Comparative Analysis of Leadership Practices in Public vs. Private Schools: A Phenomenological Study on Teacher Motivation and Student Achievement in Pakistan

Abstract

With an emphasis on their effects on teacher motivation and student achievement, this qualitative study compares and critically analyzes leadership practices in Karachi, Pakistan's public and private secondary schools. based on semi-structured interviews with eight participants, including two public principals, two private principals, two public teachers, and two private teachers from two schools. Purposive sampling was used for the selection of participant based on specific characteristics. This study is based on phenomenological qualitative research type because participants have experience regarding study. From transactional and hierarchical leadership in public institutions to participative and transformational leadership in private schools, the study highlights significant disparities in leadership styles. According to thematic analysis through the semi structured interview, student learning outcomes, performance evaluation procedures, and teacher morale are all strongly impacted by leadership style. While their counterparts in public schools faced bureaucratic constraints, lack of acknowledgment, and little participation in decision-making, private school teachers reported greater engagement, decision-making participation, and professional growth opportunities. These results highlight the necessity of institutionally specific leadership development. The study ends by suggesting changes to enhance leadership quality, particularly in public education, through cross-sector learning, decentralization, and training.