School Leadership Factors and Green School Effectiveness in Model Schools of Islamabad: A Correlational Study

Dr. Farah  Gul; Dr. Asghar  Abbas; Dr. Tanzeela  Urooj

Authors

Dr. Farah Gul Assistant Professor, Department of Education, Shifa Tameer-e-Millat University, Islamabad, Pakistan Author
Dr. Asghar Abbas Teaching and Learning Consultant GRADES-P, PESRP-PMIU, School Education Department, Lahore, Punjab, Pakistan Author
Dr. Tanzeela Urooj Assistant Professor, Department of Education, University of Loralai, Balochistan, Pakistan Author

Keywords:

School Leadership, Green School Effectiveness, Teacher Cooperation, Financial Resources, Environmental Sustainability, Model Schools

Abstract

The purpose of this study was to investigate the correlation between the school leadership factors and the impact of the green school in the model secondary schools in Islamabad. It specifically aims to identify the relationship between leadership competencies, financial resources, and teachers' collaboration, and their relationship to the effective implementation of green school practices. A quantitative correlational research design was used. The teachers and school heads from the Model Secondary Schools under the Federal Directorate of Education (FDE), Islamabad, participated in the study. 200 respondents were randomly selected. Structured questionnaires were used as a data collection tool. Items were adapted from the Multifactor Leadership Questionnaire (MLQ) developed by Bass, B. M., & Avolio, B. J. (2004) for the measurement of skills related to leadership, and 45 items were adapted from recent research on green schools and sustainable educational practices. IBM SPSS Statistics Version 27 was used to analyze the data. Descriptive statistics and Pearson correlation were used to answer the research objectives. The findings indicated a positive relationship between leadership skills, financial resources, and teacher cooperation and the effectiveness of the green school. Of these, leadership skills showed the highest relationship, teacher cooperation had a moderate positive relationship, and financial resources had a moderate positive relationship. The results indicate that good leadership, adequate funding, and good teamwork between teachers facilitate the successful implementation of environmental work in schools. The study offers valuable information for Model Schools leaders, teachers, and education policymakers to enhance environmental sustainability and green school practices.

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