Assessing the Performance of Secondary School HeadteachersA Survey Study Based on Teachers’ Views in Punjab
Educational Management Administration & Leadership (Impact Factor: 0.64). 10/2009; 37(6):766-783. DOI: 10.1177/1741143209345572
This article focuses on assessing the performance of government secondary school headteachers in the context of heads’ leadership qualities, instructional behavior, capabilities of interpersonal relationships, professional attitude and managerial abilities. The small-scale survey was carried out in 2006 in district Mianwali, Pakistan. The sample comprised 150 secondary school teachers drawn at random from 15 government schools. Data was collected through a questionnaire comprising 38 items on a five-point rating scale on various aspects of headteacher performance. The instrument was validated through a pilot study and its reliability was established at 0.901 (Cronbach’s alpha). Results revealed that the performance indicators of professional attitude, interpersonal relationship, leadership qualities and managerial abilities were found to be better, but the aspect of instructional behavior was weaker among the headteachers. The performance of female headteachers in regard to instructional behavior, professional attitude and managerial abilities was found to be relatively better than those of their male counterparts. There were significant intercorrelations among all the independent variables of headteacher performance.
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ABSTRACT: 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.Journal of Educational Administration 07/2011; 49(4):414-432. DOI:10.1108/09578231111146489
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ABSTRACT: This study highlights the pivotal role of the school principal in relation to organizational commitment and expected student outcomes in schools in Pakistan. By critically examining the available literature, and by evaluating relevant data, this study will draw attention to how successful principals manage their schools, by providing an environment conducive to the teaching and learning process. It will demonstrate that teacher-principal relations are important, by highlighting professional development and its impact on school effectiveness and student outcomes.05/2014; 7(6):74. DOI:10.5539/ies.v7n6p74
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