The Influence of Leadership Styles on Teacher Professional Development within School-Based Supervision

Abstract

This study examines how leadership styles within school-based supervision influence teacher growth, using case studies to generate contextual insights. Effective leadership is critical in shaping teacher development, fostering motivation, and improving instructional quality. The research focuses on transformational, instructional, transactional, and distributed leadership, highlighting their role in strengthening teacher skills and professional commitment.

A qualitative case study design was employed across selected secondary schools in the Delhi NCR region. Data were collected through semi-structured interviews, classroom observations, and focus group discussions with school leaders and teachers. Analysis revealed that transformational leadership inspired innovation and professional autonomy, instructional leadership provided structured guidance, distributed leadership fostered collaboration and shared ownership, while servant-style practices supported teacher well-being and retention.

The findings underscore the need to align leadership approaches with teachers’ specific needs and school contexts. A hybrid leadership model, integrating transformational and instructional practices, is recommended to balance vision with practical support. The study offers actionable implications for policymakers, principals, and education stakeholders to enhance teacher growth and professional development. By situating leadership theories in real school contexts, the research contributes to ongoing discourse on optimizing leadership for sustainable teacher growth and improved student outcomes.