Abstract

School leadership and the contribution of leaders to teacher performance and students’ achievement have been widely discussed in the field of education. The purpose of this paper involves comparing public and private schools in terms of leadership practices and their effects on motivation, instruction, and students’ performances. Survey questionnaires were administered to teachers, principals, and academic coordinators from both primary and secondary schools, showing differences in leadership styles, teacher job satisfaction, professional development and training, and students’ performance. The research shows that private schools have more transnational and instructional leadership leading to enhanced teacher satisfaction, upgraded teaching recourse, and enhanced learner performance scores. On the other hand, public schools are restricted by regulation and systems which hinder leadership and consequently reduce teacher performance and student achievement. This research therefore emphasizes the need for distributed leadership, staff development and parental involvement in school climate. The research implication enriches the literature for policymakers and educational administrators on strategies for providing effective leadership that can increase teaching performance hence increase student achievement in both public and private schools.