Teachers’ and Deputy Head Teachers’ Perceptions of Head Teachers’ Leadership Practices in Zambian Secondary Schools

School leadership practices may influence teachers’ motivation and professional engagement, which, in turn, may affect overall school performance. This study explores how secondary school teachers and deputy head teachers perceive head teachers’ leadership practices and how these practices are understood to influence teacher motivation and professional engagement. Drawing on a qualitative design, data were collected through semi-structured interviews with 12 teachers and six deputy head teachers from six government secondary schools in Kabwe District, Zambia. A qualitative approach enabled an in-depth exploration of leadership perceptions across participants from multiple school contexts. Data were analysed using thematic analysis to identify patterns in leadership practices described by participants. The findings indicate that participants frequently described leadership practices aligned with delegation, mentorship, and open communication, shaped by contextual and organisational factors. However, these practices were not consistently experienced across all school contexts. Participants also described the presence of democratic and autocratic leadership practices. Participants perceived participatory and supportive leadership practices as contributing to their motivation and professional engagement. However, participants from several schools reported that autocratic leadership practices continued to shape decision-making, largely due to contextual, institutional, and workload-related constraints. The study highlights the importance of understanding leadership as contextually negotiated and relationally enacted. It contributes to African educational leadership research by demonstrating how leadership practices are experienced and interpreted within specific school contexts and emphasising the value of examining leadership beyond a single theoretical model. The implications of these findings for school leadership practice, policy development, and international educational leadership research are discussed.