This study explored school heads' perceptions regarding their school leadership styles. The study adopted a qualitative research design. The sample of the study consisted of 10 male and 10 female head teachers from Peshawar, Khyber Pakhtunkhwa, Pakistan. Data were collected using semi-structured interviews. Findings revealed that school heads adopted a number of leadership styles. The main leadership styles included instructional leadership, transformational leadership and moral leadership. These different leadership styles were adopted keeping in view the needs of different situations that heads found themselves working in. The study has important implications for school management, schoolteachers, researchers and policy makers.

Leaders' ethical behaviours and conducts are prerequisites for an effective change. The purpose of this qualitative comparative case study was to explore ethical leadership practices in selected transformed schools from Selangor, Malaysia. Two schools (a primary school and a secondary school) were selected as study sites. Data were collected through interviews, observations, and document reviews. Interviews were conducted with 28 participants including school heads (2), school administrators (3 þ 3 ¼ 6) and schoolteachers (10 þ 10 ¼ 20) selected from both schools using purposive sampling. The constant comparative analysis method was used to analyse the data. Analysis revealed demonstration of friendly and trusting relationships, openness to school members, professional commitment, acting as role model, and warranting ethically appropriate conducts as important ethical leadership practices. This study has value for policy and practice pertaining to school transformation; the implications, strengths and limitations of the study and recommendations for future research have been discussed as well.

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Purpose The purpose of this paper is to explore the best practices of school leaders, teachers, pupils, parents and the community in selected transformed schools in Selangor, Malaysia. Design/methodology/approach This qualitative multiple-case study explores the best practices in two selected transformed schools through in-depth interviews, observations and document reviews. The data were collected from 2 school heads, 6 teachers with administrative responsibilities and 20 teachers. The themes were elucidated via open, axial and selective coding based on the grounded theory approach. Findings The analysis identified various best practices exhibited by school leaders, teachers, pupils, parents and the community. Four themes were found to be common as best practices in both selected schools, which were adaptive and multi-dimensional leadership, winning-the-hearts, extensive use of Information and Communication Technology in school operations, and a culture of acquiring and sharing professional knowledge. The unique theme for School A was the emphasis on the social, emotional and ethical well-being of the students, while extensive parental involvement and support was a unique theme identified in School B. Research limitations/implications The findings of this paper may be used as guidance tool for policy makers and educational planners regarding school transformation in Malaysia, and as well as in other countries. Such practices can be learned, adapted and replicated by other schools in order to transform. The findings also have direct implications to current teachers, school leaders, parents and the community. Originality/value This study contributes to the growing body of research on the best practices and school transformation in Malaysian transformed schools. There is a decisive need to explore the best practices of transformed schools in Malaysia based on their own cultural and contextual needs in order to help schools that aspire for transformation.

Constant efforts have been made to improve the quality and performance of schools in Pakistan. Research has shown that leadership is a driving force in bringing about revolutionary changes in schools. This qualitative multiple-case study explores the task-oriented, relationoriented, and change-oriented leadership behaviors in selected highperforming schools in Quetta, Balochistan, Pakistan. Data were collected through in-depth semi-structured interviews from a total of 12 participants selected via purposive sampling. The participants included principals, assistant principals, and teachers from two high-performing schools. Data were analyzed using the grounded theory approach involving open coding, axial coding, and selective coding. The findings showed that leaders in selected high-performing schools exhibited adaptive leadership behaviors. The effective and continuous monitoring, proper planning, assigning and clarifying tasks, and efficiently distributing budgets were some of the task-oriented leadership behaviors in selected high-performing schools. The relation-oriented leadership behaviors were determined to be shared decision-making, establishing a friendly and trusting relationship, being open and honest, and recognizing contributions. Being active and ambitious, having strong vision, and commitment to change were the change-oriented leadership behaviors shared across selected schools. The findings of this study can be of use to the Ministry of Education Pakistan and the Education Department of the Government of Balochistan.