TRANSFORMATIVE EDUCATIONAL LEADERSHIP FOR SOCIETAL DEVELOPMENT IN PAKISTAN: A HIGHER EDUCATION PERSPECTIVE

Abstract

This study explores the transformative role of educational leadership in fostering societal development, with a specific focus on the higher education sector in Pakistan. Using a case study of the International Islamic University Islamabad (IIU), Faculty of Social Sciences, this research examines the impact of leadership practices on societal progress through the lens of higher education, therefore the objectives of the study were, to evaluate the role of educational leadership in societal development in Pakistan, to identify the leadership practices prevalent in higher education institutions, particularly within IIU’s Faculty of Social Sciences, to analyze the relationship between effective leadership andsocietal outcomes, to assess the challenges and opportunities faced by educational leaders in Pakistan. This study employed a quantitative descriptive survey design. A total of 150 respondents, including faculty members and administrative staff from the Faculty of Social Sciences at IIU were selected using stratified random sampling. Data were collected through a structured questionnaire comprising five-point Likert scale items. The survey instrument was validated through a pilot study and expert feedback. The data were analyzed using SPSS (version 26). Descriptive statistics (Mean and Standard Deviation) and inferential statistics (ANOVA) were applied to determine the relationships and differences across various demographic and professional groups. The mean scores for leadership practices indicated a strong alignment with transformative leadership principles (M = 4.21, SD = 0.65). ANOVA results showed significant differences in perceptions of leadership effectiveness based on job roles (F(3.146) = 5.47, p < 0.01), withfaculty members rating leadership more positively than administrative staff. The analysis revealed that leadership practices directly influence societal development initiatives, accounting for 48% of the variance (R² = 0.48). Challenges identified included resource constraints, bureaucratic hurdles, and limited professional development opportunities for leaders. The findings underscore the critical role of transformative educational leadership in driving societal development in Pakistan. Leaders who emphasize vision, collaboration, and innovation tend to foster better alignment between higher education outputs and societal needs. IIU’s Faculty of Social Sciences serves as a microcosm, demonstrating how leadership practices can influence institutional and societal outcomes. The study concludes that strengthening leadership capabilities, particularly in higher education, isessential for societal progress. It recommends targeted training programs, policy reforms, and enhanced resource allocation to support educational leaders in addressing contemporary challenges and unlocking their transformative potential.

Key Words: Transformative Educational Leadership, Societal
Development, Higher Education in Pakistan, Leadership Practices, Leadership Effectiveness, Educational Leadership