Developing multilevel school leadership for instructional improvement in elementary schools of post-colonial Pakistan

ABSTRACT

Schools in post-colonial developing countries have complex and varied problems with the quality of leadership and instruction, calling for unique approaches to improvement. Based on an interventionist-ethnographic study involving three low-fee elementary schools in Pakistan, this paper discusses a model for developing multilevel leadership practices for instructional improvement. A situation analysis in the first phase of the study indicated leadership practices of control and centralized decision-making without a focus on instructional improvement in the light of authentic learning goals. The operational mental models strongly influenced the practice of leaders and teachers in the presence of limited professional development activities and non-existent learning networks. The second phase of intervention involved the development of a model of practice creating and strengthening multilevel leadership practices for improving instruction. Through management of mental models, shared vision, team learning, team projects and participation in learning networks, teachers were involved in simple and complex leadership tasks and formal delegation evolved into incremental and emergent leadership practices. The simple model, applicable in a wide range of contexts provides a direction for professional development activities and school leadership development programs in schools struggling for improved educational quality.

Disclosure statement

No potential conflict of interest was reported by the author.

Additional information

Notes on contributors

Salma Laleka

Salma Laleka is a PhD scholar and is currently as a visiting faculty member at The University of Punjab in Lahore, Pakistan where she teaches educational research methods, education policy and sociology of education. She has experience of more than 15 years working in the field of education in teaching and administrative roles at the primary, secondary and tertiary levels of education.  She is affiliated with the University of Management and Technology for her PhD in Education. This paper is an outcome of the PhD thesis.