Principals’ leadership style is important for the performance of teachers in the institutions. The current study was demonstrate the effect of principals’ leadership style flexibility and style effectiveness on the teachers’ classroom performance at higher secondary level. This research is quantitative and descriptive in nature with the post-positivist philosophical paradigm. Survey research design was adopted to conduct the study. The population included all the higher secondary institutions which were located in Lahore Division. Multistage sampling technique was adopted to select the sample. The total size of the sample was consisted 74 principals and 370 teachers. Two instruments were used in this study in which LBA-II was adopted and Teachers’ classroom Performance Performa was self-developed with the reliability coefficient 0.82. The finding of this study that t1here was no significant effect of leadership style flexibility on teachers’ classroom performance (instructional planning, classroom management, students’ achievement) and also no significant effect of leadership style effectiveness on teachers’ classroom performance (learning environment, instructional planning, classroom management, subject matter competencies and students’ achievement). However, there was significant effect of leadership style flexibility on teachers’ classroom performance (learning environment and subject matter competencies).
Manzoor et al. (Wed,) studied this question.