Exploring the Relationship between Primary School Head Teachers’ Pedagogical Leadership and Teacher’s Self-Efficacy in District Dir Lower

Abstract

This study explored the relationship between primary school head teachers’ pedagogical leadership and teachers’ self-efficacy. The study further explored the relationship of the three constructs of pedagogical leadership with three constructs of teachers’ self-efficacy. The study used a quantitative approach with descriptive (survey) design. The population of the study consisted of all primary school head teachers and teachers working in 1162 primary schools of district Dir Lower. By using stratified random sampling method, 500 head teachers and 1000 teachers were randomly selected from seven tehsils of district Dir Lower. A highly valid and reliable questionnaire developed by Hallinger (2014) was used to collect data related to pedagogical leadership while an adapted questionnaire developed by Tschannen and Woolfolk (2001) for teachers’ self-efficacy were used to collect data from the sampled head teachers and teachers. The result showed a positive moderate significant relationship between pedagogical leadership and teachers’ self-efficacy. The study also found a positive significant relationship between the constructs of pedagogical leadership and teachers’ self-efficacy. The study recommended that ample chances of growth and development may be provided to primary school heads to enhance their pedagogical leadership qualities and influence the behaviour of teachers through pedagogical leadership qualities to enhance their self-efficacy in students’ engagement, adopting appropriate instructional strategies for teaching and managing their classroom effectively to increase students’ academic performance.