Rethinking Instructional Leadership in Pakistan’s Elite Schools: A Call for Indigenous Leadership Models

Abstract

This opinion paper makes a case for the need to develop indigenous instructional leadership models through Pakistani elite schools that challenge the use of Western leadership models. This reveals some significant cultural misalignments between the imported leadership models and the local educational scenario, needing leadership techniques rooted in Pakistani norms and high academic standards. This paper presents the fundamental building blocks of indigenous models of leadership that are culturally, organisationally, and contextually relevant to Pakistan. We discuss an implementation framework that guides awareness of obstacles and stakeholder roles and underscores the importance of systematic evaluation mechanisms. The study proposes recommendations with respect to policymaking, research initiatives and capacity-building programmes that will facilitate effective transformation. The paper argues that indigenous leadership models could contribute to educational effectiveness by bringing academic excellence and cultural authenticity to educational leadership and potentially influencing educational leadership practices outside elite schools to the advantage of Pakistan’s educational system.