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<p>This mixed-methods study examines the influence of school leadership strategies on teacher motivation in public secondary schools in Lahore, Pakistan. Using survey data from 130 female teachers and interviews with 20 female principals, the study identifies key motivators, including recognition, structural incentives, and intrinsic purpose. While both teachers and principals concur on the importance of supportive leadership and professional development, differences arise regarding monitoring and accountability practices. The results highlight systemic challenges, including delayed salaries, favouritism, and limited autonomy, emphasizing the need for policy reforms focused on fair evaluations, decentralized decision-making, infrastructure improvements, and culturally relevant professional development. These recommendations are framed within Pakistan’s socio-cultural and gender dynamics, aiming to boost teacher motivation and improve educational quality in the public sector.</p>

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The role of school leadership in teacher motivation in public secondary schools of Lahore District, Pakistan

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年12月7日

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  • Shahla Akram,
  • Fatima Sohail,
  • Dua Chaudhary,
  • Ayesha Shafqat,
  • Ume Ruman Hameed,
  • Muhammad Kashif Saeed

摘要

This mixed-methods study examines the influence of school leadership strategies on teacher motivation in public secondary schools in Lahore, Pakistan. Using survey data from 130 female teachers and interviews with 20 female principals, the study identifies key motivators, including recognition, structural incentives, and intrinsic purpose. While both teachers and principals concur on the importance of supportive leadership and professional development, differences arise regarding monitoring and accountability practices. The results highlight systemic challenges, including delayed salaries, favouritism, and limited autonomy, emphasizing the need for policy reforms focused on fair evaluations, decentralized decision-making, infrastructure improvements, and culturally relevant professional development. These recommendations are framed within Pakistan’s socio-cultural and gender dynamics, aiming to boost teacher motivation and improve educational quality in the public sector.