Journal of Educational Research \u0026 Social Sciences Review (JERSSR (original) (raw)
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Journal of Educational Research & Social Sciences Review (JERSSR
Factors of Success for Family-owned Schools: A Qualitative Study based on the Perceptions of Principals and Teachers, 2022
The research study was conducted in three family-owned schools in Karachi, Pakistan. These schools were set up after the country's independence 75 years ago and began with less than 50 students on the students' roll. Today they each have approximately 2000 students and few branches across the city. The question of what makes them successful and thriving today has been researched using the qualitative method and a case study approach. The participants included principals and teachers of the schools and were interviewed using self-developed semi-structured protocols. The principals were interviewed individually and three group interviews comprising five to seven teachers each were conducted. Interviews were transcribed and data analyzed, and ten themes for the success of familyowned schools were identified. The principals perceived teachers as an important factor whereas the teachers focused more on students' holistic development through curricular and co-curricular activities. Student results, and legacy of the school were identified. The extent of how far principals and teachers have similar perceptions are discussed. Recommendations reflect the need to include more participants from amongst the senior administrative staff to identify factors that reflect those related to family ownership.
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 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.
" BRIDGING THE GAP BETWEEN TEACHERS AND PARENTS IN SCHOOL MANAGEMENT : A MODEL SCHOOL "
The dismal condition of primary education in rural areas is a well voiced concern. However, no significant solution is visible. But, some schools in India are a ray of hope due to their extraordinary work. The Government Primary school of Matwada (Modi) village in Kanker district of Chattisgarh is an inspiring example. This paper focuses on the role of School Management Committee as nucleus of positive transformation in the school and village. It examines the method and impact of teaching methodology and school environment on students. It studies the effect of involvement of parent specially women in School Management Committees on school quality and the attitude of women themselves. It also deliberates on possibility of replication of model. The researcher has used Case Study, Interview and Observation Method in this research. A liberal and open environment has brought in positive change in students’ performance. Involvement of parents, especially women has brought in attitudinal change towards education, and in the women themselves. The change in school was reflected in the village as well.
Frontiers in Education
Private school culture dominates the public-school culture in Pakistan. With no central regulating organization, private schools in the country autonomously construct their educational philosophy that underpins curriculum choice, pedagogic approaches, and school operations. In this perspective, there is an increasing inquisitiveness in the understanding of what determines a private school as a “successful” school. The researchers intend to understand the determinants of a successful private school and aim to explore the leadership behaviors of head teachers of such schools in Pakistan. The Beaconhouse School System (BSS), the largest private school system in Pakistan, took part in this case study. A sample of a total of 128 participants, comprising of teachers (n = 120), School Group Heads (SGH) (n = 4) and school head teachers (n = 4) of four most successful primary schools of BSS, was drawn to participate in this case study employing a mixed-methods design. Two survey instruments,...
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...
2008
This is a comparative study on school-parent partnership in govemment and private primary schools in Bahir Dar town. The main purpose of this study was to identify the difference between govemment and private schools in the practice of parent inuolvement as partner. Two primary schools (Ykatit -23 and Esh.et Academy from the gouemment and private respectiuely) were taken as Cl case in this study. The subjects of the study were 102 students, 2 0 teachers, 2 principals, 12 parents, and 2 education r experts. Questionnaires for teachers and students, interview with parents, principals and education experts were employed to collect the data for th.is study. The data obtained were analyzed using both quantitative and qualitative methods. After analyzing the data, it was found that, the practice of schools in involving parents in different involuement programs did not indicate statistically s ignificant difference between govemment and priuatc primary schools .However, the practice of pri...
The Principals of Primary Schools Ideas on Their School
Abstract The school improvement came into question that schools meet the educational needs has been made to make it more effective, changing in parallel globalization. The purpose of school improvement is to rise levels of student achievement and school environment to increase participation. In this context, the basic aim of this study was to determine the ideas of the principals about school improvement and what strategies they use in order to improve their schools. The research was conducted with the principals of the primary schools in Karabağlar, a town in the province of metropolitan area of Izmir. This study is a descriptive research that used qualitative data. The data were collected through semi-structured questions from 37 principals and analyzed qualitatively. Some of the results obtained in this study were as follows: According to the principals, on the top of the list of the things to do to improve schools were “improving co-operation and communication”. In the second place, there were “teacher development” and “meet the need for personnel”. In third place there were “improving the physical conditions” and “provision of educational Technologies and increasing their use”. The first thing the principals do to improve their schools was “increasing the number of the technological devices and the use of technology”. On the top of the list of what the principals want to do but cannot do were “lack of financial allocations” and “lack of financial sources”.
Principal is the bridge between community and school. However, principal' role in parental participation in education is negligible in Pakistan. This has affected the quality of education in the country. The purpose of this study is to analyze the role of principal in parental participation in education at secondary level in district Chitral, Pakistan. This study investigated the perceptions of 100 government secondary school principals. Questionnaire was used to collect data. The collected data was interpreted and presented in simple percentage and diagrams. Results of the study showed that in Pakistan school principals do not play an active role in promoting parental participation. According to principals parental participation means sending their children to schools only. Hence, parents are not encouraged to participate in the education process of their children. School principals at secondary level do not know the ways and means of involving parents in the education process. They lack motivating and management skills to engage parents in education process. The study further discovered that principals consider parental involvement in education as interference in school affairs. Ironically, the principals accept that parental participation is essential for education. However, the study explored that principals consider parents ill-equipped in terms of knowledge and skills to understand the process of education. According to the principals parental involvement in education will create more management issues for schools rather than solutions. On the basis of this study it recommended that principals should be provided comprehensive training on the concept of parental participation in education. For this purpose strong parent teacher associations should be formed and actively monitored. Schools teachers could be trained in keeping close relationship with parents whose children are in the school. Parents could be invited to schools through conferences, meetings and other national and international events. This will strengthen the relationship between school and home and improve the quality of education as well.
Grassroots, 2018
Although the provision of education in Pakistan is the responsibility of state, yet private sector is also making a major contribution in the expansion of education in Pakistan. The Government realizing its limitations has allowed the private sector to play its maximum role in the process of education. In particular, Sindh where the urban-rural divide is conspicuous in the socioeconomic and cultural context, its educational needs vary according to these distinctions. To cater to this requirement, private schools in the province are run by private trusts, foundations and religious missions. However, with the expansion of education in private sector at elementary school level, a number of problems in educational management have also emerged. This paper is a primary study and attempts to analyze management related issues on the basis of random cluster sampling of senior teachers in 200 schools of Sindh and recommends solutions with regard to curriculum development, testing and evaluation and teacher training.