04 2014 Qutoshi & Khaki Role of Principal in school improvement a case study of a communicty school in karachi (original) (raw)
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2014
Many studies have been conducted internationally on headteachers‟ role in School Improvement (SI). In Pakistan, however, this is a new but increasingly expanding area of study focusing different types of schools (Khaki, 2005) including private, public, and community based. This study on headteacher‟s role in SI was conducted in a community based school in Karachi comprising of migrants from different parts of Pakistan and (refugees from) Afghanistan. A case study, using semi-structured interviews from headteacher and other stakeholders were used to explore the headteacher‟s role in SI. The findings show that role of the Headteacher in SI is complex, daunting, multi-dimensional, and multilayered (Lizotte, 2013; Moos, 2013). Headteacher performs her best to provide better education to learners; tries to meet stakeholders‟ expectations in terms of improving teaching and learning, improving school infrastructure (e.g., up-gradation of the school building), keep her teachers motivating a...
2014
Many studies have been conducted internationally on headteachers" role in School Improvement (SI). In Pakistan, however, this is a new but increasingly expanding area of study focusing different types of schools (Khaki, 2005) including private, public, and community based. This study on headteacher"s role in SI was conducted in a community based school in Karachi comprising of migrants from different parts of Pakistan and (refugees from) Afghanistan. A case study, using semi-structured interviews from headteacher and other stakeholders were used to explore the headteacher"s role in SI. The findings show that role of the Headteacher in SI is complex, daunting, multi-dimensional, and multilayered (Lizotte, 2013; Moos, 2013). Headteacher performs her best to provide better education to learners; tries to meet stakeholders" expectations in terms of improving teaching and learning, improving school infrastructure (e.g., up-gradation of the school building), keep her teachers motivating and satisfying parents. The disabling factors include lack of financial resources, teachers" turnover, and resource management but school managing committee and energetic teachers play as enabling factors in SI (Bryk, 2010). Given her contextual limitations inherent in the community school, she is making the most of what is available to her through practicing distributed leadership style.
Successful leadership practices of head teachers for school improvement Some evidence from Pakistan
Purpose -The main purpose of this study is to identify the successful leadership practices of head teachers for school improvement at secondary level in Pakistan. Design/methodology/approach -The study was descriptive (survey type) in nature. It was conducted on a sample of 351 secondary school head teachers, 702 elementary and secondary school teachers working in the government secondary schools of Punjab province. Data were collected using a mixed-methods research design that included: review of related literature, documents indicating school achievements and student attainment, questionnaires and in-depth semi-structured interviews with different stakeholders including the head teachers, teachers, parents and students. The validity and reliability of the instruments was ensured through experts' opinions and pilot testing in mid-2007; the overall reliability was established at 0.923 alpha level. Findings -The findings of the study revealed that the majority of the head teachers of successful schools developed a common and shared school vision and promoted a culture of collaboration, support and trust. They empowered others to lead and distributed leadership responsibilities throughout the school; involved different stakeholders in the process of decision making; developed and maintained good relationships among different personnel of school community. They emphasised the professional development of teachers as well as themselves, and involved parents and community in the process of school improvement. Practical implications -The findings of this article may be useful for other countries of almost similar socio-economic status, to improve quality of teaching and learning at secondary level. Originality/value -The paper shows that policy makers, administrators, managers and head teachers at secondary school level may improve school performance by adopting effective strategies for school improvement in Pakistan.
Problems Encountered by Head Teachers at Primary Schools in Punjab, Pakistan
Zenodo (CERN European Organization for Nuclear Research), 2022
Principals are main agent of school improvements. Head teachers encounter many problems and challenges driven by many internal factors operating in the school. These problems are threat to the continuation of head teachers themselves in their position and the success of school. Thus, the main purpose of the study was to explore the problems encountered by head teachers at primary level in central Punjab and finding out the difference among male and female heads teachers of primary school in Punjab. Data was collected through survey method and study was quantitative in nature. Population of this study was comprised of all head teachers at primary level in the public schools (32348) of Punjab. After delimitation Lahore district is considered to be the final population that comprised of 523 primary schools. All the head teachers of primary schools in Lahore were selected as a sample of the study and the response rate was 90.7% making the final sample as 475 primary schools. Census sampling technique was used. Self-developed questionnaire was used for collection of data. The numbers of items in head teachers' tool were 27 and Cronbach's Alpha value of head teacher instrument was .704. The data was analyzed through SPSS (Statistical Packages for social Sciences). Descriptive and inferential statistics were used to calculate the data. In descriptive statistics was used to calculate the Mean, Standard Deviation and frequency. In inferential statistics, independent samples t-test was used to find out the significance difference among demographic variables (gender). There found significant difference in the opinion of male and female head teachers regarding problem encountered. Main problems indicated by the head teachers were student based, teacher based, departmental and personal. It is recommended that school education department should develop a committee in which solutions to such problems should be addressed and resolved in order to quality educational management of public sector schools. The study suggested further qualitative in-depth research to pose solutions of these problems so that policy makers may develop a systematic structure and proceedings of the committee.
Successful Practices of Leadership on School Improvement: A Case Study in a Private School in Dubai
Lecture Notes in Civil Engineering
This paper aimed to investigate successful practices of school leadership that lead to school improvement. To achieve this, the paper adopted the mixed-method approach and utilized two instruments: The first instrument is teachers’ and leadership members’ perceptions of school improvement questionnaire to collect quantitative data, the second instrument is a semi-structured interview with the school principal for the qualitative data. The analysis of both collected data led to a conclusion that school principal careful and professional practices have a significant impact on the overall school improvement. These practices include parents’ engagement, curriculum reform, teachers’ well-being, and professional development for both teachers and leadership members. This case study is an evidence-based guideline for educators and decision makers seeking quality education in their personalized- context learning community.
Globus Journal of Progressive Education, 2024
The research study investigates the impact of teacher leadership on school improvement by exploring the experiences and views of school leaders and teachers in two private schools in Sharjah. And it investigates the strategies adapted by school leaders to promote teacher leadership. The study adopted a mixed-method research approach utilizing two closed-ended surveys (quantitative data) shared with school leaders and teachers and a semi-structured interview with school leaders (qualitative data). The school leaders’ survey was sent to 21 school leaders, while the teachers’ survey was sent to 128 teachers. Six school leaders were interviewed in this study to explore their views of teacher leaders and investigate the strategies they applied to promote teacher leadership in their schools. The study shows that teacher leadership has a vital impact on school improvement through collaboration between teachers and sharing good practices through professional development sessions and initiatives. Lead teachers act as a bridge between teachers and school leaders; they help communicate teachers’ voices and have them take a better role in decision-making at school. Teacher leadership can enhance parents’ involvement in the school by utilizing the parent-teacher association. The study revealed some roadblocks to teacher leadership, such as a lack of resources, time, and some school policies. At the end of the study, the researcher highlighted some possible limitations and recommendations that future researchers can utilize in planning their study. Keywords: Teacher Leaders, School Improvement, Empowerment, Leadership.
The Paradigm Shift: Leadership Challenges in the Public Sector Schools in Pakistan
2015
Previous research has established that school heads as leaders are vital to the successful implementation of educational reforms (Derek, 2009; Robinson, Lloyd, & Rowe, 2008 ). Education system in Pakistan is going through a paradigm shift from teacher centered to learner centered classrooms using English as the instructional language. The present work intends to study the school heads’ role in this changing scenario. This research aims to explore how the school heads are managing the change in the public sector schools in Punjab , in order to inform in the training programs designed to sensitize the school heads towards the most recent teaching methods and effective school management strategies . The paper does not intend to present conclusive evidence to verify or refute theories, but rather provide an understanding of the leadership challenges and responsibilities, unique to the public sector head teachers in the Punjab schools. The conclusions, as documented in this study reflect...