Effects of School Leaders Behavior on Teachers Collaboration at Secondary Level

Abstract

Educational institution more and more give to emphasized teacher collaboration to improve school effectiveness. This study investigated how teacher collaboration and leaders conduct relate to one another at the secondary level in Muzaffarabad, Azad Jammu and Kashmir the research was supported by theory of planned behavior which \illuminated how individuals intentions were shaped by attitudes and perception. A descriptive quantitative research design was adopted. Data was collected from 174 randomly selected female secondary school teachers across 57 school using a likert scales questionnaire developed by the researcher. The instruments measured teacher perceptions of their principal leadership behavior and the extent of teacher collaboration. Data was analyzed through SPSS using descriptive statistics, Pearson correlation and regression analysis. Conclusion revealed a statistically significant positive relationship between leader’s behavior and teacher collaboration however demographics variables such as age academic qualification and teaching experiences did not show a significant impact on collaboration levels the study confirmed that supportive and participative leadership positively contributed to a collaborative school culture. These finding added to the existing body of literature by highlighting the importance of principal behavior in fostering teacher collaboration the study recommended leadership developments programs that promoted collaborative environments to improve institutional performance and teacher relationship. Future studies were recommended to investigate the long term effects of leadership conduct on student’s efficacy.