This thesis reports a study conducted in Northern Areas of Pakistan. The purpose of the study is to explore the WSIP experiences of a government and a private school head teacher. A qualitative case study method was used to investigate the subject matter. The participants were selected on the basis of pre-determined criteria that they have participated in WSIP intervention, worked for at least one year after completion of programme and successfully implemented their WSIP learning in their schools. The findings of the study showed that WSIP intervention has been instrumental in bringing about a significant effect on the professional approaches of head teachers. It was depicted in their attitudinal changes towards their roles and improvement in professional capabilities. By modifying their attitudes, they have realised the importance of community participation, team building approach and outcomes of encouraging teachers. They are sensitised towards students' learning and their developmental needs. To meet students' needs, they have brought about visible changes in their routine practices. They include initiation of portfolios, creation of learning environment in the classrooms which focuses on maximum students' participation and introduction of new assessment procedures. They have developed their professional capacities through improving presentation skills, observatory skills, motivational skills, and improvements in reflective practices. Since the role of head teacher is directly associated with all the stakeholders of a school community, and success of any initiation depends upon active involvement of head teacher, therefore the study recommends that this aspect must be given more attention to further strengthen the timely needed capabilities of head teachers. This ultimately can maximise students' performance through developed head teacher’s approaches for effective involvement of all the stakeholders in school improvement matters.