A STUDY OF LEADERSHIP STYLES OF HEADTEACHERS AT ELEMENATRY SCHOOL LEVEL IN DISTRICT PESHAWAR

Abstract

            This study aimed to explore the leadership styles of head-teachers at the elementary school level in district Peshawar, focusing on the perceptions of autocratic, democratic, laissez-faire, transactional, and transformational leadership. The objectives were to determine the preferred leadership styles among head-teachers, to examine gender and location-based differences, and to assess whether significant variations exist across these factors. Three hypotheses were tested: (H₁) The head-teachers’ have different leadership styles at the elementary school level in district Peshawar; (H₀₂) there is no significant difference between male and female head-teachers’ leadership styles; and (H₀₃) there is no significant difference in leadership styles based on location (rural vs. urban). The results confirmed that head-teachers exhibited distinct preferences for leadership styles, with democratic and transformational styles receiving the most positive responses, while autocratic and laissez-faire styles were viewed negatively. Significant differences were found in gender-based leadership styles, with male head-teachers showing a preference for autocratic and transformational leadership, while females favored democratic leadership. Additionally, rural head-teachers displayed a stronger inclination towards autocratic and laissez-faire leadership compared to urban head-teachers, who favored more democratic styles. The findings suggest that leadership preferences are influenced by gender and location, reflecting the diverse challenges and resources available in different school contexts. This study contributes to the understanding of leadership in educational settings, highlighting the importance of context in shaping leadership practices. Future research could explore the impact of these leadership styles on student outcomes and expand the sample to include different regions for a more comprehensive analysis.