Educational Leadership, Continuous Professional Development, and Teacher Performance

Abstract

The study seeks to explore the relationship between educational leadership and teachers' performance and how continuous professional development (CPD) among teachers in public and private educational institutions in Pakistan mediates between the two. A quantitative research design was followed, and 100 teachers were selected for data collection, using a structured questionnaire with five-point Likert scale. The data analyzed with the SPSS and SmartPLS. Structural equation modelling (SEM) with bootstrapping showed that education leadership positively and significantly were related to teacher performance and CPD participation. The relationship between educational leadership and teacher performance was significantly mediated by CPD, suggesting that the effect of leaders on improving teacher performance was more likely to be through facilitating ongoing professional learning. Cronbach's alpha and Composite Reliability were used to assess the reliability of the instruments and the AVE, the Fornell-Larcker Criterion, the HTMT ratio were used to assess the validity of the instruments. The findings add to the existing literature on educational leadership in Pakistan, teacher professional development, and provide practical suggestions for school leaders, policy makers, and teacher professional development planners. Longitudinal designs and larger sampling should be used in future studies to enhance generalizability.