Exploring the process of progression towards senior leadership

Date of Award


Document Type


Degree Name

Master of Education (M. Ed.)


Institute for Educational Development, Karachi


The availability of competent leaders for the sustainability of school improvement requires the development of potential leaders for the senior leadership positions. Mostly professional development of leaders is focused in the research studies (Turner, 2007) but the process of progression to senior leadership and factors affecting that process remain unpacked and unobserved, which create uncertainty and confusion for the potential leaders about their standing position in the process of progression. The purpose of this study was to explore the process of progression to senior leadership in a community based school in Karachi and to highlight the perception of teachers about the existing process of progression. Two phase sequential mixed method study was conducted to present a holistic picture of progression towards senior leadership. In the first phase through, interviews of a senior leader, the head of section and a class teacher; observations and document analysis, emerging themes about existing process were highlighted. A linear process of progression was identified within supporting and hindering factors' In the second phase, a five point rating scale survey questionnaire based on the emerging themes from phase one and research literature was used to gather teachers' perceptions about the existing process of progression, supporting factors, hindering factors and the teachers' satisfaction with the process. Survey findings were helpful to understand the teachers' perceptions about the process' A general agreement was observed among the teachers about the process of progression to leadership in the school. Their perceptions were similar to the leadership perceptions regarding process of progression and affecting factors. The dissertation also presents implications and recommendations for the future research in the area of leadership development' This study is helpful to potential leaders including teachers to plan their progression' It is also useful for the school leadership to enhance enabling factors and control the hindering factors involved in the process of progression.

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