Shahida Nasreen2025-12-122025-12-122018https://escholar.umt.edu.pk/handle/123456789/16061The study examined the effect of instructional supervisory practices of the supervisors on teacher motivation in private secondary schools of Lahore, Pakistan. The study used quantitative survey methodology. The population of the study comprised of all private secondary school teachers in Lahore, Pakistan. Through stratified random sampling, 24 schools from three different school types were selected. A questionnaire comprising of two scales, Instructional Supervisory Practices Scale (ISPS) originally designed by Peter Baffour- Awuah (2011) and The Work Extrinsic and Intrinsic Motivation Scale (WEIMS) developed by Deci and Ryan (2000), was administered to 530 sampled teachers. The level of participants’ perceptions regarding instructional supervisory practices as well as teacher motivation was analyzed by using frequencies and percentages of their responses. Inferential Statistics (t-test, One-way ANOVA and Tukey Test) was applied to analyze the statistically significant differences (if any) in teachers’ perceptions regarding instructional supervisory practices and teacher motivation grouped on the basis of gender, age, academic qualification, and professional experience. Multiple Regression Analysis was used to examine the relationship between instructional supervisory practices and teacher motivation. The results of the study indicated that all the instructional supervisory practices were frequently practiced by the supervisors at private secondary schools of Lahore. The teachers in these schools were more intrinsically motivated. Differences in teachers’ perceptions regarding instructional supervisory practices with reference to their gender and professional experience were found to be statistically significant. However, no differences were observed when compared on the basis of age and academic qualification. A significant positive relationship was found between instructional supervision and teacher motivation. It was concluded that instructional supervision significantly contributes toward teacher motivation. Keywords: Instructional Supervision, Teacher Motivation, Private Secondary SchoolsenThesis