The study examined the effect of instructional leadership on school performance. Instructional leadership is a process that how quality practices: building and sustaining the school vision, monitoring of curriculum and instruction, leading a learning community, data gathering and assessing, and shared leadership were implemented by head teachers effectively. School performance is defined as the attainment of targets by teachers, students and schools. In district Sahiwal, head teachers were evaluated for instructional leadership by their SSTs (N=1026) on HTEQ. For school performance, a score of student achievement were obtained from their schools, while data on factors: cleanliness of schools, student presence, the functionality of facilities, and teacher presence were obtained through monthly visit reports of MEAs. The study revealed that head teachers were used practices of instructional leadership effectively and excellent level of schools' performance were found. The study explored a moderate relationship between variables (r=.54), and a 39 % variance in school performance could be explained through instructional leadership. The recommendations were also added in the study.

The study examined the effect of professional learning communities (PLC) on the achievement of students. PLC is about developing collaborative learning among colleagues to enhance the performance of an organization within a specific environment. Student achievement has defined the performance of students which can be evaluated with the help of tests. Data were gathered from SSTs (N=890) involving three districts (Sheikhupura, Kasur, and Lahore) through a multistage sampling technique. The study adopted the Professional Learning Communities Assessment (PLCA) scale to examine the PLC which was developed by Olivier et al. (2010). Student achievement scores were obtained from their respective schools based on BISE results of 10th grade. The study found that teachers strongly agreed that they were part of PLC in their institutions. The study also found a moderate and significant relationship between both PLC and student achievement (r=.71), and a 41% variance in student achievement could be explained with the help of PLC. Overall, female teachers were found better than male teachers, while urban teachers were better than urban teachers for being part of PLC. The recommendations were also added to the given study.

Leadership is the art of motivating a group of individuals to do tasks in achieving desired goals. The leader is a source of inspiration for workers. The purpose of the study was to examine the school leadership effectiveness at the secondary level in Punjab. The study was quantitative in nature and survey design was used. Three hundred principals, headmasters and headmistresses of secondary schools of districts Hafiz Abad and Sargodha were the samples of the study. For data collection, an instrument that was based on three factors i.e. anticipation, alignment and action was used. Five educational experts ensured the validity of the instrument and the Cronbach Alpha reliability coefficient value was 0.86. Mean, Standard Deviation, and independent sample t-tests were applied for analysis.The findings of the study revealed that there was a significant difference between male and female heads in school leadership effectiveness. Male leaders were better in school leadership effectiveness as compared to female leaders. Training is recommended for female leaders.

This research was done to explore the head teachers’ transformational leadership style, to see its impact on students’ achievement. The descriptive quantitative and survey approach was applied to conduct this research. The data were attained from secondary school teachers about the transformational leadership style of their heads through a five-point questionnaire. The matriculation results of students from sampled schools were also taken to see the effect of the head's leadership style on students' achievements. The purposive sampling method was used to collect data. Eight representative schools were selected from the district Lahore cantonment area and fifteen teachers were selected from each school to collect data and analyse SPSS. The data is presented in frequency distribution tables. Descriptive and influential statistics were applied to infer from data. It revealed that school heads with transformational leadership styles and strict rules regulations clear goals and values had a high effect on students’ achievements.

The aim of the study is to examine the impacts of Principal Leadership on the performance of teachers. The basic objectives of the study were (a) to find the key dimensions of Principal visionary leadership that contribute to employee commitment in educational settings. (b) To explore the role of communication strategies by principals in enhancing employee commitment through visionary leadership. and (c)   How do school principals perceive the impact of visionary leadership on employee commitment within their schools? Information was gathered through questionnaires using a Sample random sampling technique. Only 120 questionnaires were received and using different statistical methods, including mean, percentage, Pearson's correlation, and Regression. Research findings indicate that effective communication strategies employed by principals significantly enhance employee commitment through visionary leadership and also found that there is a significant impact of Principal Leadership on employee commitment. 

The aim of this research study was a comparison between sustainability leadership practices of principals at HSS level. The research objectives of this research study were a) to investigate sustainability leadership practices of principals at Higher Secondary school level b) to compare the sustainability leadership practices of principals at Public and Private sector c) To analyze the gender based sustainability leadership practices of principals. Population of this research study was all the principals, all teachers of their schools in Punjab Province. Data were collected from 200 teachers. A self -developed questionnaire was utilized for data collection. Data analysis was done through mean, standard deviation and t. test. Research findings indicate that sustainability leadership practices of principals significantly enhance effective teaching and pedagogical skills of teachers in organizations and generate pleasant and friendly environment for holistic development of learners and all other teaching learning activities.