Exploring The Impact of Leadership Abilities of HODs on Teacher Professional Development at Public Sector Universities

Abstract

The present study aimed to explore the impact of leadership skills of Heads of Departments (HoDs) on teacher professional development in public sector universities of Khyber Pakhtunkhwa, Pakistan. The study was conducted in the University of Swat and the University of Malakand, focusing on seven academic departments: Education, English, Urdu, Islamiat, Chemistry, Pharmacy, and Law. A quantitative research approach was adopted using a descriptive-correlational design to examine the level, relationship, and influence of leadership skills on teacher professional development.

The population of the study comprised all faculty members in the selected departments, and a sample of 120 teachers was selected through stratified random sampling. Data was collected using a structured questionnaire based on a five-point Likert scale. The instrument measured leadership skills of HODs, including communication, decision-making, motivation, academic guidance, and conflict management, as well as various aspects of teacher professional development such as teaching improvement, research engagement, and participation in professional learning activities.

Data analysis was conducted using the Statistical Package for Social Sciences (SPSS). Descriptive statistics revealed that HODs possess a moderate to high level of leadership skills (M = 3.71), while teacher professional development was also found to be at a satisfactory level (M = 3.66). Pearson correlation analysis indicated a strong positive relationship between leadership skills of HODs and teacher professional development (r = 0.742, p < 0.01). Furthermore, regression analysis demonstrated that leadership skills significantly influence teacher professional development, explaining 55.1% of the variance (R² = 0.551).

The findings of the study concluded that strengthening leadership competencies of HODs can significantly improve teaching quality, research productivity, and overall academic performance in public sector universities. The study recommends leadership training programs, improved professional development opportunities, and stronger institutional support systems to enhance faculty development.