabling the researcher to identify the characteristic of the
population (Huck, 2017).
The study was descriptive nature. In this research population and their characteristics were
described very consciously. The aim of this study was to explore the different conditions of
different people which was selected as the sample. All aspects of this study were designed
carefully before data was assembled. Objective of this study was to categories and attributes of
the study that were defined in the objectives observed keenly and then systematically interpret in
the results.

In survey research the researcher deals with the opinion of the population and these opinions are
collected by using data collection tools such as questionnaire.

A survey method requires people’s opinion, perceptions and views on certain issues. The
people’s opinion about these certain issues are considered the basis in survey method. The
primary data was collected through the well-structured questionnaire from the respondents of the
study (Bellard, 2011).

Qualitative method will be used to collect data through constructed and focused questions about
how practicing teachers conceptualized educational leadership and how they will use their time.

3.3 Target population

Target Population is the set of people who has same characteristics and attributes.
Population is a set or collection of all possible observation whether finite or infinite relevant
to some characteristics of interest. The population for a study is that group (usually of
people) about whom researcher want to draw conclusions. Population is set of all units that
the research covers or to which it can be generalized can say that; population is that area
where the researcher is going to conduct the research (Nathan, 2017).

The population is totality of the subjects out of which a sample is taken for the research
purpose. Target population is the set of individuals, objects or events that are the actual
participants and the researchers have a desire to generalize/simplify the outcomes of the
study (Sanson, 2017).
A list of 1080 secondary schools and were collected from District Okara. After the attaining of
list from department the schools were selected purposively for research. The target population of
this study will consist of practicing Okara elementary teachers who were expect to exercise
educational leadership. 1080 teachers selected through sample random technique from 18
schools district Okara were the population of this research.

3.4 Sampling

Sampling is the technique which is used in almost every field of research in order to collect
information. The population refers to the entire group of people, events, or things of interest that
researcher wishes to investigate. It is the group of people, events, or things of interest for which
researcher want to make inferences based on sample statistics (Malhotra, 2015).

Sample is small representation of large population. Sampling is economical and time saving for
researcher to conduct a study on sample rather than to study the entire universe. . All 18 public
elementary schools with 1080 teachers in this district were listed through convenient sampling
techniques and total teachers of these schools were the population of this research. 160 teachers
were selected from sampled school. The results of the study was analyzed through SPSS Version
23.0.
NO School Name Total Teachers Sample
1 70 10
Govt. High Secondary School
40/3.ROkara

2 72 14

Govt.Mc high school boys okara

3 Government Islamia High School (City) 77 16

- Okara

4 Govt Model Girls High School Okara  65 10

5 CMR High School - Okara 65 10

6 Govt. High School 7/4 L Okara 64 8

7 Government Sutlej High School 52 7

8 Government Boys High School 32/2-R- 60 9

A okara

9 Government Sutlej Boys High School 58 6

Okara

10 Government Boys High School 48/3R 48 7

Okara

11 Government MC High School Ladies 60 10

Park Okara

12 Government Islamia High School (New 55 5

Campus)

13 Government Girls High School 32/2-L 75 14

Okara

14 Government Junior Model Girls High 46 6

School Okara
15 Govt. Elementary School (Boys) , 5/4L 48 7

Okara

16 Govt. Elementary School 51/2L Okara 54 7

17 50 6
Govt. Girls Elem. School 18 1-Al

18 Government Elementary School 60 8

Chak 14/GD Raza Abad Okara

3.5 Research instrument

Instrumentation refers to changes in the calibration of a measuring instrument, observers, or

scorers used, and can produce changes in the obtained measurements(Taherhood, 2016).

A well-structured questionnaire was used for the collection of data from the respondents of this
study. To ponder the effectiveness of moral and emotional development on students academic
performance during their academic duration descriptive statistics were used.

The inquiry was quantitative and questionnaire was used to collect the data for the study. It is
important way to gain perception and vision from the respondents into educational and other
crucial problems through understanding the experiences of the respondents whose liveliness
follows those problems.

All the items were closely related with objectives of research. Mainly the questions were
structured that showed the effect of leadership style on teachers professional performance.

3.6 Pre-testing
Before the collection of primary data, a pre- testing was conducted for the evaluation of the
appropriateness of questionnaire and for the survey of that all the important and essential
questions were included in the questionnaire. The process of pre-testing is very useful in the
deduction of irrelevant information and including of the important questions according to
the research objectives that are missing in the questionnaire. This process was conducting
by choosing the some teachers as respondents. This stage is very necessary in including the
relevant questions and excluding the necessary questions (Kazdin, 2010).

The main objective of pre-testing was to calculate the respondents opinion regarding the
questions which were asked through the well-structured questionnaire. Another objective was
also important that if there is need then the researcher can make changes measuring instrument
before collection the original raw material. Thirty respondents were chosen for pre-testing and
collecting the desired information which encourages collecting more meaningful data for
respondents.

The reason of the pre-testing was to examine the work ability of measuring instrument. The
reason of pre-testing was also to make crucial changing in the measuring instrument before
starting of the unique data collection.

3.7 Validity of the instrument

Validity means how much outcomes you can get from the examination of information. It really
speaks to wonder under discussion and investigation. Generally validity indicates how good your
research is and especially it is applied to research and on the methods of research. Validity is a
unique process of collection of data that our findings are fairly representing phenomenon, we are
claiming to measure because claims are solid claims (David and Bohrnstedt, 2010).

A structured questionnaire with 5 point Likert Scale was designed according to the nature and
objectives of the study. All the questions were prepared through proper collaboration with
supervisor of the study and the other faculty members to make it valid and useful for the
collection of data.
The first draft of research instrument (questionnaire) were submitted to the supervisor that
is expert in qualified degree of education. The expert supervisor reconstruct the research
instrument based on expert suggestions. The instruments for data collection was validated. The
initial draft of the questionnaire was submitted to three experts related to qualified degree holders
in education. These experts subjected instrument to rigorous scrutiny in order to determine the
clarity, relevance, adequacy and other attributes which a good research instrument should
possess. The researcher reconstructed the instruments based on the suggestions of the experts.

3.8 Reliability of the instrument

Reliability is related to the degree of consistency of the thing that is measured. The thing that is
measured is considered reliable when it shows the same result after measured few time
(Maxwell, 2016).

The pretesting was the trial of checking the reliability of research instrument. To determine the
reliability of research instrument (questionnaire), the data from some respondents (students)
in the pretesting was collected to maintain the internal consistency. The result of trial
testing explored that the research instrument of this research was reliable which depicts
that it is appropriate for the study.

The questionnaire was trial- tested using 30 teachers which was entirely outside the
geographical area of the study. This area was considered to have similar characteristics with
the study area. To determine the reliability of the questionnaire, the scores from 30
respondents in the trial testing of the instrument were used in establishing the internal
consistency. The internal consistency reliability estimate yielded 0.86.

Reliability statistics
Cronbachs Alpha Cronbachs Alpha based on standardized items No. of items
.866 .882 30
3.9 Data collection procedure

After research tool administering the data were collect by the researcher herself from selected
schools particularly from teachers. The researcher briefed the respondents on the objective of
the study. This enabled them to explain certain items on the questionnaire so that the
questionnaire would be properly filled. The questionnaire was administered by the researcher
by online to the respondents and collected the data. This method ensured the correct
completion and high percentage return of completed questionnaire.

The information was collective to online Google questionnaire form due to Covid19. The
researcher use different sources to send the google form to respondents such as what’s app and e-
mail. The researcher was prepared these questionnaires with the help of supervisor.

3.10 Coding, editing and data entry

Variables were used for the investigation. The data was coded very carefully so that every single
response of respondents can be stored for better results. After editing and coding the collected
information were entered in the worksheet of Statistical Package for Social Sciences.

3.11Data analysis

For data analysis all the response were scored and arranged in data sheet. Researcher got the
teacher’s response through questionnaire. The score wereanalysed in tabulated and percentage
method, SPSS software were used to analysis the items.

3.12 Statistical Analysis

3.12.1 Percentage %

A proportion is a portion of an entire expressed as a number between zero and 100 as a substitute
than as a fraction. The symbol is %. Here is to raise the information into the procedure, the share
of numerous grouping of statistics was once functioned in the current study.

x.1000

% = ____________

Where
F=frequency

N=Total no
3.13.2: Mean
The arithmetic mean is the average of a set of information or common that is used to force the
central tendency of the information in question. It is determined through including all the facts
points in a population and then dividing the complete via the variety of points.

∑=sum of observation

X= some mean of a sample size

N= sample size

A.M=∑X/N

3.11.3 Weighted score

Weighted score help the researcher that how much the respondents give priority and initiatives to
the product map. In weighted score with in the framework a common set of criteria is decided.

W=∑fx

3.11.4: Standard deviation

Standard deviation is the measure of variation or dispersion in the sets values. Low standard
deviation defines the close tendency to the mean value while high tendency defines the spread
over wide range.
Chapter 4

RESULTS AND DISCUSSION

The purpose of chapter is to present analysis and interpretation of data relating to the research
problems under investigation.

4.1 Socio economic characteristics

A socioeconomic characteristic is a set of attitudes that are interconnected but do not come from
a single dimension. The person's socioeconomic is determined by the prevailing average standard
of cultural procession, effective income, material procession, and engagement in community
group activities. The following factors were used to assess socioeconomic and demographic
characteristics: As a result, socioeconomic characteristics contain a variety of components, and
each element has multiple indices; each community creates socioeconomic characteristics of
people based on its norms and values. As a result, in light of their significance, socioeconomic
features of the respondent’s family had been taken as an independent variable in the study. For
the purpose present study following indicators of socio-economic characteristics have been used
(Abdullah, 2005).

4.1.1 Age

Age is a long-accepted human nature. Is important because of the superficial importance of age
in determining the onset of large population variations. At the same time lifelong training / study
gives individuals enough knowledge throughout their lives, and the parade of powerful new
technologies will further influence human life and its prospects, and may slow down or reverse
the aging process, we cannot even imagine. Biotechnology travels to such extreme liquid states
where there are “leaked” differences or boundaries between man, animal and man, machine and
physical and non-physical. Understanding age is essential because of its human and
organizational significance (Kale, 2006).

Table 4.1 Distribution of the reaction according to their age

Age Frequency Percentage

20-25 57 34.2
26-30 95 57.8
Above 30 33 20.2
Total 166 100.0

Table 4.1 shows that more than one third (34.2 %) of the respondents had up to 20-25 years.
More than half (57.8%) of the respondents had up to 26-30 years, whereas more than one fourth
(20.2 %) of the respondents had above 30 years.
The results of this study has similarities with the study of (Blevins, 2011) as both studies define
that the age factor contributes a lot in the development of leadership qualities in teachers and
head teachers.

4.2 Qualification

Education refers a degree of respondent it is an organized procedure. Education improves the

value and plays positive role for good life. The journey for learning starts in pre-school and
proceeds through elementary to secondary level and each step of this way counts on a road to
make a successful person. In its narrow sense, school instruction is called education. In this
process, the elders of society strive to attain predetermined aims during a specified time by
providing pre-structured knowledge to children through set methods of teaching. The purpose is
to achieve mental development of children entering school (Bruce, 2001).

Table 4.2 Distribution of the reaction according to their qualification

Qualification Frequency Percentage

Intermediate 7 4.4
Graduation 30 17.9
Masters 129 77.9
Total 166 100.0

Table 4.2 shows that only (4.4 %) respondents were intermediate. Less than one fifth (17.9 %)
respondents were graduated and majority (77.9 %) of respondent were masters.
Lecher and More (2014) indicated the Japanese literate with various factors including teachers
qualification, school climate, student’s mutual relationship, administrative hierarchy, various
learning modes, discipline issues, regimentation and other social violence activities and
environmental issues are of schools that are developed through appropriate leadership styles. The
educational qualification of teachers also increase the leadership abilities.

4.3 Professional qualification

Professional education is a formal specialized training about a particular profession in which
learners are taught the central concepts, principles and techniques. These techniques are applied
in real practice, and the learners also needed for proper practice and behavior.

Table 4.3 Distribution of the reaction according to their Professional Qualification

Professional Qualification Frequency Percentage

C.T 11 7.0
B.Ed 99 60.4
M.Ed 53 32.6
Total 166 100.0

Table (4.3) shows that only (7%) of the respondents were CT. majority (60.4 %) of the
respondents were B.Ed. and more than one third (32.6 %) of the respondents were M.Ed.
Major findings of present study and (Pettigrew, 2009) defined that the professional qualification
strongly effect the leadership qualities and working ability of leaders. But the results of
(Pettigrew, 2009) explained another basic thing which was define the clear contrast in the
professional qualification level of leaders.

4.4 Teaching experience

Teacher experience is considered as important factor for student’s good performance. Teacher
experience through different training and workshops. Experience teachers easily understand the
students need. Tending towards very strongly agree. And manage classroom environment
according to study interest (Center, 2011).

Table 4.4 Distribution of the respondents according to their Teaching experience

Qualification Frequency Percentage

1-5 year 114 69.1
6-10 year 38 23.0
Above 11 6.7
Total 166 100.0
Table 4.4 shows that majority (69.1 %) of the respondents were having 5-10 years’ teaching
experience, while less than one fifth (23 %) of the respondents were having 6-10 year experience
and less than one fifth (7.6 %) of the respondents were having above 10 year experience.

Cox (2011) defined that teaching experience play a vital role in IT. As a teacher they meet with
several students in each session. Teachers know that how to taught the students by their teaching
experience. Teachers learn with the passage of time different how to deal the students according
to situation.

4.5 Residential area

A person living in a jurisdiction: eating, sleeping, and working in that jurisdiction is referred to
as a living area. A person can "dwell" in a location physically or mentally from time to time.
Residence denotes that a person is physically present in a jurisdiction, eating, sleeping, and
working there. A person may "reside" in a location even if he or she is not physically present
there on a regular basis. The term "residence" excludes tourists and casual visitors to a
location21, though the legality or compulsory nature of a person's presence in a location should
not affect where he or she is legally resident. (Hovers, 2010).

Table 4.5 Distribution of the reaction according to their residential status

Residential Status Frequency Percentage

Urban 29 17.9
Rural 135 81.4
Pere-urban 4 2.2
Total 166 100.0

Table 4.5 shows that less than one fifth (17.9 %) of the respondents were belonged from urban
areas. Large majority (81.4 %) of the respondents were from rural areas, only (2.2 %) of the
respondents were belong from peer-urban areas.

Townsenct et al. (2007) said that residence of teachers effect the teaching of teachers a lot. The
balance between the school and living areas of total population should be reasonable. The
allocation of schools for teachers should be according to their residence area so that students can
achieve the education easily. The school location is very important aspect. The physical aspect of
school, type of buildings, location of home and school and means of transportation are
considered the major reasons for emotional education in the country.

4.6 The educational leadership style used in your school

Educational leadership is the process of enlisting and guiding the talents and energies of
teachers. In all educational institutes different educational leadership styles are used for the
development of teachers working ability and students’ academic performance (Raenser, 2012).

The respondents were asked about the educational leadership style (Authoritative leadership
style rely on threats, Autocratic leadership style in which only leaders make the decision ,
Pacesetting leadership style focus on quick achieving of goals, Democratic leadership style in
which members take more participation, Couching leadership style provide guidance with special
support, Affiliate leadership style creates harmonious working environment , Laissez-Faire
leadership style in which leaders show positive trust on employees) used in your school.

Their responses were recorded on a likert scale 1= never, 2= sometime, 3= always. The results in
this regard are given in table no. 4.6.

Table 4.6 Distribution of the reaction according to the educational leadership style used in
your school
Statement Weighte Mean S.D. Rank
d score
Authoritative leadership style (guide their team 1
443 2.30 .483
for progression in goals)
Autocratic leadership style (Rely on commands 2
440 2.27 .949
and demands without questions)
Pacesetting leadership style (communicate 3
expectations by giving examples in affectionate 438 2.20 .483
tone)
Democratic leadership style (members take more 4
432 2.12 .919
participation then leaders)
Couching leadership style (leaders improve the 421 2.10 .568 5
engagement of team by giving individual
motivation)
Affiliative leadership style (concentrating on 6
418 2.08 .919
creating harmonious working environment)
Laissez-Faire leadership style (show the attitude 7
of trust on team members for improving their 407 2.02 1.160
creativity)

Scale: 1. Never, 2. Sometime, 3. Always

Table 4.6 indicates the result of questions regarding Authoritative leadership style (guide their
team for progression in goals) weighted score =443, mean value = 2.30 was at 1st rank, tending
towards always.Autocratic leadership style (rely on commands and demands without questions)
weighted score =440, mean value = 2.27 was at 2ndrank, tending towards always. Pacesetting
leadership style (communicate expectations by giving examples in affectionate tone) weighted
score =438, mean value =2.20 was at 3rd rank, tending towards always.Democratic leadership
style (members take more participation then leaders) weighted score =432, mean value = 2.12
was at 4thrank, tending towards always.Couching leadership style (leaders improve the
engagement of team by giving individual motivation) weighted score =421, mean value = 2.10
was at 5thrank, tending towards always.Affiliative leadership style (concentrating on creating
harmonious working environment) weighted score =418, mean value = 2.08 was at 6thrank,
tending towards always. Laissez-Faire leadership style (show the attitude of trust on team
members for improving their creativity) weighted score =407, mean value = 2.02 was at 7thrank,
tending towards always.

Mcewen (2015) found that educational leadership refers to anything that school leaders do to
improve learning and teaching in the school. It emphases on learning and its promotion. That is
why educational leaders are also known as learning leaders. When teachers thought about
educational leadership they formed ideas of what educational leadership was and what activities
and behaviors teachers should pursue in order to be the educational leader. This
conceptualization guided the activities and behaviors of teachers and determined how they
thought they should spend their time. The focus and meaning of school leadership changed
during the different stages of school reform. The stages of reform were not distinct from each
other, but rather overlapped.

Sebring and Bryk (2016) defined that the meaning of educational leadership was blurred by and
mixed with previous educational leadership roles. Although the school leadership role focused
on improving student test scores in the accountability time period, many of the past
characteristics, behaviors, and activities important to educational leadership were still considered
important under some definitions.

4.7 The perception of teachers about educational leadership

The educational leadership belonged to different fields to make the integrated learning
environment and school facilities easily accessible. Educational leadership special concern
provide the qualities of academic references to the educational process (Goksoy and Argon,
2014).

The respondents were asked about the perception of teachers about educational leadership. Their
responses were recorded on a Likert scale 1= strongly disagree, 2= disagree, 3= undecided, 4=
agree, 5=strongly agree. The results in this regard are given in table no. 4.7.

Table 4.7 Distribution of the reaction according to the perception of teachers about
educational leadership
Statement Weighte Mean S.D. Rank
d score
School leader should divide the delegated 1
840 4.39 1.054
workload for short-term
School leader should improve relationship with 2
834 4.30 1.054
other teachers for better achievement
Educational leadership increase the benefits of 3
830 4.27 1.054
collaboration
Leadership manage the learning programs 4
823 4.21 1.054
effectively
Leaders improve the capacity of whole staff 798 3.80 1.229 5
Leaders reinforce the self-esteem of all students 787 3.70 1.059 6
Leaders patiently handle the challenging 7
783 3.67 1.229
situation
Educational leaders play the role of mentor 774 3.50 1.229 8
Democratic leadership increase the efficiency of 9
738 3.30 .919
students
Educational leaders provide the curriculum 10
737 3.25 1.160
guidance and directions
Educational leadership create inclusive learning 11
732 3.20 1.687
environment
Leadership stimulate the teacher’s performance 724 3.10 1.350 12
Leadership motivate the teachers for high 13
724 3.10 1.350
performance

Scale: 1. Strongly disagree, 2. Disagree, 3. Undecided, 4.Agree, 5.Strongly agree

Table 4.7 indicates the result of questions regarding School leader should divide the delegated
workload for short-term weighted score =840, mean value = 4.39 was at 1st rank, tending towards
strongly agree. School leader should improve relationship with other teachers for better
achievement weighted score =834, mean value = 4.30 was at 2nd rank, tending towards strongly
agree. Educational leadership increase the benefits of collaboration weighted score =637, mean
value = 4.27 was at 3rd rank, tending towards strongly agree. Leadership manage the learning
programs effectively weighted score =830, mean value = 4.21 was at 4th rank, tending towards
strongly agree. Leaders improve the capacity of whole staff weighted score =823, mean value =
3.80 was at 5th rank, tending towards agree. Leaders reinforce the self-esteem of all students
weighted score =798, mean value = 3.70 was at 6th rank, tending towards agree. Leaders patiently
handle the challenging situation weighted score =783, mean value = 3.67 was at 7th rank, tending
towards strongly agree. Educational leaders play the role of mentor weighted score =774, mean
value = 3.50 was at 8th rank, tending towards agree. Democratic leadership increase the
efficiency of students (weighted score =738, mean value = 3.30) was at 9th rank. Tending towards
agree. Educational leaders provide the curriculum guidance and directions weighted score =737,
mean value = 3.25 was at 10th rank, tending towards strongly agree. Educational leadership create
inclusive learning environment weighted score =732, mean value = 3.20 was at 11th rank, tending
towards agree. Leadership stimulate the teacher’s performance weighted score =724, mean value
= 3.10 was at 12th rank, tending towards agree. Leadership motivate the teachers for high
performance weighted score =724, mean value = 3.10 was at 13thrank, tending towards agree.
Southworth (2012) said that educational leadership role during the accountability movement
shifted to improving student test scores. Although the teacher had many roles, educational
leadership increased in importance because of its connection to teaching, learning, curriculum,
and collaboration.

4.8: Impact of leadership style on teacher’s classroom performance

Educational leaders focus on development of educational quality is provided the basic sources to
the teacher about the accurate decision of teaching methodology. Leaders provide the qualities of
academic references to the educational process.

The respondents were asked about the impact of leadership style on teachers’ classroom
performance. Their responses were recorded on a likert scale 1= strongly disagree, 2= disagree,
3= undecided, 4= agree, 5=strongly agree. The results in this regard are given in table no. 4.8.

Table 4.8 Distribution of the reaction according to the impact of leadership style on
teachers’ classroom performance
Statement Weighte Mean S.D. Rank
d score
Democratic leadership style increases the active 1
844 4.44 1.506
participation of teachers in all working activities
Pacesetting leadership style creates the special 2
838 4.41 .919
concern between teachers and students
Autocratic leadership develop appropriate 3
837 4.40 1.160
behavioural principles
Laissez-faire leadership motivates the teachers to 4
832 4.33 1.687
make decisions with the concern of students
Authoritative able the teachers to develop clear 5
827 4.30 1.350
vision
Couching increase the collaboration in teachers 824 4.28 1.350 6
Affiliative leadership improve effective listening 820 4.23 1.320 7

Scale: 1. Strongly disagree, 2. Disagree, 3. Undecided, 4.Agree, 5.Strongly agree

Table 4.8 indicates the result of questions regarding democratic leadership style increases the
active participation of teachers in all working activities weighted score =884, mean value = 4.44
was at 1st rank, tending towards strongly agree. Pacesetting leadership style creates the special
concern between teachers and students weighted score =838, mean value = 4.41 was at 2ndrank,
tending towards strongly agree. Autocratic leadership develop appropriate behavioural principles
weighted score =837, mean value = 4.40 was at 3rdrank, tending towards strongly agree. Laissez-
faire leadership motivates the teachers to make decisions with the concern of students weighted
score =832, mean value = 4.33 was at 4thrank, tending towards strongly agree. Authoritative able
the teachers to develop clear vision weighted score =827, mean value = 4.30 was at 5thrank,
tending towards strongly agree. Couching increase the collaboration in teachers weighted score
=824, mean value = 4.28 was at 6thrank, tending towards strongly agree. Affiliate leadership
improve effective listening weighted score =820, mean value = 4.23 was at 7thrank, tending
towards strongly agree.

Leitner (2014) explained that leaders focuses on content analysis aspects for creating self
regulatory system for best learning outcomes. Special concern of leaders create the environment
in which mostly teachers pass the appropriate knowledge to the students during teaching and
learning process with great zest and zeal. Leaders make the educational process more marvelous
and then the teachers teach the skills by creating the situation in which students gain experience
that is require for the completion of learning procedure

Dogan (2008) described that educational leaders are considered the basic and prominent pillars
of consistent educational goals of society. It can change the educational phenomenon and
decorum of schools that able the students to perform well in the class. Leaders encourage the
students as well as teachers that able them to make right judgments with the feeling of being
evaluated and going to next. Teachers make discomfort situation remove for the students during
exam situations that positively qualify the results of students. Extreme response of teachers is a
result of high educational quality for long terms that make the students cognitively able.

4.9 The impact of leadership style on teachers’ professional performance

Educational leaders organize the financial projects so that the educational expenditures can be
adequately used for the professional growth of teachers. Educational leaders give their special
concentration on the development of professional growth to the teachers (Marjin, 2014).
The respondents were asked about the impact of leadership style on teachers’ professional
performance. Their responses were recorded on a Likert scale 1= strongly disagree, 2= disagree,
3= undecided, 4= agree, 5=strongly agree. The results in this regard are given in table no. 4.9.

Table 4.9 Distribution of the reaction according to the impact of leadership style on
teachers’ professional performance
Statement Weighted Mean S.D. Rank
score
Leaders provide proper guidance for 887 4.70 .234 1
professional growth
Authoritative leadership remove the chances of 2
876 4.60 .516
teacher favoritism
Democratic leadership provide the 3
874 4.40 .516
opportunities of proper training
Transformational leaderships style increases 4
864 4.38 .699
the communicative understanding of teachers
Transactional leadership reduce the lack of 5
853 4.35 .516
appreciation from other teachers
Affiliative leadership develops the ability to 6
841 4.33 .516
trust on self potentials
Laissez-faire leadership develops the habit of 7
838 4.30 .699
practice
Couching leadership improve the diversity of 8
835 4.27 .987
perspectives

Scale: 1. Strongly disagree, 2. Disagree, 3. Undecided, 4.Agree, 5.Strongly agree

Table 4.9 indicates the result of questions regarding leaders provide proper guidance for
professional growth weighted score =887, mean value = 4.70 was at 1st rank, tending towards
strongly agree. Authoritative leadership remove the chances of teacher favoritism weighted score
=876, mean value = 4.60 was at 2ndrank, tending towards strongly agree. Democratic leadership
provide the opportunities of proper training weighted score =874, mean value = 4.40 was at
3rdrank, tending towards strongly agree. Transformational leaderships style increases the
communicative understanding of teachers weighted score =864, mean value = 4.38 was at
4thrank, tending towards strongly agree. Transactional leadership reduce the lack of appreciation
from other teachers weighted score =853, mean value = 4.35 was at 5thrank, tending towards
strongly agree. Affiliative leadership develops the ability to trust on self potentials weighted
score =841, mean value = 4.33 was at 6thrank, tending towards strongly agree.Laissez-faire
leadership develops the habit of practice weighted score =838, mean value = 4.30 was at 7thrank,
tending towards strongly agree. Couching leadership improve the diversity of perspectives
weighted score =835, mean value = 4.27 was at 8thrank, tending towards strongly agree.

Arar (2017) studied the significant strengths and flaws in the research literature and critically
analyzed the research writing on educational leadership in Arab countries. They find out several
conceptual, methodological and theoretical limitations. They also revealed that the obstructing
ability of the researchers in many cases, described or predicted the nature of educational
leadership of Arab centuries.

4.10 The reaction according to the impact of leadership style on teachers’ personal
liabilities of teachers
Educational leaders generally motivate the teachers to manage their professional activities
perfectly by managing their household liabilities. Educational leaders up to date teaching aids
which make the professional liabilities less burden full for teachers. Due to this innovation in the
teaching process are equipped with the latest teaching tools so that the teachers can teach well
(Darlin, 2012).

The respondents were asked about the impact of leadership style on teachers’ personal liabilities
of teachers. Their responses were recorded on a Likert scale 1= strongly disagree, 2= disagree,
3= undecided, 4= agree, 5=strongly agree. The results in this regard are given in table no. 4.10.

Table 4.10 Distribution of the reaction according to the impact of leadership style on
teachers’ personal liabilities of teachers
Statement Weighted Mean S.D. Rank
score
Affiliated leadership guide teachers for the 1
843 4.37 1.252
management of time
Laissez-faire leadership reduce the burden of 2
840 4.30 .949
high work
Authoritative leadership increase the ability of 3
833 4.20 .675
correlation with other for best use of tie
Pacesetting leadership able the teachers to 4
create the well-planned schedule for all 821 4.17 .994
liabilities
Autocratic leadership improve them to control 5
814 4.10 .876
all decisions individually
Democratic leadership increase the habit of 6
804 4.00 .943
attaining family members opinion
Couching leadership style able the teachers to 7
798 3.80 .949
manage the tasks in time

Scale: 1. Strongly disagree, 2. Disagree, 3. Undecided, 4.Agree, 5.Strongly agree

Table 4.10 indicates the result of questions regarding Affiliated leadership guide teachers for the
management of time weighted score =843, mean value = 4.37 was at 1st rank, tending towards
strongly agree. Laissez-faire leadership reduce the burden of high work weighted score =840,
mean value = 4.30 was at 2ndrank, tending towards strongly agree. Authoritative leadership
increase the ability of correlation with other for best use of time weighted score =833, mean
value = 420 was at 3rdrank, tending towards strongly agree. Pacesetting leadership able the
teachers to create the well-planned schedule for all liabilities weighted score =821, mean value =
4.17 was at 4thrank, tending towards strongly agree. Autocratic leadership improve them to
control all decisions individually weighted score =814, mean value = 4.10 was at 5thrank, tending
towards strongly agree. Democratic leadership increase the habit of attaining family members
opinion weighted score =804, mean value = 4.00 was at 6thrank, tending towards strongly agree.
Couching leadership style able the teachers to manage the tasks in time weighted score =798,
mean value = 3.80 was at 7thrank, tending towards agree.

Ninkovic and Floric (2018) explored the associations of educational leaders with the effect of
personality development teachers. The leadership styles increase the self-efficacy, confidence
and decision making skills of teachers. The leadership styles help the team members in the
sorting out the personal liabilities. The results of present study defined the same thing which was
defined in the previous researches such as the leaders of educational department able the teachers
to manage the teaching decorum in the classroom along with the managing of household
liabilities.

Razali (2018) determined the relationship between students’ academic progress and the time
management. The result of this research revealed 3 main factors linked with the management of
time which can be categorized as time wasting, time planning and time attitudes. The outcome of
this study also showed there is a significant positive correlation between time management
behaviors and progress of the students in the school.

4.11 The techniques used by teachers to manage the time

Time is precious thing which out saving it no one can become successful in life. Due to its
importance teachers also focus on different techniques so that the goals can be achieved in very
short time. Techniques of time management develop the work efficiency in teachers (Esiol,
2015).

The respondents were asked about the techniques used by teachers to manage the time. Their
responses were recorded on a likert scale 1= never, 2= rarely, 3= sometime, 4= often, 5=always.
The results in this regard are given in table no. 4.11.

Table 4.11 Distribution of the reaction according to the techniques used by teachers to
manage the time
Statement Weighted Mean S.D. Rank
score
Set clear goals 843 4.20 .949 1
Plan the activities according 2
841 4.19 .994
to time
Make the clear and 3
840 4.16 1.155
appropriate schedule
Make the adequate lesson 4
836 4.09 .943
plan
Make the time table 5
830 4.00 .876
according to the curriculum
Mange the time keeping in 6
738 3.80 .994
view the priorities
Make the schedule in which 7
multi tasks can be 735 3.55 1.155
performed
Properly organize and 8
730 3.50 .943
divide the tasks

Scale: 1. Never, 2. Rarely, 3. Sometimes, 4.Often, 5. Always

Table 4.11 indicates the result of questions regarding Set clear goals (weighted score =843, mean
value = 4.20) was at 1st rank, tending towards always. Plan the activities according to time
weighted score =841, mean value = 4.19 was at 2ndrank, tending towards always. Make the clear
and appropriate schedule weighted score =840, mean value = 4.16 was at 3rdrank, tending
towards always. Make the adequate lesson plan weighted score =836, mean value = 4.09 was at
4thrank, tending towards always. Make the time table according to the curriculum weighted score
=830, mean value = 4.00 was at 5thrank, tending towards always. Mange the time keeping in
view the priorities weighted score =738, mean value = 3.80 was at 6thrank, tending towards often.
Make the schedule in which multi tasks can be performed weighted score =735, mean value =
3.55 was at 7thrank, tending towards often. Properly organize and divide the tasks weighted score
=730, mean value = 3.50 was at 8thrank, tending towards often.

Sakianaki et al. (2018) defined in his research about the techniques which are used by the
educational leaders to manage the time for the adequate achievement of educational goals. The
results of present study also has some similarities with the results of (Sakianaki et al., 2018). As
both studies define that educational leaders should set clear goals according to the require time.
For the saving of time some leaders divide the task among all team members in this way the
work become done in the require time. The study incorporated the quality of time management
for this leaders explore leadership styles in front of all team members so that the team members
can easily understand the demands of leaders. Educational leaders may be utilized their personal
conclusions to reflection and self-assess as part of the overall quality management procedure.

Table 4.12 Distribution of the reaction according to the Suggestions

Suggestions F %
School leadership should focus on future goals 254 98
Leadership should create effective collaboration 249 96
Leadershi should provide volunteering opportunities to the staff
252 97
members
School leadership should explain the rules to the whole staff 252 97
School leadership should establish respected connections with the
254 98
students and teachers
School leadership should promote stress free learning and teaching
254 98
environment

This table 4.12 shows that 98 % of the respondents suggested that School leadership should
focus on future goals. 96 % of the respondents suggested that Leadership should create effective
collaboration.97 % of the respondents suggested that Leadership should provide volunteering
opportunities to the staff members. 97 % of the respondents suggested that School leadership
should explain the rules to the whole staff.98 % of the respondents suggested that School
leadership should establish respected connections with the students and teachers. 98 % of the
respondents suggested that School leadership should promote stress free learning and teaching
environment.
Chapter 5

Summary

Educational leadership refers to anything that school leaders do to improve learning and teaching
in the school. It emphases on learning and its promotion. That is why educational leaders are also
known as learning leaders. When teachers thought about educational leadership they formed
ideas of what educational leadership was and what activities and behaviors teachers should
pursue in order to be the educational leader. This conceptualization guided the activities and
behaviors of teachers and determined how they thought they should spend their time. The focus
and meaning of school leadership changed during the different stages of school reform. The
stages of reform were not distinct from each other, but rather overlapped. The meaning of
educational leadership was blurred by and mixed with previous educational leadership roles.
Although the school leadership role focused on improving student test scores in the
accountability time period, many of the past characteristics, behaviors, and activities important to
educational leadership were still considered important under some definitions.

The aim of this study is to explore, how school teacher perceive about leadership and time
management. In order to achieve this objective, two sub- questions was answered about how
school teacher conceptualized educational leadership and how they perceive and manage their
time. Quantitative methods was used to collect data through constructed and focused
questionnaire. The survey instrument will consist of different parts including demographics,
closed-ended questions about both educational leadership and how the teacher manage their
time. The study will use a cross sectional and descriptive research design. Sample was selected
through convenient sampling technique. and total teachers of these schools was the population of
this research. Total population of Okara city school teacher’s are1080 with 18 public schools.
The sample size was 166 teachers the questionnaire was filled by the public school teachers with
their written consent. The respondents was asked to give their opinion on five point Likert scale.
The results of the study was analyzed through SPSS version 23.0. The results of this study will
provide valuable awareness in the preparation of working school teachers committed more of
their total time to educational leadership.

5.1 Main Findings

5.1.1 Main findings regarding the demographic attributes of the respondents

More than half (57.8%) of the respondents had up to 26-30 years. majority (77.9 %) of
respondent were masters.majority (60.4 %) of the respondents were B.Ed.. majority (69.1 %) of
the respondents were having 5-10 years’ teaching experience. Large majority (81.4 %) of the
respondents were from rural areas.
5.1.2 Main findings of the respondents according to educational leadership style used in
your school: School leader should divide the delegated workload for short-term (weighted score
=840, mean value = 4.39) was at 1st rank. Tending towards strongly agree. School leader should
improve relationship with other teachers for better achievement (weighted score =834, mean
value = 4.30) was at 2ndrank. Tending towards strongly agree. Educational leadership increase
the benefits of collaboration (weighted score =637, mean value = 4.27) was at 3rdrank. Tending
towards strongly agree.

5.1.3 Main findings of the respondents according theperception of teachers about

educational leadership:Democratic leadership style increases the active participation of
teachers in all working activities (weighted score =884, mean value = 4.44) was at 1st rank.
Tending towards strongly agree. Pacesetting leadership style creates the special concern between
teachers and students (weighted score =838, mean value = 4.41) was at 2ndrank. Tending towards
strongly agree. Autocratic leadership develop appropriate behavioural principles (weighted
score =837, mean value = 4.40) was at 3rdrank. Tending towards strongly agree.

5.1.4 Main findings of the respondents according to impact of leadership style on teachers’
classroom performance: Leaders provide proper guidance for professional growth (weighted
score =887, mean value = 4.70) was at 1st rank. Tending towards strongly agree. Authoritative
leadership remove the chances of teacher favoritism (weighted score =876, mean value = 4.60)
was at 2ndrank. Tending towards strongly agree. Democratic leadership provide the opportunities
of proper training (weighted score =874, mean value = 4.40) was at 3rdrank. Tending towards
strongly agree.

5.1.5 Main findings of the respondents according to impact of leadership style on teachers’
professional performance: Affiliated leadership guide teachers for the management of time
(weighted score =843, mean value = 4.37) was at 1st rank. Tending towards strongly
agree.Laissez-faire leadership reduce the burden of high work (weighted score =840, mean value
= 4.30) was at 2ndrank. Tending towards strongly agree. Authoritative leadership increase the
ability of correlation with other for best use of tie (weighted score =833, mean value = 420) was
at 3rdrank. Tending towards strongly agree.
5.1.6 Distribution of the reaction according to the techniques used by teachers to manage
the time: Set clear goals (weighted score =843, mean value = 4.20) was at 1st rank. Tending
towards always.Plan the activities according to time (weighted score =841, mean value = 4.19)
was at 2ndrank. Tending towards always.Make the clear and appropriate schedule (weighted score
=840, mean value = 4.16) was at 3rdrank. Tending towards always.

5.6 Conclusion

This review has summarized a broad range of empirical research and related literature. Our
purpose was to summarize the starting points for a major new effort to better understand the links
between leadership and student learning. There seems little doubt that both district and school
leadership provides a critical bridge between most educational reform initiatives and their
consequences for students. Of all the factors that contribute to what students learn at school,
present evidence led us to the conclusion that leadership is second in strength only to classroom
instruction. Furthermore, effective leadership has the greatest impact in those circumstances
(e.g., schools “in trouble”) in which it is most needed. This evidence supports the present
widespread interest in improving leadership as a key to the successful implementation of large-
scale reforms. Educational leadership, our review also makes clear, comes from many sources,
not just the “usual suspects” – superintendents and principals. But the usual suspects are likely
still the most influential. Efforts to improve their recruitment, training, evaluation and ongoing
development should be considered highly cost-effective approaches to successful school
improvement. These efforts will be increasingly productive as research provides us with more
robust understandings of how successful leaders make sense of and productively respond to both
external policy initiatives and local needs and priorities, and of how those practices seep into the
fabric of the education system, improving its overall quality and substantially adding value to our
students’ learning.

5.7 Recommendations
School leaders should adopt meetings management strategies in managing time in the areas.
(Table 4.7)

allowing assistants to make decisions regarding assigned tasks, should complete faith in staff
ability to delegating tasks, delegating tasks to staff according to their abilities. (Table 4.7)

placing a limit for task completion when delegated should be considered by school
administrators for administrative effectiveness in secondary schools. (Table 4.8)

3. Capacity building on effective time management should be considered by State Ministry of

Education by organizing workshops, seminars and conferences on time management strategies
for a successful school administration. (Table 4.8)

principals’ adopt meetings management strategies in managing time for administrative

effectiveness in schools. (Table 4.9)

principals should encouraged to be more deliberate and focused in paying attention to the
commitment of staff and praising them for such as well as being diligent in holding all staff
members to the highest standards of performance. (Table 4.10)

Mindful of the value should shared leadership and collective responsibility, principals are
advised to implement mechanisms for the systematic. (Table 4.10)

ongoing involvement for decision-making, should be support are given to staff members who
feel excluded from participation in decision-making. (Table 4.11)

educational leaders should urged to ensure that adequate space is given to team members to bring
their skills to bear on the work of the organization and that they are not limited and confined to
only the areas of their obvious or formally engaged expertise. (Table 4.7)

In support of a culture of collective leadership, principals should reminded of the importance of

facilitating feedback on an ongoing basis and visibly use criticisms from team members to
improve practice. (Table 4.7)