SCHOOL LEADERS’ PERCIEVED ROLES IN SCHOOL-BASED PROFESSIONAL DEVELOPMENT OF TEACHERS: A CASE STUDY OF A PRIVATE SECTOR SCHOOL OF DISTRICT SUKKUR, SINDH

Abstract

The role of school leadership in supporting teachers' professional growth is generally recognized in the literature on education. However, little is known about the precise methods of leadership in Pakistan, particularly in the rural setting of Sindh. An investigation on the function of school leadership in promoting school-based professional development for teachers in a private school in the District of Sukkur was undertaken as part of a qualitative case study to fill this gap. The school principal's semi-structured interview served as the source of the data, which was then thematically analyzed. The results indicate that the function of the school principal in encouraging school-based teacher professional development is quite little. Leaders must use democratic and participatory leadership approaches to enable these developmental possibilities. However, it was discovered that the researched school's headmaster was authoritarian and dictated and controlled a lot of the practices, routines, and activities. It is advised that school leaders be educated about the value and potential of such development in order to increase the facilitation of school-based professional development opportunities for teachers. Leaders may more effectively encourage and promote the development of their teachers' careers by embracing democratic and participatory leadership methods.