Collaborative Leadership Practices and Teacher Collaboration in Secondary Schools

Abstract

Educational leadership is used to enhance the effectiveness of school performance because school improvement necessitates the cooperation of all stakeholders to meet the defined standards of education. Alongside the increasing prevalence of new educational governance, the collaborative leadership style of educational leadership has received growing attention globally. the collaborative leadership style has been considered one of the effective leadership styles for principals because it is firmly believed to be linked with education innovation and the reinforcement of students' learning competencies. In Pakistan there is a growing cohort of disadvantaged schools, which, despite the socio-economic challenges they face, display a great degree of resilience and perform at levels comparable to the advantaged schools. The purpose of our study was to explore practices of collaborative leadership style performed by teachers’ secondary schools. In this research we employed a quantitative research method to find the practices of collaborative leadership style experienced by the teachers of secondary schools. The systematic random sampling technique, along with, a survey questioner were used tool to collect data. The findings indicate that a distributed model of collaborative leadership is common in these schools. There is a significant focus on academic achievement, and school personnel are regarded as valuable assets. Time is highly prioritized and used to its fullest potential. Additionally, there is a strong emphasis on enhancing the quality of inputs to ensure desirable outcomes. Insights from this study highlight the need to reconsider collaborative leadership approaches, emphasizing the adaptation of school structures and cultures to align with the specific context of the school community.

Keywords: Collaborative Leadership Style, Teachers and Secondary Schools.