Education: Purpose and Goals

The purpose of education is to empower students to find their ways in the life and prepare students for both the modern world and future. (Excell, 2010). Effective head teachers provide a clear vision and sense of direction for the school. They prioritize the school needs. They focus the devotion of staff on what is vital and do not let them get unfocussed and diverted with advantages that will have little influence on the work of the students (Day & Sammons, 2014)

In a school principal/head teacher acts as a manager and a leader.

Leadership has basic four components that it is a process, it involves influence, it is found in groups and it involves to obtain common goals. Leadership is not a one–way incident, but it is a collaborative event. Leadership also has influence on the followers. These followers are the groups among which leadership is found. The groups may vary according to their size. The size of the group may be a small task group, a large group consisting of an organization or it may be a community group.

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The thing which binds leaders and followers together is the common purpose, objective or goal. Leaders amalgamate the energies of the followers to achieve the purpose and leader gets ethical overtone due to attention towards common goal. This mutual interest reduces the probability that leaders might act toward followers in obligatory or immoral way. (Northouse, 2016)

The basic component of school leadership is instructional leadership. The instructional leader of the school warranties that every day, every student of each class has a useful learning experience.

For this purpose improvement of instruction is needed. The description of framework for instructional leader is given in 4-Dimenssions of instructional leadership. The first dimension is vision, mission and learning focused culture, the second dimension is improvement of instructional practice, the third dimension is allocation of resources and the fourth and the last is management of system and process. (Washington, 2015) .Principals have small to average influence on students’ academic achievements whereas their influence shows an increase in teachers’ behaviour, beliefs, knowledge, practices and competency. (Hendriks & Steen, 2012).

Teachers with appropriate training in knowledge transfer to different students, in the creation of proper learning conditions, the motivation of students for active cooperation and peer learning, in the formation of classroom community, as well as independent and responsible personalities, can provide quality education. Teachers need to enhance knowledge and skills to improve and explore their teaching practices. (Selvi, 2010). A teacher at any level needs significant knowledge and skill. These are the core competencies of teacher that make school a positive experience for students and parents. The competencies of a teacher include interacting well with students, making a learning environment, a well - planned lesson plan, use variable teaching strategies, makes assessments, has good communication skills, able to collaborate. Maintains professional appearance and is committed to profession. (Zeiger, 2018)

The professional competencies of teachers in Pakistan do not meet the set standards of quality. Theses competencies are needed to inculcate in teachers at their training stage. (Iqbal, Ibraheem , & Hussain, 2010) The principals pay more attention and time to the administrative tasks as compared to instructional activities/ it was also found that the principals give less emphasis for instructional supervision, extracurricular activities, teachers’ training and development, provision of instructional materials and protection of teaching time. (Geleta, 2015)

Islamabad Capital Territory (ICT) is divided in two main sectors: Urban and Rural. Rural sector is further divided into four sectors: Sihala. Barakhou, Nilore and Tarnol. There are total 422 institutions in ICT out of which 278 are situated in rural areas and 144 in urban area. These institutes include primary, elementary, secondary, higher secondary, colleges, and model schools. 10547146 girls and 9485144 boys are enrolled in these institutions which makes 2003291 total enrollments. (Masud, 2017).

Government of Pakistan has committed to extend quality education to all, in the form of section 25A of the Constitution of Pakistan, commitment to achieve Sustainable Development Goal 4 and Government of Pakistan Vision 2025. Human resource development is considered as the first pillar for prosperous, just and harmonious society. The mechanism which provides sustainable development of society rests with the effectiveness of its education system. Education system is run by the educational managers and teachers where the teacher is the globally recognized as a key factor to enhance educational outcomes. Policy also emphasizes on the capacity building of teachers in deficiency areas including educational leadership. (Pakistan, 2017)

Statement of the Problem:

Educational policy makers perhaps have felt the need to produce more skillful school leadership. This situation naturally demands the increased leadership capacity of the educational systems through a systematic way (Hallinger, 2015). Principal/head teacher being immediate available leader at the school, should be able to manage all elements of the school, dividing their time well in school management, both for its own task as well as for the school as whole so that teaching and learning activities can be carried out effectively. Head teachers should motivate teachers in carrying out their duties effectively and by enhancing their competency (Supriadi & Mohamad Yusof, 2015). So far the researchers have proved relationship between head teachers’ leadership and teachers’ performance yet there is no evidence that how instructional leadership style of head teachers is related to teachers’ practical or functional competency in case of public sector schools of Islamabad.

Significance of the Study:

Like all other research studies, on completion this study will generate data and information that planners and managers can use to formulate new plans, strategies and guidelines to enhance the performance of teachers. This study will also help those researchers who may be targeting to understand the concept of effective leadership and findings of the study may be used in future studies that will leave a good impact on performance of schools. This study will also contribute to body of knowledge as this area is highly under researched in such geographical place of Pakistan where head teachers and teachers come from different areas of Pakistan which have massive social, political, psychological and cultural diversity.

Objectives:

The objective of the study will be to:

1. Find the level of instructional leadership among public sector schools of ICT.
2. Find the relation between instructional leadership style and teachers’ competency.

Research Questions:

The main research questions are

1. What is the level of instructional leadership among public sector schools of ICT?
2. What is the level of teachers’ competency?
3. Is there any relation between instructional leadership style of head teachers and teachers’ practical competency?

Literature Review:

Methodology:

Research Design:

The research design adopted for this study will be descriptive survey of correlational method. Correlational design is used for prediction of score and to explain the relationship among variables. (Creswell, 2012).
Population and sample of the Study:

The sample of the Stratified sampling technique will be used in this study.

Research Tools:

The questionnaire comprising on three sections will be administered to respondents. Section 1 will be related to demographic factor, section 2 will be related to the school leaders’ instructional leadership practices and items in section 3 will be related to teachers’ functional competency.