Abstract

This study explored the perceptions of stakeholders regarding visionary leadership and its impact on the creative abilities of school leaders in private and government higher secondary schools in Southern Punjab. Data was collected from 5902 heads, teacher, and administrators and analyzed to understand the relationship between visionary leadership, gender, locality and creative abilities. The sample was 1442by using the Krejci and Morgan (1970) research advisory table. Results indicated significant differences in creative abilities between male and female teachers with females generally exhibiting higher creative abilities. However, no significant gender differences were observed among administrators and heads. Locality did not have a significant effect on creative abilities in the context of visionary leadership. Furthermore, there was a significant disparity in mean scores among groups regarding visionary leadership's creative abilities. These findings highlight the importance of recognizing and harnessing creative abilities among school leaders to drive visionary leadership initiatives, fostering a culture of innovation in educational institutions. The study underscores the need for adaptable leadership frameworks that accommodate diverse perspectives and promote gender-inclusive leadership practices.