analysis of the role of secondary school heads in
TRANSCRIPT
ANALYSIS OF THE ROLE OF SECONDARY SCHOOL
HEADS IN DEVELOPING CONDUCIVE ENVIRONMENT
FOR TEACHING AND LEARNING
A Thesis
Submitted By
Nazish Farid
Registration No: SU-13-02-064-022
In Partial fulfillment of the Requirements for the Degree of
DOCTOR OF PHILOSOPHY IN EDUCATION
Supervisor
Dr. Khisro Kaleem Raza
DEPARTMENT OF EDUCATION
FACULTY OF ARTS, SOCIAL SCIENCES AND EDUCATION
SARHAD UNIVERSITY OF SCIENCE AND
INFORMATION TECHNOLOGY,
PESHAWAR – PAKISTAN
Autumn, 2021
ii
Author’s Declaration
I Miss Nazish Farid hereby state that my PhD thesis titled “Analysis of the Role of
Secondary School Heads in Developing Conducive Environment for Teaching and
Learning” is my own work and has not been submitted previously by me for taking any
degree from Sarhad University of Science & Information Technology, Peshawar or
anywhere else in the country/world.
At any time, if my statement is found incorrect even after my Graduation, the university
has the right to withdraw my PhD Degree.
Miss Nazish Farid
Date: 15-08-2020
iii
Plagiarism Undertaking
I Miss Nazish Farid solemnly declared that research work presented in the thesis titled
“Analysis of the Role of Secondary School Heads in Developing Conducive
Environment for Teaching and Learning” is solely my research work with no significant
contribution from any other person.
I understand the zero tolerance policy of the HEC and “Sarhad University of Science
& Information Technology, Peshawar” towards plagiarism. Therefore I, as an author of
the above titled thesis, declare that no portion of my thesis has been plagiarized and any
material used as reference is properly referred/cited.
I undertake if I am found guilty of any form of plagiarism in my thesis even after award
of PhD Degree, the university reserves the right to withdraw/revoke my PhD Degree.
HEC and the University have the right to enlist my name among the students who
submitted plagiarized theses on HEC/University website.
Scholar/Author Signature
Name of Scholar: Miss Nazish Farid
Date: 9-2-2021
iv
Certificate of Approval
This is to certify that the research work presented in this thesis under the title Analysis
of the Role of Secondary School Heads in Developing Conducive Environment for
Teaching and Learning, was conducted by Miss. Nazish Farid under the supervision
of Dr.Khisro Kalim Raza. No part of this Dissertation has been submitted anywhere
else for any other degree. This Dissertation is submitted to the Department of
Education, Sarhad University of Science and Information Technology, Peshawar
in partial fulfillment of the requirement for the award of the degree of Doctor of
Philosophy in Education.
Department of Education
University of Sarhad University of Science and Information Technology, Peshawar
Scholar Name: Nazish Farid Signature & Date
Examination Committee:
1. External Examiner 1: Signature & Date
Dr. Abdul Ghaffar
Assistant Professor
Department of Education
Abdul Wali Khan University Mardan 11-08-2019
2 External Examiner 2: Signature & Date
Dr. Waqar un Nisa Faizi
Assistant Professor
Department of Education
Islamia Collage Peshawar 03-03-2020
2. Internal Examiner: Signature & Date
Prof. Dr. Mohammad Iqbal
Director Higher Studies and
In-Charge M.Phil/PhD Education Program 04-09-2019
Supervisor: Signature & Date
Dr. Khisro Kaleem Raza 10-3-2020
Name of Dean/HoD: Dr. Khisro Kaleem Raza
v
Dedication I dedicate this research work to my parents,
whose constant support, prayers&
Encouragement always provided me the
foundation for achieving my objectives.
,
vi
ACKNOWLEDGEMENTS
All praises be to Allah, I am grateful to Almighty God who had destined for me to
complete this work successfully. All respects to our Holy Prophet Hazrat Muhammad
(S.A.W) whose teachings enabled me to work honestly throughout the research work.
I owe a lot to a great number of personalities that I don’t think I have most appropriate
words to express my profound gratitude to them all. Sincerely speaking, as I was writing
this acknowledgement my innermost mind was bleeding with internal tears of
merriment for the way and manner they had nurtured, molded and redirected tirelessly
for the better of the course of my success up to this stage. To every personality who
contributed to this, I thank them all and pray that God Almighty crown their efforts with
greater success and endless bless.
I thank to my research supervisor Dr. Khisro Kaleem Raza, whose scholarly advice and
constant encouragement have contributed significantly to the completion of this study.
I am highly indebted to my research writing mentors Prof: Dr. Mohammad Iqbal
Director Higher Studies SUIT Peshawar, Dr.Niaz Mohammad Aajiz Assistant
Professor Islamia Collage University Peshawar, Dr. Nasrullah Khan, Assistant
Professor, University of the Poonch AJK, Dr. Wasal Khan, Associate Professor SUIT
Peshawar who mentored and encouraged to keep my progress moving forward
throughout my exploration. The researcher offers her cordial thanks from the core of
heart to her loving parents and other family members whose heartiest prayers always
brought success in her life.
Nazish Farid
vii
ABSTRACT
This study attempted to analyze the role of secondary school heads in developing
conducive environment for teaching and learning at the Government Girls’ Secondary
schools of Khyber Pakhtunkhwa. Conducive environment is a vital factor affecting the
quality of teaching learning process of Government schools. The researcher studied the
existing role of secondary school heads as well as basic factors that contribute in the
development of conducive environment. Principals’ roles, conducive environment and
teaching & learning are the key words. The research questions were designed, which
asked what is the role of secondary school heads and what are those factors that
contribute to conducive environment?
The current role of school heads in developing conducive environment was examined
on the basis of extracted indicators as academic role, administrative role, social role,
parental and community involvement, school safety and maintenance of school
facilities. Primary data was collected from 100 school heads and 300 teachers through
questionnaires, from four selected districts, Peshawar, Mardan, Nowshera and
Charsadda. A checklist was utilized in 100 schools to know about existing physical
facilities and specific records of the schools. School heads’ daily routine tasks as
defined by Principals’ Job Descriptions document of Elementary and Secondary
Education Department was searched. Chi Square & Two Independent Sample T test
were applied to determine the existing roles of school heads which supported the
conducive environment. Pareto chart was designed to check the frequency of school
facilities.
The results of this study indicated that school heads could play more effective role for
developing conducive environment in schools by strong planning, improving academic
role, regular class observation, arranging regular meeting with parents and staff,
monitoring and providing guidance & feedback to teachers. The outcomes further
revealed that school conducive environment owed itself to committed principals,
capable staff, motivation, work recognition, professional development, team work,
contacts with other principals and community. It was recommended that for effective
role of principals strong planning to monitor teaching, keep it on modern line, improve
pedagogical skills, improve managerial practices, perform academic and social role and
link with community is required. Government should ensure that all school heads act
upon the points and follow checklist, mentioned in their JDS.
viii
TABLE OF CONTENTS
Preliminary Section Page No
Title Page .......................................................................................................
Author’s Declaration .....................................................................................ii
Plagiarism Undertaking ................................................................................iii
Certificate of Approval ..................................................................................iv
Dedication ......................................................................................................v
Acknowledgements .......................................................................................vi
Abstract .........................................................................................................vii
Table of Contents ...........................................................................................viii
List of Tables ................................................................................................xii
List of Figures ...............................................................................................xv
ix
Chapter – 1 INTRODUCTION 1- 21
1.1 Background of the Study 1
1.2 Concept of Conducive Teaching Learning Environment 3
1.3 The School Learning Environment in Pakistan 6
1.4 Standards for Education 8
1.5 Standards for School Learning Environment 8
1.6 Conducive Learning Environment and Principals’ Role 9
1.7 Factors contributing Conducive Learning Environment 15
1.8 Statement of the Problem 17
1.9 Objectives of the Study 18
1.10 Research Questions of the Study 18
1.11 Delimitation of the Study 18
1.12 Significance of the Study 18
1.13 Operational Definitions 19
Chapter – 2 LITRATURE REVIEW 22-77
2.1 Conducive Teaching Leaning Environment 22
2.2 Features of Modern Learning Environment 25
2.3 Influence of School Environmental Factors 28
2.4 School Physical Facilities and Conducive Environment 29
2.5 An Appropriate School Building and Conducive Environment 32
2.5.1 Lighting Factor 33
2.5.2 Internal Temperature of the Classrooms as a Factor 34
2.5.3 Ventilation Factor 35
2.5.4 Acoustics and Noise Factor 35
2.5.5 Library Facility 36
2.5.6 Computer Room 36
2.5.7 Science Laboratory 36
2.5.8 Multi-Purpose Hall 37
2.6 School Location 37
2.7 Class Rooms 38
2.7.1 Class Size 40
2.8 Instructional Materials and Learning Process 42
2.9 School Social Environment 44
x
2.10 Psychological Environment of School 45
2.11 Safe Environment 47
2.12 Healthy and Clean Environment 49
2.12.1 Clean Water Facility 49
2.12.2 Sanitation and Lavatory Facility 50
2.13 Instructional Environment 51
2.13.1 Human Resource 51
2.14 Principals Multiple Tasks in Maintaining Conducive Environment 55
2.15 Principals Role to Maintain Physical Environment 58
2.16 Principals Administrative Role 60
2.17 Principals Instructional Leadership 61
2.18 Principals’ Guidance in Maintaining Classroom Learning
Environment
64
2.19 Principal’s Role to Create Social Environment 67
2.19.1 Principals’ Motivation 69
2.19.2 Teachers’ Self-esteem 70
2.19.3 Collaboration 70
2.20 Role of Principal in Parental Involvement 71
2.21 Role of Principal in Community Involvement 74
2.22 Theoretical Framework 74
2.23 Conceptual Framework 75
2.24 Synthesis of Literature Review 76
Chapter – 3 METHODOLOGY OF THE STUDY 78-83
3.1 Methodology 78
3.2 Population of the Research Study 78
3.3 Sample of the Research Study 78
3.4 Tools of Research 79
3.5 Questionnaire 79
3.6 Checklist 79
3.7 Pilot Testing of Tools 80
3.8 Data Collection 80
3.9 Keys for Data Collection in Questionnaire 81
3.10 Checklist Items 81
xi
3.11 Reliability of Instruments 81
3.12 Validity of Instruments 82
3.13 Data analysis techniques 82
Chapter – 4 ANALYSIS OF DATA 84-143
4.1 Demographic Information of Sample Respondents 84
4.2 Analysis of School Heads’ Responses by Chi Square Test 86
4.3 Analysis of Teachers’ Responses by Chi Square Test 109
4.4 Analysis of School Heads and Teachers Responses by
Independent Sample T Test 125
4.5 Pareto Chart for Checklist 130
4.6 Principals’ Roles documented in Job Description Document 142
Chapter– 5 FINDINGS, SUMMARY, DISCUSSION
CONCLUSION AND RECOMMENDATIONS
144-167
5.1 Findings 144
5.2 Cross Tab of Findings 151
5.3 Summary 156
5.4 Discussion 158
5.5 Conclusion 161
5.6 Recommendation 163
REFERENCES 168-190
APPENDICS 191-212
Appendix – I 191
Appendix – II 193
Appendix – III 194
Appendix – IV 198
Appendix – V 201
Appendix – VI 203
Appendix – VII 209
xii
LIST OF TABLES
Table 3.1 Sample of Secondary Schools/ School Heads/ Senior Teachers 78
Table 4.1.1 Demographic Information of Sample Respondents 84
Table 4.2.1 School Head is Satisfied from her Job 86
Table 4.2.2 School Head Ensures to be Punctual in School 86
Table 4.2.3 Number of Teaching Staff is as Per Need of the School 87
Table 4.2.4 Number of Supporting Staff is as Per Need of the School 87
Table 4.2.5 Adequate Funds are Provided to your School 88
Table 4.2.6 School Head Implements School Improvement Plan (SIP) 88
Table 4.2.7 School Head Ensures the Implementation of Annual School Calendar 89
Table 4.2.8 Teachers Utilize Instructional Time Properly Under the Principals’
Supervision
89
Table 4.2.9 School Head Guides Teachers about Instructional Process & School
Activities
90
Table 4.2.10 Co-curricular Activities are Arranged in your School 90
Table 4.2.11 School Head Helps in the Provision of Audio Visual Aids 91
Table 4.2.12 School Head Provides Opportunities for Continuous Professional
Development of the Staff
91
Table 4.2.13 Fair Examination is Conducted in the School 92
Table 4.2.14 School Head Monitors Students’ Academic Performance/ Test /Exam
Scores
92
Table 4.2.15 Progress Report is Shared with the Students and Parents Time to Time
93
Table 4.2.16 School Head Plans to Get Distinction in Board Exams 93
Table 4.2.17 School Head Strives to Keep Discipline in School 94
Table 4.2.18 School Head Assigns Responsibilities to Staff according to their
Expertise
94
Table 4.2.19 Political Interference Interrupts your School Activities and
Environment
95
Table 4.2.20 School Head Follows Departmental Rules for Good Governance 95
Table 4.2.21 School Head Ensures the Best Utilization of all Available Resources
(HR, Money, Material)
96
Table 4.2.22 Code of Conduct is Displayed in School
96
xiii
Table 4.2.23 School Head Motivates Staff Members for Better Performance 97
Table 4.2.24 Teamwork and Cooperation is Observed in School Activities 97
Table 4.2.25 School Head Recognizes Staff’s Good Work 98
Table 4.2.26 School Head is Problem Solver 98
Table 4.2.27 School Head Coordinates with Other School Principals for School
Improvement
99
Table 4.2.28 School Head Keeps Links with NGOS to Fulfill School Needs 99
Table 4.2.29 School Head Collaborates with Community 100
Table 4.2.30 School Head Ensures a Healthy and Hygienic Environment in the
School
100
Table 4.2.31 School Provides Safe Environment 101
Table 4.2.32 Sufficient Rooms are Available for Students in School 101
Table 4.2.33 School has Science Laboratory Facility 102
Table 4.2.34 School Library is Equipped with Required Material 102
Table 4.2.35 Study Rooms are Equipped with Learning Facilities 103
Table 4.2.36 Clean Drinking water Facility is Satisfactory 103
Table 4.2.37 Necessary Medicines / First Aid Facilities are Provided in School 104
Table 4.2.38 School Head Demands Required School Facilities from the
Concerned Authorities
104
Table 4.2.39 In your Valued Opinion, Please Mention Your Plans for Improving the
Conducive Environment in your School?
105
Table 4.2.40 In your Valued Opinion, Please Provide More Suggestions and
Support for Developing Conducive Environment in your School
for Effective Teaching Learning Process?
107
Table 4.3.1 You are Satisfied from the Teaching Learning Environment of Your
School
109
Table 4.3.2 School Head Ensures to be Punctual 109
Table 4.3.3 School Teaching Staff is as Per Need of Your School 110
Table 4.3.4 School Supporting Staff is as Per Need of Your School 110
Table 4.3.5 Adequate Funds are Provided to your School 111
Table 4.3.6 School Head Implements School Development/Improvement Plan 111
Table 4.3.7 School Head Ensures the Implementation of Annual School Calendar 112
Table 4.3.8 Teachers Utilize Instructional Time Properly
112
Table 4.3.9 Co-Curricular Activities are Arranged in School 113
xiv
Table 4.3.10 Guidance is Provided to Teachers About Various School Activities 113
Table 4.3.11 School Head Provides Teaching Learning Aids as Per Class Need 114
Table 4.3.12 Teachers’ Training/Continues Professional Development is Practiced 114
Table 4.3.13 Fair Examination is Conducted in the School 115
Table 4.3.14 School Head Monitors Students’ Academic Performance 115
Table 4.3.15 School Head Plans to Show Distinction in Board Exams 116
Table 4.3.16 Disciplined Environment is Observed in your School 116
Table 4.3.17 School Head Assigns Responsibilities to Staff According to their
Experience
117
Table 4.3.18 All the Available Resources are Utilized Properly in the School 117
Table 4.3.19 Political Interference Interrupts your School Activities 118
Table 4.3.20 School Head is Problem Solver 118
Table 4.3.21 School Head Motivates Staff 119
Table 4.3.22 School Head Cooperates with Staff in School Activities 119
Table 4.3.23 School Head Recognizes Staff’s Good Work 120
Table 4.3.24 School Head Coordinates with Other School Principals for School
Improvement
120
Table 4.3.25 School Head Calls Parents Meeting Regularly 121
Table 4.3.26 Community is Involved in School for the Well Being of the Students 121
Table 4.3.27 Students and Staff feel Safe and Secure in School 122
Table 4.3.28 Necessary Medicine Facility is Available in School 122
Table 4.3.29 Classrooms have Learning Facilities Such as Light, Ventilation or
Furniture etc.,
123
Table 4.3.30 School Head Tries to Provide School Facilities 123
Table 4.3.31 Clean Drinking Water Facility is Available 124
Table 4.4.1 Independent Samples T Test 127
Table 4.6 Principal’s Roles Documented in JDs 142
Table 5.2 Cross Tab of Findings 151
xv
LIST OF FIGURES
Figure 4.5.1 Availability of School Building 130
Figure 4.5.2 Number of Classrooms 130
Figure 4.5.3 Science Lab Facility 131
Figure 4.5.4 Library Facility 131
Figure 4.5.5 Computer Lab Facility 132
Figure 4.5.6 Playground Availability 132
Figure 4.5.7 Sports Goods Facility 133
Figure 4.5.8 Examination Hall Availability 133
Figure 4.5.9 School Head’s Office Availability 134
Figure 4.5.10 Staff Room Availability 134
Figure 4.5.11 Lighting Availability 135
Figure 4.5.12 Ventilation of Learning Rooms 135
Figure 4.5.13 Furniture Facility 136
Figure 4.5.14 Clean Drinking Water Facility 136
Figure 4.5.15 Co-curricular Activities Record 137
Figure 4.5.16 Complete Teaching Staff 137
Figure 4.5.17 Audio Visual Aids Facility 138
Figure 4.5.18 Teachers’ Planner Record 138
Figure 4.5.19 Safety Measures 139
Figure 4.5.20 First Aid Box Facility 139
Figure 4.5.21 Clean Environment 140
Figure 4.5.22 School Improvement Plan in Written Document 140
Figure 4.5.23 Class Observation Record in Written Document 141
Figure 4.5.24 Teachers’ Meeting Minutes Record 141
1
Chapter – 1
INTRODUCTION
1.1 Background of the Study
Education refers to the systematic process of gaining knowledge and skills
through study, instruction and practice. It is the prime source which brings positive
change in the behaviour, thinking modes and manners as well as develops learners
culturally, socially and morally. Education provides a platform through which a society
transmits its history, knowledge, skills, culture, values and human heritage to the
coming generations. Education system of a country defines its success and
development. The well-educated citizenry is an asset who can contribute much to the
economic, social and political advancement of a nation. A comprehensive and effective
educational system is required for the success of a nation (Saeed, 2001).
Secondary education is universally considered the basic stage of education pyramid
which comes immediately after primary education. Students are prepared for colleges,
polytechnics and university education at this level. Effective management of
secondary education results in accomplishing the aims and objectives of education for
achieving national development. It is the foundation stone that paves the path for the
youth to choose a profession for higher studies in academic, technical, vocational,
scientific and commercial fields. It prepares learners for the future leadership and the
development of a nation. Therefore, the success or failure of young people greatly
depends on secondary school. Youth performs important career building activities at
this level which designs their future and have lasting effects on their lives (Reedy,
2006).
The National Education Policy (1998-2010) declares Secondary Education as an
important sub-sector of the educational system because it provides the learners a broad
venue to avail numerous opportunities, to choose a profession of their own interest,
prepares the skilled manpower for the economy and acts as a feeder for the higher
level of education. Higher education, which has to produce professionals in multiple
fields, mainly depends on the product prepared by the quality of secondary education.
The foremost concern of national and international education systems is to provide
quality education because the holistic development of the learner is tied up to the
2
standard and type of education. This greatly depends on the learning environment which
is produced for teaching and learning in the school. To develop conducive environment
for teaching and learning in secondary schools of Khyber Pakhtunkhwa (Pakistan)
merits priority. Piaget (1951) stated that Environment influences on a students’
personal, emotional, social, moral and psychological development. Learners’
personality, understanding and thinking is shaped by the environment and surrounding
in which they live.
Bascia (2014) viewed that the learning conditions influence the students’ attention,
interest, responsiveness to teachers and engagement with school. The central objective
of education as well as of schools is to give rights to all the children, ensure their
protection, safety, holistic development and active participation in school activities. It
reveals that the focus should be on learning environment which not only develops
personalities, behaviours and life skills of the learners but also strengthens their
capacities to participate enthusiastically in the acquisition of knowledge as well as in
co-curricular activities.
Educationists perceived that growth of learners depends on quality education and
conducive environment for teaching and learning at the secondary level. Imparting quality
education cannot be visualized without an environment which is conducive for teaching
and learning in schools. Proper school building and its physical, social and pedagogical
facilities have great impact on students’ learning and their results. This quality can be
brought by effective school leaders who are the key persons for sustainable educational
reform (Fullan, 2002).
The development of conducive environment at secondary schools is the utmost need that
requires a systematic study to identify the factors that contribute to teaching learning
process and to analyze the principal’s role in developing effective school environment. Aly
(2007) viewed that a number of things were closely linked to the internal efficiency of
schools but there were some crucial aspects which ensured effective educational
environment. These are need- based curriculum, instructional methods, techniques,
teaching aids, learning activities, qualified and trained staff, effective administration and
management, proper evaluation, supervision and learning environment.
3
1.2 Concept of Conducive Teaching Learning Environment
The term conducive environment refers to supportive, positive and favourable environment
for something good to happen. Being broad in nature, at school level conducive learning
environment comprises layout, diverse physical facilities, academic & social environment
(motivation, appreciation & emotional climate), school leadership, management,
discipline, presence of human resource, availability of curriculum and learning aids,
effective pedagogical performance and co- curricular activities. Egim (2003) deemed that
the physical environment of a school covers availability & quality of different things i.e.
appropriate school building, classrooms equipped with furniture, lighting, temperature,
ventilation system, writing and display boards, wall art, audio visual aids, computer labs,
laboratory, library and playgrounds.
Learning is the process of change and modification in human behavior through
instruction, experience and training. It is not only getting proficiency in curricular
subjects at school or achieving skills in vocations but also getting the change in the human
behaviour in the form of habit, attitude, outlook, understanding, knowledge, skills and
critical thinking. Teachers are leaders and they are just like torch bearers as in Olympic
to keep the flame of learning alight (McEwan, 2003).
Lyons (2012) stated that learning is such a process that is not merely enhanced by school
curricula, different methods of teaching, good teaching resources and students’
motivation but mainly depends on physical facilities. Characteristics of physical facilities
of schools and educational outcomes of the learners are closely related. It has great impact
on the prominence & performance of the school that leads a path to meet its set objectives.
Alexander, Lewis and Ralph (2014) stated that lack of adequate classrooms, computer
labs, laboratories, recreational areas, lighting, temperature, clean water facility, modern
system of technology, healthy building materials and other poor physical conditions
negatively affect students and staff. There is dire need for effective management of school
facilities that brings positive changes in teaching methods and school environment.
Schools having the required learning facilities increase enrollment of students and
personnel. Therefore, indoor hazards and fears need to be eliminated by improving the
physical features of schools at the same time.
4
There are multiple learning venues i.e. labs, library, play area, art room and outside of
school locations but classroom is still considered the main learning centre in formal
schooling. The school should focus on the provision of classroom facilities and
managerial techniques that will pave the way for quality school-learning environment.
Effective classroom organization is in the hands of a teacher who is the catalyst of change.
Being a manager and facilitator, a good teacher can play fundamental role in maintaining
stimulating environment for the learners. Positive classroom environment comprises on
keeping time management, punctuality, freedom of participation, well-equipped
classroom with all the necessary items for teaching & learning, well-planned teaching,
application of interactive and learners’ centered teaching techniques, utilizing audio,
visual, digital technologies, display of students’ work & learning material and creating
collaborative as well as motivating class culture It is supported by Wong, Wont, Rogers
and Brook (2012) who believed that effective learning of the students and class
management is in the hands of a teacher to organize students, time, space and material.
Knudsen (2007) posited that classroom teacher is the heart of education who makes
possible the transmitting of knowledge and skills to the learners. Teaching learning
process is the back bone of entire education setting which is the process of getting
success, not merely on the part of the learner but the whole society. For effective
education in schools, the environment needs to be conducive and engaging for teaching
and learning by allowing the pupils to meet their learning needs. It is the integral part of
formal school programme. Conducive teaching and learning environment consists of
human and material resources, proper planning for teaching, use of various teaching
techniques/ methods, availability of teaching aids, motivation of learners to participate in
learning process and reliability of assessment. Various teaching techniques such as
lecture method, project work, group activities, cooperative learning and computer
assisted teaching brings drastic change in the learners’ learning modes & conceptual
clarity. Instructions within encouraging, cooperative and warm environment make sure
that students are comprehending the teaching. Students’ learning environment, study
habits, their cognitive abilities, interest, hard work and motivation, teaching method and
poor facilities affect their academic performance. There is no doubt that teaching and
learning is carried out in an excellent way when productive learning environment is
maintained which, in return, moulds learners’ concentration and interest towards
learning.
5
Lankshear & Knobel (2011) expressed that enrich teaching learning techniques and
methodologies are required which enable the learners to get knowledge through the
innovative use of various technologies & to thrive in the global scientific society. A big
challenge for teachers is to deal 21st century learners who “are coming to school more
literate in the new literacy of ICTs than their teachers”. Thus teachers have to focus on
their teaching techniques which can meet the changing educational context with more
tools and resources. According to Ajewole and Okebukola (2000) teaching learning
process has profound impact on students’ cognitive, academic, social and moral
development which is facilitated by the stimulating environment. Learning
environment and other indicators of school are important resource inputs that
collectively yield an academic environment to be helpful for the development of
students’ attitude and achievements.
Another main aspect of good learning environment is to provide safe and healthy
surroundings where all members of a school are protected from physical and emotional
harms. Byoung-suk (2012) asserted that safe and stimulating surrounding of school was
crucial for children’s physical and mental well-being to grow and learn. Children spend
six to eight hours at school during the school time so they require cognitively,
emotionally, physically and socially enriching environments for healthy development.
Life satisfaction and safety is an indicator of well-being. School and home are the two
specific venues/ sources that provide safe and healthy environment. Schools safety and
healthy environment stimulate students & teachers to be regular and learn in fear free
atmosphere that build their confidence, healthy behaviors and healthy choices.
Rosenberg (2013) viewed in order to keep school environment safe, management
requires careful planning and arrangement of safety measures that are health-care
resources as well as timely access to health services.
Jacobson (2008) asserted that students’ engagement in games and physical exercise
activities is another important factor in promoting their healthy development, as
children learn skills (e.g. collaboration, confidence, critical thinking) that are
transferable to other domains of life.
According to Skinner (2006) social environment encompasses the culture of a school
or class including team work, motivation, encouragement, collaboration, care &
respect, cooperative work, expression of thought and its presiding ethos. Well-managed
6
social environment of a school fosters fruitful learning, improves learners socially,
morally and culturally. It develops peer relationships and enables individuals to
communicate with one another, with teachers and staff respectfully within a web of
social environment, so that they may achieve their social goals.
Tsavga (2011) stressed on the vital role of learning environment that influenced the entire
educational career of the learners. It determines how students behave, interact, perform
or respond to situations in which they are groomed. The environment for teaching
learning is the major agent that moulds one’s behaviour to meet the demands of life.
Author posited that the aspiration to get qualitative and quantitative education had
increased the need to provide a conducive learning environment in schools. So, the major
characteristics of effective learning environment are: good governance, infrastructural
development, physical facilities, professionally trained teachers, need based effective
instructional materials, strong leadership, effective management, safe and social
environment etc. Aliade (2008) viewed that the school heads should maintain all these to
their level best, to get the targeted academic achievements of the students.
1.3 School Learning Environment in Pakistan
The real picture of learning environment of schools is drawn by National Education
Policy (2009) where it is stated “In an average rural area of Pakistan, a five or six-year
old child walks to the school dreading what he or she would face…He knows that he may
have to sit on cold floor in winters and a hot one in summers provided. He is lucky enough
to have a school building otherwise the tree is the only shade available to the children.
Toilets are a luxury and where in some schools they exist, the ratio is extremely poor.
Library facilities are very rudimentary and teaching aid material is generally in short
supply. Games, sports and other co-curricular activities such as debating contests,
drawing competitions, skills/arts and crafts training, and cultural activities that positively
contribute to the overall development of school children are missing from most schools.
School infrastructure facilities are highly inadequate…”(p: 48,49).
It is alarming that conducive environment is not observed in most government
secondary schools. This condition is more pathetic in the school of rural areas.
Similarly, the situation is also not appreciable in many private sector schools but still
the concept of learning environment exists to some extent there. According to
Education Management Information System (EMIS, 2014-15) the Department of
7
Education reported that thousands of schools in Khyber Pakhtunkhwa province lack
basic facilities like water, electricity and toilets. 4473 schools in the province are
without boundary walls, 8219 schools without water supply,10213 schools without
electricity and 3900 schools are without toilets. Education officials say that there are
many schools which face challenges like shortage of teachers, classrooms, furniture,
lack of computer and science labs etc.
According to National Education Assessment System (NEAS) (2007-8) the state of
classroom learning environment is also not encouraging in the schools. Many
classrooms are not equipped with learning facilities. A lot of students sit on bare floor
while attending classes. Teachers who are the role model for the students don’t seem
vivacious to attend classes punctually. It is difficult to teach overcrowded classes which
directly affects teaching learning process. Methods of teaching don’t fulfill the needs
of the learners. Child friendly & attractive environment is a missing element and no
mechanism is present in schools to deal with psychosocial problems of a child. It is
generally perceived that corporal punishment has been reduced yet it exists. Structural
design of school buildings doesn’t meet the learners’ learning needs. Eventually, the
high drop-out rate is observed.
Rashid and Mukhtar (2012) stated that the basic cause for non conducive learning
environment in schools is lack of committed and responsible teaching and managerial
staff, all the teaching and managerial staff is not benefitted from pre-service and in-
service trainings, shortage of school facilities, inabsolute accountability system, big
ratio of absenteeism, ineffective teaching, and non-transparent examination
mechanism. So, all these factors need to be replaced in betterment of teachers’
professional development, providing proper facilities, managing check and balance
system, transparency in both home and board examination, introducing students with
modern learning modes and replacing dull classroom environment with conducive
one.
Developed countries are striving hard to transform schools in center for lifelong
learning so the concept of “learning environment” has become significant and schools
have to face new challenges in developing countries to bring positive changes in their
teaching learning environments. It is identified that along with other lacks and
8
problems, educational standards for the school learning environment is not clearly
defined which is another significant contributing factor of low learning performance.
1.4 Standards of Education
According to a report on Consultancy to Explore Structural Bolltlenecks for
inculcating/ Mainstreeming Quality in the Existing Public/ Private Education System
in Pakistan(Minimum Standards for Quality Education in Pakistan) by Amir Usman
(2019), standards are known as published documents that describe specifications,
procedures and guidelines. They specify the purpose and direction of products and
processes to achieve desired goals. The aim of designing standards is to ensure
appropriate quality and reliability of a product or a service. These are the yardsticks for
the establishment as well as evaluation and comparison of inputs, processes and
products of an education system. The combination of resources (inputs) and processes
supports the acquisition of knowledge & skills to create learning. Standards can be
organized in several ways to provide quality education such as Standards for Teachers
and Learners, Standards for Curriculum and Textbooks, Standards for School
Environment and Standards for Assessment.
1.5 Standards of School Learning Environment
Education is the most important area which needs to be strengthened to achieve
sustainable national development and national cohesion. Many educational objectives
cannot be achieved unless some standards are set for teaching and learning process.
Unluckily, Pakistan was one of those few countries in the world which had no pre-
defined national standards in education. The National Education Policy (2009)
highlighted the need for standard-based education system and recommended that the
quality of education provided in government-owned institutions must be raised through
setting standards for educational inputs, processes and outputs and institutionalizing the
process of monitoring and evaluation from the lowest to the highest levels.
Lack of vividly defined and agreed upon national standards for quality education
creates a vacuum in the education system to bring improvements in quality of
education. The Ministry of Federal Education and Professional Training revived Inter
Provincial Education Minister's Conference (IPEMC) held on January, 30 2015 and
took very important decisions including finalizing minimum national standards for
quality education. The standards for quality education are: standards for learning,
9
standards for curriculum, standards for teachers, standards for textbooks, standards for
assessment and standards for school environment (Minimum Standards for Quality
Education in Pakistan, 2016).
This report mentioned the study of UNICEF (2000) on quality education that
recommended indicators for conducive school environment. These were: school
infrastructure, physical facilities, classroom size, viable curriculum, school policies,
human resource, money, materials, time, strong leadership to plan, manage and monitor,
effective planning for academics, use of fruitful instructional techniques & teaching and
learning material, healthy and safe environment, devoted and professional staff, teachers’
irrational behavior, team work, motivation, appreciation, trust and respect, students’
learning outcomes, attendance, retention, parental & community involvement and
transparent assessment system.(www.unicef.org/education/files/QualityEducation.pdf).
Similarly, U.S Department of Educational Research and Improvement, the Monitoring
School Quality: An Indicators Report (2000) presented indicators for quality school
teaching and learning which are teachers’ academic, professional knowledge and skills,
their experience, professional development, course content, pedagogy, technology,
class size, school leadership, goals, discipline, professional community and academic
environment.
Iqbal (2012) stated that the principal has central position in developing the environment
of schools. A strong principal is committed to improve students’ achievements and is
conscious to provide conducive environment for all stakeholders in school. Having a
central position, he is at the helm of the affairs who is responsible for the success or
failure of the school. The job of the school heads has become more complex
progressively due to ever-rising challenges of education of the modern world.
Therefore, they must be change agents to cope with all challenges and to strive hard for
maintaining congenial environment at school.
1.6 The Role of Principals in Maintaining Conducive Learning Environment
Yost (2002) asserted that the smooth functioning of schools relied on various elements
that play pivotal role in its success. Not merely qualified, experienced, enthusiastic staff
and educational planning is important but the creation of entire environment i.e.,
physical, social, psychological and instructional are another main factors for their
10
successful functioning. Maintenance of school environment is mainly in the hands of
Principals who are key figures. Besides handling curricular and co-curricular activities
and doing managerial tasks. Principals of 21st century are responsible to maintain
conducive teaching learning environment in schools.
Fink & Resnick (2014) expressed that secondary school principal is the focal person
who has to perform various roles including administrative, managerial, academic,
upgrading school facilities, focus on students learning & discipline, teacher
evaluation, staff capacity building, and many others. An effective principal keeps
balance by prioritizing, scheduling, organizing and reporting within all these roles. The
principal’s entire day is spent either in dealing with teachers, parents and community
members or solving different problems and critical situations at schools. His hard work
and efficiency ensures quality education and promotion of the school. A school
principal is the primary leader in a school who leads his team towards success by
showing exemplary character and remaining available to teachers, staff members,
parents, students and community members. An exemplary principal is positive,
enthusiastic, tolerant, motivator who keeps in touch with the day to day activities of the
school.
A Report of Alberta Education (2009) addressed some different roles of the school
heads. It stated that the traditional role of principals has been replaced with greater
additional responsibility. Consequently, they have to stress on developing a vision,
mission, planning to obtain set goals, preparing and implementation of school
improvement plans. Managing human resource, teachers’ capacity building, promoting
soothing social culture of motivation, appreciation, work recognition and school home
relationship are also their tasks.
School heads occupy pivotal position whose good relations with staff, parents and
community create warm and healthy environment in the school. Relationships between
teacher and principal and among teachers vary greatly in each school. It is just because
of the main role of the school head who can produce good relations and warm social
environment in the school. Furthermore, those relationships affect students’
achievement (Walsh, 2005). Conducive social environment of school leads students and
staff to work together as a team for the achievement of desired goals. Relationships
have many components such as self-respect, appreciation, motivation and work
11
recognition which lead to work more successfully and enthusiastically. In Gimbel’s
(2003) view trust development is another significant component to keep strong
relations. In a hierarchy, it flows from school heads towards staff and staff to students.
Leaders promote a strong trust among the teachers and teachers further build up it
among the students to support their efforts. Their supportive behaviour promotes
effective social culture in school.
Fernet & Levesque-Côté (2016) documented that school activities could not be carried
out successfully when there was unhappiness, pathos and uneasiness among the staff in
a school. The environment of workplace predicts the motivational level and job
satisfaction of the workers. A workplace where staff is frustrated, having no self respect
and discouraging attitude of the management, one cannot expect productive work from
the staff. Work recognition, motivation and cooperative work leads towards good social
environment in the school. Shared decision-making, caring, supportive relationships,
collaborative work, collegiality and a culture of mutual respect promotes conducive
learning environment.
Iheukwumere (2006) stated that principals being the chief administrator and manager
of the school perform various tasks as the instructional leader, the personnel manager
for both pupils and staff, the finance and physical facility manager as well as developer
of attractive climate at school. In the view of Jones (2011) successful school heads are
equipped with experience, competence & administrative and managerial skills which
they apply to provide standard education and keep stability in the success of the schools.
Dr. Uko (2015) said that a rapid change is being occurring in 21st century education
which demands modern managerial skills to meet certain set goals. Principal at the
fulcrum of the school management focused on the advancement of teaching and
learning to meet educational demands through the implementation of performance-
based management.
The prime aim of secondary schools is to provide quality education and prepare a
product for higher education. Qualified, experienced and motivated teachers are the
source that makes it successful (MoE, 2010). To achieve the aims and objectives of
successful learning, the school heads as instructional leaders have important roles to
play. They focus to yield a supportive environment for teachers’ capacity building,
12
teaching and facilitating instruction. They promote team work, involve staff in decision
making and provide instructional material and assistance for successful teaching and
learning process.
AbdulKareem (2011) stressed that availability of educational facilities is central and
has great significance to achieve educational objectives. School facilities consist of
academic, administrative, physical, human resource and financial facilities. School
principal being a leading person has great responsibility to manage and maintain all the
school required facilities to create conducive environment for teaching and learning.
Uko (2001) stressed that proper skill, knowledge and expertise is required to manage
the school facilities effectively and handle various facets of the school system. A skilled
principal supervises to ensure how facilities are utilized, formulates plans to use raw
material & further procurement, ensures proper management of available facilities and
demands funds for school facilities from the higher authorities. Their onerous task is to
mobilize available human resource to ensure quality education.
School equipments may be fixed or movable and are available in various forms that
serve various purposes in the educational system. Furniture, light and ventilation
system, learning aids, sport goods, computers and science equipments are used in the
classrooms, laboratories, offices and library etc. To meet the contemporary societal
challenges in the ever changing phenomenon of education, educational facilities should
be adequate, continuously increasing and in accordance to modern educational settings
such as Information and Communication Technology (ICT), internet facilities & online
procurement are the need of modern era. As the existing facilities may be outdated,
poorly maintained or cannot fulfill the learning needs of the students (Abdulkareem,
2011).
Principals’ efficiency comes true when they utilize scarce resources and funds, compare
inputs with outputs and achieve results within the limited resources. Cohen,
Raudenbush & Ball (2003) asserted that it is the utmost responsibility of Heads to
compare utilized resources versus attainment of results. They review expenditure,
academic standards, human and material resources and existing environment to
compare them with other schools in order to take further steps for improvement.
13
Hargreaves, et al (2011) expressed that the role of the principal was not merely limited
to managerial and administrative tasks but instructional leadership was his another
attribute. As instructional leader, principal supervises curricular and co curricular
activities, focuses on the teachers’ professional development, guides them about
modern teaching techniques and classroom management, evaluates students’ learning
modes and their internal and external examination scores etc. They bring positive
change in the instructional climate of the school by creating conducive environment for
teaching and learning.
Chike-Okoli (2006) viewed that instructional leadership is successful if the heads
construct vivid learning objectives, plan curricular & co curricular activities, allocate
resources, focus on lesson plans and supervise teaching process. Being visionary
leaders & having professional approach, school heads monitor the progress of the
school regularly, are well aware of strengths and areas of improvement, arrange
meetings with teachers and parents and provide constructive feedback to the teachers.
According to Hallinger (2000) there are certain essential skills for effective
instructional leadership which include set goals that are easily understood and
approached by the teachers; communicating the school mission with all the
stakeholders; reviewing students’ work when evaluating classroom instruction,
observing the classrooms on a regular basis; giving feedback on teachers teaching
practices both abut their strengths and areas of improvement; coordinate the curriculum;
monitor students’ progress by meeting individually with teachers to discuss their
progress and results. It isn’t sufficient for principals to just rely on traditional teaching
techniques and resources rather conscious principals provide specific resources and
modern teaching aids which are fundamental for teaching learning process. Effective
communication skills on the part of principals to perform effective Instructional role
are quite essential for promoting social and emotional culture in the school and sparking
trust and motivation among the teachers and students. They should be vigilant about all
of the pertinent issues related to curriculum, effective assessment and pedagogical
strategies.
The term ‘school’ and ‘community’ are not precise in nature. The function of the school
is broad in nature. It does not only work to cover syllabus and produce good results,
rather it is a centre that provides multi-services to the community and society. This
14
incorporates kindergarten and formal schooling, child care services as well as
recreational & social activities. To administer social activities, school is responsible for
the development of socialization, morality, character building, patriotism and
citizenship. It is generally believed that families, communities and other networks are
not performing actively for the social development of the youngsters in the age of
science so the principals’ role has become more important and their concern has been
changed (OECD, 2001).
Learning is not only limited within the premises of the school. OECD countries have
universally accepted that communities should be involved in school activities and
schools have good relations with nearby communities if they want to work effectively.
Economic and social changes have been undergoing in societies rapidly. School cannot
remain aloof from these social, scientific and technological changes. It is utmost need
that the principals must have vigilant eye on the changes that are taking place around
and change their strategy accordingly. Recent educational administration focuses to
involve teachers, parents and community members in decision-making, so the school
heads need to become coalition builders (OECD, 2001).
In the words of Healey (2009) principals should know that they can develop healthy
environment by having good relations with people in school as well as surrounding
community and parents. They can encourage parental involvement in school’s
curricular and co curricular activities. Parents are the main part of learner, teacher and
parents’ triangle. Learners cannot meet success unless their parents are being informed
about their performance. It is the job of the principal to keep in touch with parents,
invite them in school’s curricular and co curricular activities, share students’
performance and results and to motivate them to ensure students’ home task. This will
lead the learners to reach their potential.
Donaldson (2001) asserted that appreciation and motivation are two human behaviours
that inject spirit among the people to work enthusiastically. By applying these two
techniques, principals aroused motivation among the teachers and students to enhance
good relationship, collaboration, commitment and their teaching to perform well and
achieve set goals. Creation of a supportive environment enables teachers to grow and
improve their professional skills, it is another essential task where principals’
performance influence.
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1.7 Factors Contributing Conducive Learning Environment
School environment is multi dimensional and it not only changes the life style of the
school individuals but parents and the community too. Results of a school and
attainment of educational outcomes are the manifestation of productive school
environment. Educational programmes, planning & discourse paid minor attention to
environmental influences in past. In recent era, bulk of research work discussed about
profound relation between the environment and academic performance of the students.
Chukwuemeka (2013) viewed that school environment plays enormous role to mould
the life & activities of students, teachers and staff. It is the challenge of today’s
education to provide opportunities for students to be equipped with experiences, skills
and attitudes necessary to solve the problems, cope with challenges and become lifelong
learners.
There are number of factors which affect learners, teachers, staff and entire school
environment. All the elements that comprise school environment are actually the factors.
These factors may support in developing conducive environment as well as cause
defective one if the required elements are not available or ill managed. Similarly, some
factors have direct impact while others have indirect effect on school culture.
According to Nuikkinen (2009) physical structure of a school building and school
facilities are one of the factors that assist to create school climate conducive for teaching
& learning. The school plant, which includes the physical facilities such as availability
and access of appropriate school building, classrooms, library, laboratory, playground,
equipment, machinery, furniture, electrical and water supply class size and temperature
are very essential factors for the effectiveness of school system. Good modern physical
facilities relative to the number of students in a school lead towards effective learning
environment. On the other hand, learning could be hampered if proper facilities are not
provided to the learners.
Location/site of the school is another factor that moulds the school environment. School
is one of the basic learning facilities that gives a platform for learning, its location
means a place where school is situated whether in down town, urban or rural areas. A
big difference is found in the environment of urban and rural sited schools due to
locational effect. Shortage of teaching staff & learning facilities are mostly found in
rural schools.
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Most of the students’ time is spent in the classroom learning environment in a school.
Classroom management & the way the teachers teach are the crucial factors for
maintaining conducive environment for teaching and learning. The classroom physical
learning environment affects psychological and social behaviour. It assists students in
effective learning. Tanner (2000) claimed that quality and availability of furniture, the
way furniture is arranged and the classrooms equipped with lights, ventilation and
normal temperature have been identified to create effective learning environment.
School cannot obtain its learning objectives when dropout rate and absenteeism seems
high in schools. Availability of curriculum and its implementation, qualified and
experienced teachers, teaching pedagogy and teaching material/resources, student-
teacher ratios, working conditions for teachers are other factors which support both
academic achievement and personal development (Ajayi 2001). The training of teachers
and their capacity building, institutional arrangements, cultural dimensions, flexibility
to adapt to modern learning needs (e.g. relevant knowledge and skills such as computer
literacy), job satisfaction, quality assurance standards, sustainable investment in
education are some other important variables (www.thecommonwealth-
educationhub.net).
Qualified, trained and committed teachers can deliver quality education. Teachers’
capacity is built by investment in teacher education and providing training opportunities
to them. Teachers’ workshops and trainings may consist on subject based, pedagogical
and communication skills which groom their class management skills. It is obvious that
quality of teaching is not up to the standard in government schools due to a number of
factors. Therefore, committed and competent professional educators have to focus on
teachers’ training and professional grooming who, in return, promote the internal
efficiency of schools and meet the demands of market and community.
Okumbe (2001) stated that the school administration is another crucial factor in
developing conducive school climate and the success of a school. All the school
activities run in a discipline way within a well planned and productive administration
of school. The head teacher is the key figure who ensures strong management,
supervision and put all factors in place within the school to make the school
environment conducive and maintain quality standards. Being a supervisor and
instructional leader principals’ utmost attention is on the improvement of academics.
17
Skinner (2006) defined that school is a central place of learning that not merely expands
learners’ knowledge, skills and potential but is also a source of secondary socialization.
School environment, teachers and peer group all build learners’ social skills, behavior,
values and norms. Children’s social competence enhance when they embrace socially
sanctioned roles such as sharing, participating, team work, motivation, encouragement,
collaboration, care & respect, expression of thought.A web of engaging social
environment is an influential factor that improves learners socially, morally and
culturally. Similarly, a warm social environment of the classroom saves the individuals
from low Emotional Quotient (E Q). Otherwise, inferiority complex, lack of
confidence, timidity and shyness are big hurdles in the learning process of the students.
So the school should be the most conducive for emotionally responsive practices where
children move between personal and social endeavors.
Schools having all physical as well as teaching learning facilities and works on modern
education lines but if it has no safety measures for learners and staff, all the efforts seem
useless. Marsden (2005) is quoted by Williams, Persaud and Turner (2008) who stated
that safe and healthy environment is integral part of education and considered a
fundamental factor. It is an old maxim that sound and agile bodies have sound and agile
minds, so the collaborative work of schools and communities can provide children a
healthy, safe and supported learning venues to improve academic achievement in
schools. Children enjoy and learn fruitfully in a comfortable, stimulated and safe school
environment. Such a safe, secure and productive environment not only affects students
but inspires their guardians too.
1.8 Statement of the Problem
In every country education system is supposed to be its backbone for social, cultural,
economic and moral developments. The role of school heads of secondary schools is
multidimensional and it includes their skills for management, instructional supervision,
maintaining discipline, supporting staff and above all, providing an environment to the
school which is conducive for teaching learning process. However, it is generally
observed that school heads do not make adequate efforts to create conducive
environment for the teaching learning process in their schools. Many endeavors were
made by Government of Khyber Pakhtunkhwa to improve educational activities in
schools but still there is need to provide proper environment to students in their schools.
Research in this area is also scarce. This consideration has prompted the current
investigation to analyze the role of school heads in developing a conducive environment
18
for teaching and learning, identify gaps and suggest possible measures for
improvement.
1.9 Objectives of the Study
1. To analyze the role of Secondary School Heads in developing conducive
environment for teaching and learning.
2. To find out basic factors that contribute to conducive environment for teaching
and learning at the Secondary Schools.
3. To make recommendations for guiding the School Heads to improve their
performance for developing conducive environment in schools for teaching and
learning.
1.10 Research Questions
The study was designed to answer the following questions;
1. What is the role of Secondary School Heads in developing conducive
environment for teaching and learning?
2. What are the factors that contribute to conducive environment for teaching and
learning at Secondary Schools?
3. What recommendations this study can make for guiding the Secondary School
Heads to improve their performance for developing conducive environment in
schools for teaching and learning?
1.11 Delimitation of the Study
The Study was conducted in the context of Khyber Pakhtunkhwa but being female,
having cultural taboos and other money / time constrains the study was delimited to
female school heads and teachers of Government Girls’ Secondary Schools in four
districts namely Peshawar, Mardan, Nowshera, Charsadda of Khyber Pakhtunkhwa,
Pakistan.
1.12 Significance of the Study
It is generally observed that all the stakeholders i.e., parents, teachers, principals,
students and managerial staff are striving hard that students get high score in
examination. They pay little heed to treat school environment which is significant
element of school success. This research is valuable to gain insight into the climate of
schools. It discusses all the elements and factors, with the help of them school
19
conducive environment is created. This study is significant to explore hindrances and
problems that spoil the climate of the school. In the same sense positive aspects are
highlighted for principals which assist them to create conducive school teaching
learning environment. This research work presents a picture gallery of school building,
its infrastructure, classrooms (dull/decorated), learning spaces, facilities, teachers’
teaching, co curricular activities, parental meetings, school ethos, safety and principals
in different roles. By watching these pictures, school heads and all the related
stakeholders will be benefitted to judge where our schools are standing in the
development of favourable environment and where they have to work for its
maintenance.
This research presents tips for the school heads to maintain productive learning
environment, it also stirs them to analyze their performance at school and to improve their
administrative and academic efficiency. The research examined such climate where
teachers have motivation, self esteem, appreciation & collegiality. It is advantageous for
education department who may ensure conducive environment in schools by studying the
indicators from it. Monitoring desk may evaluate the performance of school, pedagogical
and administrative tasks on the basis of the standards, mentioned in this study. This thesis
acts as fountain stone to give a visionary thought to the policy makers. Parents will know
that books and curriculum are not enough but there are some other factors which are related
with students’ success. This study opened new avenues to improve the overall educational
environment of the country.
1.13 Operational Definitions
Learning Environment
Diverse conditions, contexts, physical locations and culture in which students learn is
known Learning Environment. It results in a series of complex interactions and ensures
change in behaviour.
Instruction
Principal’s guidance and meaningful decisions regarding curriculum, teaching methods
and all school related tasks that influence school environment and academic success of
the students (Chrispeels, 2002; Hallinger, 2003).
20
Instructional Leadership
Principals’ actions to support teacher professional growth and student achievements
through guidance, providing suggestions, giving feedback, promoting collaboration/
motivation, ensuring effective teaching and learning techniques and bestowing praise
for effective teaching (Blase & Blase, 2004).
Instructional Management
All those plannings and strategies that enable the teacher to develop well-planned lessons
with appropriate activities, improve teaching techniques/ methodologies and proper
management of teaching learning resources in a positive learning environment (Evertson,
Emmer& Worsham, 2000).
Physical Facilities
Available facilities that facilitate students’ education and outcomes within the school
premises. It refers to school building, classrooms, furniture for students & staff,
staffroom, laboratory/ library equipments, instructional resource, assembly hall,
examination hall, toilet, kitchen/ canteen, power plant, Garden, sports goods, sources
of clean water etc.
Social Role of School Head
Principal’s behavior to promote good relationship with staff, parents, community and
all stake holders. It also refers to develop culture of team work, cooperative work,
motivation, and work recognition etc.
Motivation
Motivation is a term mostly used to describe those processes, both rational and initiative
by which people seek to satisfy the basic drives and personal goals (Donatt, 2009). The
Perceived needs which basically trigger off human behavior (Cole, 2000).
Self-esteem
Self-esteem indicates when an individual has sense of his or her overall worth as a
human (Wigfield, 2005). It is the most significant factor for the development of sound
and healthy personality (Noddings, 2003).
21
Parental Involvement
Principal’s strategies to engage parents in school activities and in continuous,
purposeful communication about student success, performance and in the educational
environment (ESEA, 1965).
22
Chapter – 2
REVIEW OF LITERATURE
Literature review is a significant part of the scientific methods of research. It helps the
researchers to build thorough understanding about the recent emerging trends and
previous research work. Investigators gain an insight to develop tools of the study as
well as to discover research strategies and specific data collection approaches by
reviewing the literature. Singh (2005) viewed that reviewing literature manifests clear
picture of the problem which is to be solved. The scholar broadens his view in the field
to fit the problem into the general framework of research. It is the initial step in planning
a research work to know research done previously in the particular area of interest.
Educationists considered that the maintenance of conducive teaching learning
environment is a gap in our public schools. School heads, as focal persons, have an
important role to diminish that gap. Lack of physical and educational facilities,
improper teaching atmosphere and unsafe surroundings block the way to achieve the
set targets of education. What makes principals more effective to improve school
environment and what are their multiple tasks to produce better learning outcomes?
Over the last decade a number of research studies analyzed data taken from education
officers, teachers and principals to know about the existence of positive teaching and
learning conditions of schools. Evidences collected from rich data show that people
surrounded by motivational & positive environment, guaranteed at raising students’
achievements. This thesis will help policymakers, educationists and even principals to
understand the powerful influences the school environment has on students’ learning,
their holistic development, class atmosphere, teaching process and teachers’ efforts to
improve students’ learning outcomes.
2.1 Conducive Teaching Leaning Environment
According to education psychology environment has profound effect on human beings.
Surrounding in which a learner grooms, it shapes his overall personality i.e., thinking,
behaviour, attitude, desires and defines the road of success for him. Akubue (2006)
viewed that society as a whole, provides macro environment to the inhabitants but
educational institutes are the main hub to provide broad venue to foster desirable
behaviour and attitude; develop creative thoughts and encourage students’
23
interrelationship. Sahebzadeh (2012) expressed that, in a school, environment builds on
various factors that comprises appropriate school building, site of school where it is
situated, sufficient study rooms, computer labs, laboratories, playgrounds, committed,
hardworking human resource, teaching resources, teaching practices, discipline,
effective management, school’s rules and policies, implementation of curricular and co
curricular activities.
Tsavga (2011) stressed that no individual was void of environmental influences. The
learning environment plays a vital role to mould one’s behaviour and determine how a
learner acts, interacts and responds to circumstances and situations around him. He
observed that the desire for conducive teaching learning environment has been increased
for the acquisition of both qualitative and quantitative education. Many public schools
focus on students’ enrolment but little or no attention is paid on improving the learning
environment to maximize their performance. Creating a learning environment is a vast
term, it is built on material, physical, human, social and psychological features. All the
members, i.e., principals, teachers, staff, parents, educational officers and community are
involved to produce attractive environment in schools.
According to Okely, A.D (2005) school learning environment comprises diverse physical
facilities, conditions, teaching learning process, school policies, school leadership,
management, discipline, human resource, qualified and experienced staff, presence of
curriculum, use of learning aids, sport, school cultures, wide variety of learning spaces such
as classrooms, playground, library, labs, art room, offices and school locations. A
classroom which is equipped with proper furniture, lights, ventilation, teaching learning
aids, writing and display boards also provides the best learning centre.
Oduwaye (2011) viewed that learning environment encompasses all human and
material resources, various curricular and co-curricular activities, and the context in
which learning takes place. State of Maine (2002) defined that school environment
comprised physical, aesthetic and the psychological surrounding at school. It is also
viewed as the social and pedagogical contexts that affects the learners’ attitudes,
learning habits, psychological health & achievements. The stimulating environment of
the school reinforces students’ attendance, strengthens their skills or cognitive ability
and engages them in the learning activity. It reflects that one’s acquisition of skills and
competencies depend upon certain conditions and influences.
Akubue (2006) stated that a good learning environment has the advantage of fostering
desirable behaviour and attitude; developing problem solving skills and creative
24
thought; encouraging students’ interrelationship and promoting learners’- centered
methods.
Awule cited in Aliade (2008) observed that proper learning environment cannot be
maintained without facilities. These facilities may include material and infrastructural
facility, teaching learning facility, financial and safety facility, circulation spaces,
skillful manpower and staff and learners’ availability. Conducive learning environment
is considered a base for learners’ bright future as well as for fruitful teaching and
learning.
According to Pie stick’s theory, there are four domains: physical, social, psychological
and instruction for learning environment. Physical domain deals with acoustic,
temperature, lightings, ventilation, arrangements and amount/quality of apparatus
conditions. Social domain refers to interpersonal actions, relations and circumstances
such as caring, warm and cooperative classroom climate, communication & interaction
modes, discipline, collaborative work and teacher-pupil empathy. Instructional domain
focuses on teaching apparatus, teaching strategies and techniques, lesson plan and
delivery, core curriculum plans, implementation of curricular and co-curricular activities,
experienced personnel and teachers’ utilization of instructional time. Psychological
domain encompasses providing satisfaction to both staff and the learners, intrinsic and
extrinsic motivation, fear free surrounding, emotional stability etc. All these various
domains complement each other to shape the learning environment and has profound
effect on the learning process at school (Kilgour, 2006).
A classroom is the centre that promotes social environment. It is based on abiding by
the rules, regulations, discipline, adopting the values and engaging the learners into
societal cultural activities. Favorable social environment develops collaborative,
cooperative, competitive, proactive and encouraging social relationship among the
students and teachers. Team work is considered key to success in recent times because
many teaching learning problems can be solved by cooperative work in a school.
Similarly, when students and teachers work in groups it nourishes their learning
experiences. Freedom of expression is another feature of good social environment that
is predominantly meaningful for successful learning and provides empowerment to the
learners to fulfill their needs. Classroom atmosphere shows self respect for students and
encourages them for further studies. Good social relations can be enhanced by the
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teachers when they promote skills of friendships among the students like how to play,
interact, connect, share materials, spend time and support their peers within play
activities to create these relationships
(http://www.articlesbase.com/educationarticles/creating-conducive-classroomclimate-
256406.html).
Friedrich (2010) stated that school climate is molded by the sharpness and vigilance of
school members about their responsibilities, work fulfillment, arrangement of tasks,
ingenuousness, equality, work recognition, self-respect, harmony, remuneration,
eradication of in disciplinary acts in the school. The success of every student depends
upon a secure, challenging and academically robust learning environment. Teachers
and specially school administrators keep in priority the value of creating a positive
environment.
The above mentioned research studies indicate that teaching learning environment is a
broad term that consists on physical, social, cultural, psychological and instructional
domains and facilities. It is actually the quality of school life that reflects experiences,
values, norms, goals, interpersonal relationships, teaching practices, learning modes
and leadership skills and structures of the schools. All this is created by a collective
activity of the administrative cadre, teaching/ supporting staff, students and community.
But school head is greatly responsible to create and maintain conducive environment
for teaching & learning. It is also emphasized in above mentioned studies that
productive leaning environment is very much important for learners and teachers.
According to psychology human’s growth and development is based on two main
factors, heredity and environment, so a positive learning environment plays prime
function for the holistic development of the learners which leads towards a productive
and satisfying life. It shapes the learners’ personality traits, vision, learning outcomes,
emotional & psychological stability.
2.2 Features of Modern Learning Environment
According to the Ministry of Education Newzealand (2015 b) the official definition of
Modern Learning Environment is, “A learning environment may be understood to be
the complete physical, social and pedagogical context in which learning is intended to
occur. Use of the word modern implies characteristics that are contemporary or ‘fit for
purpose in the current time’ –the original Latin being modo, or “just now”. Thus,
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modern learning environment is one that reflects and supports what is current in terms
of pedagogical practice. When considered this way, modern learning environment is
one that is capable of evolving and adapting educational practices and change–thus
remaining modern and future focused. The term modern learning environments (MLE)
is commonly used to refer to school classrooms but may include any design at ed place
of learning such as science laboratories, distance learning contexts, libraries, tutoring
centers, teachers’ staffrooms, gymnasiums and the interaction between these spaces.
The might be better referred to as modern learning spaces” (p: 9,10). Ministry of
Education, Modern Learning Environments (2015).
Sak-Min (2007) defined the term 21st century teaching learning environment that it is
aligned with modern pedagogical & administrative practices. Today’s technology-
driven & interconnected world demand modern learning conditions, structures, learning
tools and technologies which provide best services to fulfill the multiple learning needs
of the students. It supports to promote overall personality development, conceptual
clarity, creative learning and inspire students to attain the knowledge and skills to meet
the 21st century demands. Twenty-first century students are the most diverse and
advanced generation (Digital Learning Now, 2014). They are independent thinkers,
multi taskers and collaborative learners. Being digital learners they want learning which
is aligned with digital computing gadgets i.e computers, cell phones, iPods, laptops and
digital learning games.
According to Asiabaka (2008) the learners of modern era reflect the globally
interrelated society in which they live. With the click of a button, they can quickly link
to the world around them that broaden their vision towards learning. Those who accept
this level of connectivity enable them to think from multiple perspectives, which is a
reflection of technological advancements as well as demographic changes. Akhtar
(2010) researched on public school in Islamabad Pakistan, this study reflects that
teaching with the help of technology in accordance to the need of students in a digital
learning environment increases learners’ achievements.
According to Osborne (2013) everything within the school is influenced by the
environmental factors. Modern learning environments promote a range of pedagogies
and skills including creativity, decision making, problem solving, communication,
group/ pair work, applying, analyzing and evaluating etc. It also provides teachers and
27
the taught a flexible & open accessibility towards the resources. Openness and
flexibility means that both the teacher and the taught can teach and learn outside the
classroom premises that may be a garden, hall, different labs and other shared
classrooms where students share their observations, work as a team and reflect on self
and peer observations. Two classes are combined or one class is split into small groups
for team-teaching. They are provided opportunities to learn from the teaching of others
and observe how students learn in other learning areas. It allows students to do various
activities, such as pair work, group work, project work, research work and
presentations. Modern learning environments support strengths-based teaching.
UNICEF (2009) developed “The Child Friendly Schools” approach that considered a child
is at the centre so the entire learning environment should be friendly. It stated six key
dimensions that emphasize to create physical environment fitting for learners’ education.
According to the approach, engaging environment is produced through fulfilling the needs
of the children, guarantees opportunities and respect diverse social class and ability level
of the learners. The second dimension stresses to defend learners from abuse and
aggression, fear, danger, emotional disturbance and promote their psychological, social &
emotional wellbeing. The third point focuses on the assurance of healthy environment by:
giving clean drinking water, sanitation, exercise, balanced diet facilities & encouraging
students to adopt healthy practices. The approach defines the fourth point in a way that
good teaching and learning process must be held to gain educational objectives; provide
standardized curriculum, teaching tools, resources; opportunities for teachers’ professional
development, sense of responsibility and know learners’ rights. Advocacy of gender
equality and promoting respect for human rights are other main features of the report. It is
necessary to involve communities, work to strengthen families; establish collaborative
relationships; engage parents and community to play their due role in the students’
education (UNICEF Child friendly Schools Guidelines for Africa).
A study conducted in six European countries with the collaboration of schools, its main
theme was, tomorrow’s physical learning environments. This study presented a flexible,
modifiable and sustainable learning space model which supports the academics. Report,
the future of the physical learning environment: school facilities that support the user,
Organization for Economic Co-operation and Development (OECD 2014b), examined
that teachers’ roles have changed due to rapid social and cultural changes, advances in
communication and information technologies, as well as the introduction of the Internet
within the schools. These factors have contributed to shape the teaching learning
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process, operate various cultures of schools and focus on conducive physical learning
environment of the schools.
The above mentioned studies provide information that modern learning environment
should be in accordance with the modern era learning needs of the learners. There must
be spacious classrooms, having different corners for various activities, i.e., library
corner, resource corner & activity corner etc. Classes should be equipped with A.V
Aids, computer and net facilities. Its display should be colorful. Connecting classroom
teaching is ensured by British Council among different countries, in which classrooms
are connected by skipe between two countries or areas. They are facilitated by the
teaching methods of one another. Similarly, refreshing spaces or the spaces for group
activities is also the need of the day.
2.3 Influence of School Environmental Factors
Ajao (2001) quoted Chuma (2012) that school environment is given prior importance in
education planning worldwide because teaching learning atmosphere is produced by a
number of factors. Some of them have direct while few other have indirect impact on the
entire school functions, students’ learning and teaching process. Quality in education
cannot only be infused just by teachers’ qualification, experience, performance and
syllabus completion but also through the maintenance of conducive school environment.
Well managed and well disciplined schools meet the desired aims and objectives of
education. Productive environment of schools facilitates social, economical, political,
moral and academic performance of the pupils.
According to Cheter (2008) there are many factors that affect the entire aspects of
learning environment of the school. Some of the notable factors are; school climate,
physical facilities, location of school, quality and availability of instructional materials,
teaching quality, discipline, school management and class size. Similarly, sports
facility, its management, social clubs, social and cultural interaction, qualified and
experienced teachers, safe and healthy surrounding are another factors that produce
better school graduates with high achievements.
Teaching Council (2008) states that there are some other factors which determines the
school learning environment including, the curriculum, quality of various facilities,
physical condition, availability of material resources at schools, conduction of test and
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examination, marking and grading systems, period of working time, time management,
conditions for teachers (including pay, social security and other incentives), students
motivation and overall school culture.
Ajayi (2001) expressed that the influence of various factors on school environment
remained an important area of study. Parental participation is another focusing factor
that helps teachers and school management to lead the learners towards their
destination.
Ajewole and Okebukola (2000) viewed that many factors contrary to above mentioned,
i.e., lack of human & material facilities, indiscipline, ineffective teaching practices,
loose management contributed to the students’ poor academic achievement in school.
Author viewed that the performance of schools may be a reflection of the type of
learning environment.
Above mentioned researches indicated that there are number of factors i.e., internal,
external, material, abstract and humanistic that have both positive and adverse influence
on the entire school teaching learning process and the related outcomes. In this sense
creating & maintaining conducive environment has great worth in education.
2.4 Physical Facilities and Conducive Environment
Effective maintenance of physical learning environment and the facilities of the school
are the main factors that have a multiple effect on students and school staff. It also
assists in creating an engaging environment in school. The image of a school is created
by the design and quality of its infrastructure. The Ministry of Infrastructure in the
Republic of Rwanda has presented a document “Rwanda Building Control
Regulations” (2009) which outlined the infrastructure standards and guidelines with the
consultation of teachers and principals, directors of education and pupils. These
standards include an appropriate and secure school building, havinga healthy, clean,
child-friendly and barrier free environment. It must have adequate equipments for
teaching and learning to support education.
According to the view of Manninen (2007) the school physical learning infrastructure
comprises the site, building, classrooms, offices, play area, computer labs, laboratories,
learning equipment and other facilities. They all have direct or indirect impact on the
activities and results of schools. He further stated that learning takes place into five
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different contexts: physical, local, social, technological and didactic. qualitative aspects
and technical specification which should be kept in mind while planning school
building and effective physical learning environments. Availability of quality learning
facilities & standardized school structure are closely related with quality results and
attainment of set goals.
According to Mitchell (2008) favourable physical school environment has resemblance
with values, civilization, national and religious ethos of the people. Safe and soothing
learning environment injects satisfaction among the staff and the learners that is the key
to success for both of them. A working place that provides contentment to the workers
and the learners ultimately produce self esteem and willingness to work. Conducive
learning atmosphere also engages parents’ attention.
According to Balogun (2002) an effective teaching in science subject cannot exist
without proper availability of science equipments. Teaching science demands models,
pictures, audio visual aids and material for practical work. These facilities not only help
the learners to have conceptual clarity but also enable them to develop problem-solving
skills and interest for scientific studies.
Uline (2000) viewed that in modern times, learning environment, structure and
condition of public school buildings are focused greatly. A report (1989) Education
Writers Association expressed that 21% schools in U.S. have old buildings because
they were built in the year 1950s - 60s. Lumpkin (2012) deemed that they had
inadequate indoor air quality, lighting & acoustics condition, no modern learning
spaces, overcrowded classrooms and uncomfortable thermal conditions. More than
fifty-five million students and five million faculty and administrators spend time in such
old buildings in the U.S. Unfortunately, millions of students meet inadequate
conditions. It arouses a deep thought that school buildings require to be re built and
improved by facilitating with functional spaces & effective environment.
Ford (2007) asserted that a growing body of research shows that education department
is striving to improve the condition of the educational institutions. It allocated budget
to improve school buildings and provide facilities. Despite these efforts, the efficiency
of schools is deteriorating. It was because of poor maintenance system of funds and
facilities and school heads as well as higher authorities who are paying more heed to
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raise the numerical scores of examination without considering the significance of
maintaining facilities.
Olagboye (2004) reported that learning facilities were present but they were utilized
carelessly, such as carefree use of equipments of science lab, computers and furniture
etc. So, its misuse as well as lack of keeping record would cause shortage & break down
of materials. Eventually, it creates an unsatisfactory learning environment. There is
another instance, when a classroom having capacity of 40 students, but accommodate
80 students so durability of things will cease before time and the entire leaning will
effect.
According to Kamarulzaman et al (2011) schools equipped with adequate facilities,
attractive buildings and disciplined management composes a stimulating factor in the
recruitment, job satisfaction and commitment of the teachers. Physical and emotional
health of the students and teachers depend on the quality of the physical location. Fisk,
Black & Brunner (2011) stated that it also gathers the parents’ attention to enroll their
children in such schools. In case of students, they take interest in schools which raise
their attendance and alternately their achievements. Thus, researchers drew a
conclusion that the cognitive, affective and psychomotor domains of learning cannot
be strengthened without the adequate availability of facilities. Similarly, comfortable
learning facilities will boost the morale of leader and staff.
According to the observation of Bernstein (2006) about the American students: those
who attend well maintained, decorated and colorful schools having facilitated
classrooms showed higher achievements, as compared to those learners who study in
poorly maintained schools with lack of facilities. Schools provide better platform for
education when equipped with adequate facilities.
Nuikkinen (2009) in his study argued that existing facilities did not match up with
learners’ expectations of what makes a good school building. The research findings
reveal that pedagogical and physical structures and facilities must be remodeled in
accordance with the schools’ operational culture to meet the learners’ needs. Warm and
quality environment of a school, support the students to acquire various life skills and
desired results. The choice of learning aids should be focused by considering versatility,
quality, durability and approachability. While designing the physical learning
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environment learners’ demands and innovative learning should be kept at the heart.
Sanoff (2000) viewed that facilities need changes according to the change in society,
science and technology.
The above mentioned studies indicated that physical environment and learning facilities
are the potent factors for effective learning. Various learning & instructional facilities
provide the students pace to learn individually as well as in groups. Pedagogical
material supports teachers to teach according to the needs of the learners. Fruitful
learning occurs with the interaction of physical learning environment, here environment
refers to all the facilities and surrounding to facilitate teaching and learning. It shows
that the provision of facilities is quite essential that must be in accordance to the age,
level and needs of the learners to achieve the set targets of education.
2.5 School Building and Conducive Environment
For formal education an appropriate school building is required which provides
teaching learning facilities to the learners. School building which is designed in
accordance with educational needs, is the basic factor for creating learning
environment. An appropriate building having enough study rooms, science/computer
labs, library, cafeteria and playground provide ideal learning spaces. It is reported by
Dudek (2000) that the concept of “quality design” in physical learning place is
debatable. The school building should be constructed according to the educational
demands of modern age. The administrative block which consists on directors or
principals’ office, staff room, examination section and storage rooms, should be built
near the entrance. This ensures thorough supervision and easy access for staff and
parents. The classrooms and resource/science block should be built close to central
assembly or courtyard area. This open area can be used for many activities. Labs, library
and hall should be housed near class rooms for easy excess. It is suitable that the school
building has separate staff toilets for staff and the students.
A sound body depends on sound mind. Schools are not formed just to teach and evaluate
the taught courses. Recreational activities are essential for human growth and healthy
life so it is the integral part of curriculum. Heitor (2005) viewed that without allocation
of periods for sports and games, teaching and learning is considered lame/ incomplete.
Play ground or leisure area is the utmost need of the schools. Adequate playground
having all required facilities for playing games or physical training is the prime factor
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to maintain conducive learning environment. In respect of criteria for bringing quality
in school building and design, other requirements of specific age groups of the learners,
in conjunction with their societal needs must be focused for achieving the learning
goals.
Gartin, Murdick, Imbeau & Pemer (2002) examined that the entire unattractive physical
structure of the school building minimized the enthusiasm of the learners to take interest
in studies. School location, multiple learning areas, labs, ground and classroom design
also provide a source of attraction for parents and students.
The analysis of the afore mentioned studies revealed that proper school building and its
infrastructure have great value in formal education system. A small school building
which has no proper study rooms, administration block, recreational area and other
basic facilities for learning hamper the path of successful teaching and learning. Design
of the schools should meet educational needs. It is observed that many private sector
schools are mostly opened in small/ congested houses which greatly influence
instruction, learners and their results. So proper, secure and well- built school building
is the prime factor that provides chances for effective learning environment.
2.5.1 Lighting Factor
There is a considerable amount of literature that emphasizes the significance of lighted
classrooms. Earthman (2002) posited that there are different kinds of lighting, daylight
or artificial. He viewed that day light put strong biological effects on students’ body. It
is quite essential for learner’s health and his academic performance. However,
provision of merely a daylight facility in the classroom is not practical during school
times, due to a number of natural atmospheric factors. Electricity lights have to be
utilized. Barnitt (2003) argued that both direct/natural and indirect/ artificial lights can
be achieved to illuminate schools.
According to Barnitt (2003) there is another kind of research which revealed that improper
lighting results in diseases. The most common health issues recorded were headache,
eyestrain and fatigue, caused by inappropriate lighting. Use of full spectrum polarized
(glare-free and flicker-free) lighting is essential to overcome these issues. The use of
computer use has become common in schools so the use of glare free lighting is essential.
34
Class rooms should be properly lighted, according to location and structure, Similarly,
bulbs or tube lights have to be fixed at ceiling level or underside of the trusses.
According to Veitch and Nowsham (2011) various lighting characteristics should be
kept in mind to maintain effective environment of the classrooms. Students’ desks
should be illuminated by undetectable light, lighting from windows, ventilators and
projection screens. Dim and darkened classrooms influence learners’ work speed,
interest level and hand writing etc, which promote their distress, sluggishness and
obstruction. So, it is examined that teachers and students’ engagement in work was
affected by lighting quality.
Houck, L.D. (2013) researched in his studies that elementary schools which were
equipped with daylight facility, showed fabulous academic performance and results as
compared to those classrooms which had dim lights or even no daylight access. It was
observed that the average school children showed 1 to 1.5 points per month on test
scores in math and reading in such classrooms that had no proper availability of lights
whereas the same children gained 2 to 3 points per month, improved double in the
lighted classrooms.
Birr (2000) stated that enhancement of classroom lighting improves attendance of the
learners and motivates teachers to teach with keen interest. Full attendance and quality
teaching would lead schools to show best results and have financial benefits parallel
with the academic benefit. Not only the daylight but utilizing modern lighting systems
is also more efficient for maintaining conducive environment in schools.
2.5.2 Internal Temperature of the Classrooms as a Factor
Temperature, lighting, heat, air quality and noise are some central features of the school
physical environment that contribute to maintain conducive learning atmosphere.
Earthman (2004) supported that these features were the most important factors that affect the
concentration, engagement levels and overall productivity including students’ various
skills (reading, writing, cognitive and comprehension) and teaching learning process.
Studying in a classroom, learning spaces or working in staffroom, office which is
suffocated, unsatisfactory temperature, too hot or too cold make it difficult to work.
Fisher (2001) asserted that analyses showed that the ideal temperature ranges between
68º and 74º for effective learning.
35
It is obvious that exceeded temperature and humidity causes suffocation, high / low
blood pressure, dopiness, fatigue & laziness. Due to physiological and psychological
diseases, mistakes, errors and incompletion of work is common. Hussain (2012)
revealed that many government schools in Pakistan were deprived of standard light and
heat conditions. Over crowded classes and small size classrooms increase these -
lighting and heating deficiencies which needs to be resolved. Similarly, Fisher (2001)
and Schneider (2010) rate these factors strong influential indicators that affect students’
behaviour and learning outcomes.
2.5.3 Ventilation Factor
Classrooms having adequate ventilation maintain a healthy environment for learning.
It reduces overheating and suffocation that hinders in the classroom management.
Ventilators and windows control the over-heating in the class. The importance of
ventilated classrooms and school in educational setting continues to be emphasized by
(M. Khattar, et al, 2003).Reports and researches indicate that most of the public schools
which are established in a small house- like buildings, face inadequacies of indoor air
(Lee & Chang, 2000) and a big factor of ill-health of the learners (Ahman, 2003).
Research indicates that inadequate air availability generates various diseases among the
students such as asthma, allergy and dizziness. Schools which provide “sick building
syndrome” and environmental hazards cause absenteeism, bacterial, viral, allergy
diseases & unsatisfactory participation of learners and staff. All of these creates hurdle
in the maintenance of effective environment in schools (Wargocki, 2007).
2.5.4 Acoustics and Noise Factor
Shield and Dockrell (2008) asserted that noise, hustle and bustle whether inside or outside
the classroom has great effect on teachers’ teaching, students’ concentration and
performance. It is another factor that has prime importance in developing engaging
environment of the class. Schools which are situated in down town areas or near roads
face disturbance in school activities. The hindrance in the management of class occures
due to noise and sometimes loud voices of traffic. Learners and workers cannot focus in
such noisy surrounding. Noisy and calm atmosphere of schools is compared in a research
and found that schools having calm environment contribute to students’ engagement and
great achievements. Schools, which are situated nearby a factory, air ports or grand road
constantly face the problem of noises. Thus, for keeping school environment up to the
standard, a deep thought is to be paid on such factors.
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2.5.5 Library Facility
Owoeye and Yara (2010) viewed that an appropriate school building also offers library
room. It provides learning & reference materials to cultivate the culture of reading and
research. Resource books, journals, Cds/ Dvds, theses, magazines/ periodicals and
newspapers are displayed in well managed libraries. Establishment of library in schools
quench the thirst of educational need and grooms the learning environment. It supports
the teachers to take help for themselves and enable the learners to use library resources
for notes and presentations, conceptual clarity and enhancing information. The National
Educational Policy Pakistan (2009) stated that most of the public schools have no
libraries, computers/ computer labs and implementation of co-curricular activities. It
was planned that government would provide these facilities to schools.
2.5.6 Computer Room
Computer literacy is the demand of the day. Students cannot cope with the challenges
of the modern era of science and technology, without having command on computer
literacy and internet access. Government of Pakistan has integrated computer literacy
in curriculum. Computer Labs are also constructed both ln public and private schools.
Computer teachers are hired to ensure teaching in computer subject. So an appropriate
school building must have computer lab that is equipped with all the required stuff (R
Core Team, 2012).
2.5.7 Science Laboratory
According to Onwioduokit (2013) teachers and students feel difficulty to teach and
learn abstract concepts in science subjects. Children learn in better way through
learning by doing, actively involving in practical activity and exploring their
environment. Bell (2004) stated that in order to investigate concepts in a discipline of
science, the establishment of science laboratories in schools is the utmost need of,
modern era of science and technology. A well equipped laboratory includes sufficient
science material, instruments, chemicals, AV aids, water supply, wash basins and
required furniture and ventilation. A separate room or a corner of science lab can be
allocated to lock chemicals or for preparation. In the view of Tarhan et al (2010)
laboratory work stimulates learners’ interests, enhances their critical thinking and
enables them to manipulate real objects when they practically do useful scientific
37
activities and experiments. Pupils show excellent results in science subjects in those
schools which have fully equipped laboratories.
2.5.8 Multi-Purpose Hall
Availability of multipurpose hall in school building is essential. It is used for multiple
tasks i.e. test/ examination purpose, in door co-curricular activities, functions, annual
day's celebrations, parents’ meetings, seminars/ workshops or social events etc. Hall
can also be used as venue for gathering of community meetings, debates or
presentations.
2.6 School Location
Schools must be situated in an area that is conducive for schooling. Schools nearby
roads, market place, airports or factories cannot provide that environment which fulfills
the learning needs of the learners. Schools, urban located, rural sited or in downtown
areas create different environments in schools due to various locations. The location/
surrounding or clannism are those factors that influence the entire school activities
(Ahmen, 2003).
Gislason (2010) argues that learners work happily and feel easy in a calm & friendly
environment, in contrast, schools are built near roads or in noisy place may cause lack
of concentration which leads to students’ poor performance. He observed that noise and
improper social nature in the atmosphere of school distracted students’ attention.
Aikens and Barbarin (2008) asserted that community which surrounded a school has
also effect on students. Economically low communities keep schools under resourced.
Pupils’ cognitive development and good results are co-related with parents’ cooperation
and income. Poor and uneducated parents’ community cannot provide their children
learning facilities as educated and well off parents can do. It has direct impact on
students’ learning. Guardians from poor communities are not able to afford books,
learning stationary, advance technologies, computers or tutors for their children that
has adverse influence on learning.
Woolfolk (2007) stated that location of the school has profound impact on the
schooling. Many urbanized schools have well educated staff but in contrast the schools
of rural areas face shortage of experienced and educated staff that affect the academics
38
and administrative tasks. Rural areas schools may have problems regarding electricity,
clean water facility and availability of communication devices.
As discussed in above studies, schools which are situated in threat zones or down town
areas cannot produce good learning environment. Location of school is another big
factor that motivates teachers and learners to join school regularly. Otherwise
absentees, below standard results and number of drop out will occur in an insecure,
noisy and remote area schools.
2.7 Class Rooms
Lippman (2010) posited that classroom is the main center around which the whole
school activities and instruction revolves. A well- managed, well- organized and fully
equipped classrooms provide conducive environment. Modern researches presented
that different material objects, condition & sufficiency of furniture, resources, class
size, lights, temperature, fresh & airy ventilation, writing and display boards and A.V
aids etc. contribute to the well management of the classroom setting. Classes having
basic facilities enable the teachers to make their lesson effective and enable the learners
to show outstanding performance and raise their morale.
Teacher is a manager of a class whose classroom management and well planned
instruction cannot be ignored from effective class environment (Smith and Lastleth
2002). Well-organized lesson planning, arrangement & application of teaching learning
resources, applying different techniques of teaching for different levels of learners
support a teacher to teach efficiently & achieve targeted results. Learners perform well,
feel secure, safe and cared in a disciplined, warm and caring atmosphere of a class. Well
equipped and facilitated classrooms ensure a favourable classroom environment, that
eventually enhances students’ interest and produces outstanding results (Zuckerman,
2007).
Classroom environment not only depends upon the class management and good
delivery of teachers’ teaching but visual, acoustic, thermal, spatial and time are some
other factors that assist in its maintenance. Visual factor refers to the illuminated
classrooms whether natural or artificial lights. Decorated and well organized classes
also present a good visual effect. Acoustic factor is important for conducive class
atmosphere. Loud voices make both teaching and learning impossible. Noisy
atmosphere of a school rests upon the location of the school, design of school building,
39
discipline, class control and teachers’ effective teaching methodologies (Basit,2005).
Exposure of constant noise kills cognitive and physical performance of the learners
(Higgins et al, 2005).
Basit (2005) further stated that thermal factor is based on the degree of heat and level
of ventilation in the classrooms that is an important contributor for producing the
favourable classroom atmosphere. It is vividly observed that class functioning cannot
occur in suffocated, over heated or cold classes. Spatial factor relates to the space
management. It is the skill of a teacher to arrange furniture in proper way for students
seating and activities. Learning specially the writing skill of the learners mostly depends
on their seating posture. Allocation and utilization of time is a big factor. Time
management leads towards the completion of tasks, smooth functioning of all activities
and yielding the successful results. The amount of time a teacher plans for teaching to
cover the syllabus, to conduct the activities, students’ class work and to assess the
learners all come under it.
According to Culp (2005) visual displays act as stimuli to engage learners in studies
and ensure their success. These displays have various forms i.e., charts, pictures,
models, wall art, students’ handmade activities, bulletins, book corner, LED,
multimedia etc. An embellished classroom gives birth to such environment which
grooms the learners’ cognitive growth, gives visionary thought and fulfills the learning
needs of 21st century child. Eventually, a groomed generation will be prepared if
teaching is held with the help of colourful teaching aids. Taylor and Vlastos (2009)
stated that all the components of the class environment act as “Silent curriculum”. It
means that classroom facilities, decoration and rules support the learning process like
the curriculum. A written document of curriculum is essential for schools, in the same
way this hidden curriculum supports the learning too.
Comfortable furniture & its proper arrangement acts as a supporting factor for keeping
a soothing environment of the learning spaces. Teacher cannot gather concentration of
the learners if they sit uneasy. Learners should sit in such a way to have accessibility to
teacher, instructional material or to participate in other activities e.g. group/ pair work,
drawing or writing etc. Higgins, et al (2005) examined that seating and desk
arrangement influence students to capture or distract their attention and achievement.
Students sit properly in class if the size of chair and desk is according to their age.
Different seating arrangement in class develops various skills such as arrangement of
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desks in groups encourages cooperation, socialization that build class community and
helping one another. Traditionally learners sit in rows but todays research indicate
seating should be arranged in different ways for group work, pair work or individual
work in the class. All the three have its own benefits in learning. Therefore, it is
imperative to focus on this significant element.
Cotton (2006) reported that supportive classrooms provide welcoming, safe and
comfortable atmosphere. It contains normal class population, class orderliness/
management, clean, well-maintained classrooms and its seating arrangement should be
in accordance to learners’ age, size and IQ level. Well-furnished classrooms not only
provide physical comfort but also stimulate attentiveness, concentration, humidity and
engages learners towards studies.
The afore mentioned researches presented a conclusion that classroom environment
comprises two major elements, material objects and teachers’ class management and
teaching. Material elements consist of size, structure, decoration of the classroom,
furniture, seating arrangement, ceiling fans, room heater, lighting and ventilation,
cupboard, necessary items and learning displays. Instructional planning & technologies
are other elements that can provide best learning atmosphere. The design of classrooms
must be comfortable, accessible and flexible. It should have two doors backside and in
front side for safety measures. Spacious classrooms enable the children to work easily
and sit comfortably for successful learning. A maximum class room size must be for
46pupils per class room. It is obvious from researches that classroom environment
which can be maintained by material objects, teaching techniques, class management
skills/ rules, freedom of expression, care, motivation has profound importance in entire
learning process.
2.7.1 Class Size
The origin of the debate over the standard class size is traced back to Ancient Greece.
The eminent scholar and teacher Socrates did not mention a specific number of students
for class but his contemporary, Herodotus, considered that 30 was right number for
class size. That standard class strength remained ideal until the last century. Tentative
theories presented by Biddle and Berliner (2010) expressed the significance of small
classes and its effects on the learners’ studies. Limited number of students gather
teachers’ proper attention as compare to large number of classes. Teachers pay
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individual attention to students and solve their problems in smaller classes and students
have more chances for one-to-one interaction. It is quite important that teachers should
understand students’ psychology for better teaching that may be impossible in huge
classes.
Finn (2002) discussed an experiment regarding class size study the STAR
(Student/Teacher Achievement Ratio). According to this experimental research learner
were randomly assigned three groups, a small class without a teacher’s aid (age group
between13 to 17), a class having large number of students (22 to 25 year-old), or a full
time teacher aid in a class of large strength of learners, under the same conditions for 4
years. Teachers were given randomly the classrooms each year. Participating one group
was kept under control and one under treatment. Results showed thata class which had
small number of students and a teacher was present to teach, produced benefits.
Similarly, Nye, Hedges & Konstantopolous (2004) deemed that findings about the
STAR experiment proved as the class size reduced, it increased the academic
achievement in both reading skill and mathematics. This study also demonstrated that
students presented high grades & outstanding achievement who studied in early grades
in mall size classes.
Resnick (2003) viewed that limited number of students in classes participated in class
activities and became more focused and vigilant in studies. This, in return, minimized
their sluggish and disruptive behaviour. Teachers were able to cover curriculum on time
and engaged the students. Standard size class impacts classroom management, control,
activities and pupils’ performance. On the other hands, in larger classes, teacher had to
give time to many students. Similarly, more time was spent to control disciplinary
activities. Management of crowded class was time consuming which created hurdles in
the completion of curriculum.
Bascia (2003) stated that overcrowded class was a big factor that influenced the whole
class teaching and learning. It was difficult for the pupils to write, participate and feel
comfortable. Individual attention on learners could not be paid in croudy classes. When
class environment is not engaging for pupils, they shriek heart to come regularly in
schools. This leads to absenteeism. Similarly, it was difficult for teachers to monitor
pupils’ attendance in large classes, to conduct activities smoothly, to move around, to
help the needy pupils, check their work on time and give quality feedback to pupils. All
that makes the teaching learning process ineffective.
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Lazear (2003) asserted that disturbance, noise and mismanagement was observed in
overcrowded classes. He assumed that one child’s disturbance or mis-behaviour
destroys the concentration and time of other class mates. It also diverts teacher’s
attention to solve the problem, which wastes the learning time of all the students.
Teachers spend maximum time in keeping discipline in crouded classes.
The analysis of the afore mentioned studies expressed that the strength of the students in a
class has great impact on teaching learning environment and it has contributed in
maintaining effective class atmosphere. No doubt more students in a class, more attention
to class management and class discipline is required. If the number of students increased in
size, a teacher will not be able to pay proper heed on their work, learning, activities and
personality grooming. It will create a gap between the teacher and the taught. Objectives of
teaching & learning in a class will not be achieved. Those classes that exceed the limits of
standard number of learners, students lose the interest in studies. It also creates hurdles in
class tasks and home tasks checking and giving proper feedback for improvement. Conduct
of activities seems difficult so the number of students lead to act as a big factor for creating
conducive environment in the class.
2.8 Instructional Materials and Learning Environment
Iqbal (2012) stated that application of instructional material is part and parcel of fruitful
teaching that makes the lesson delivery successful and interesting. Audio visual aids
i.e., pictures, charts, globe, maps, wall writing, radio, flash cards, Montessori kit,
multimedia, story/ resource books, computers, overhead projectors and internet are the
helping agents for classroom effective environment. In order to yield a productive
environment in class, arrangement of teaching & learning technology is considered
important. Teaching without the use of teaching materials results in lack of interest
among the students.
Agosiobo (2007) defined that the availability and use of teaching learning aids is a core
determinant in the successful implementation of any curriculum. It is the foremost
responsibility of school head to ensure the provision and procurement of instructional
resources. The application of learning resources motivates learners to learn and it assists
in sustaining learners’ attention throughout the lesson.
Ashton (2001) viewed that well prepared instructional materials and its implementation
is the influential factor for promoting beneficial learning environment. Use of AV aids
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determines that teachers’ lesson planning is strong & they may explain abstract
concepts to the learners. It is a prominent maxim that “seeing is believing”. When a
student learns with the help of various objects in the form of models, pictures, charts,
videos, resource books, documentaries etc, his / her concept is cleared enough to retain
it for a long time. A.V aids which are used for practical work, leads towards better
performance.
Asikhia (2010) observed that teaching, which is done with the help of teaching aids,
develops interest, keeps the students engage and makes learning more meaningful.
Researcher further stated that learners acknowledged efficiently who practically
involved to use learning materials. Learning by doing maximizes the cognitive, psycho
motor and observational skills. The studies above revealed that fruitful teaching-
learning process is correlated with use of instructional materials in the class.
According to Maxwell (2000) colourful display of wall design, pictures, posters,
supplementary resources, children’s handmade work, computer/ LED/ radio, resource
books makes class an exciting and enjoyable space of learning. Learning needs of the
students have been changed because they are surrounded by advanced scientific and
technological objects so their needs have to be fulfilled according to the demand of
modern era. Students are not satisfied from traditional lecture method and teaching
through books and blackboards. The 21st century learner wants to learn practically.
Thus the class environment needs to be set in such a way that meet their learning needs.
Decorated classes and colourful displays create motivational learning environment.
Activity corner/ boards on which students work i.e. drawings, models or creative work
are displayed, stimulate students a lot.
Suleman, et al (2011) reported that unfortunately, learning technologies were not
applied to that extent in many developing countries including Pakistan as it was
expected. It had various reasons that caused the unfavorable condition in teaching i.e.
small classrooms, large number of students’ strength, low quality and less availability
of AV aids, teachers are not trained properly and having no interest to apply education
technologies during instruction.
The analysis of the above discussed paragraphs revealed that learning resources play a
vital role in maintaining the class environment attractive for learning process. Teachers
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themselves are a big source of knowledge yet they need resources with the help of them,
they deliver their knowledge and make teaching more effective. A.V aids have great
variety i.e some are in hard form while others in soft form. They may be prepared by
raw / low cost material or readymade. Similarly, natural objects and electronic medium
(television, radio, computer, cell phone ) may use as learning aids. A simple newspaper
or a student himself can be used as learning aids (for teaching grammatical purpose or
enhancing reading & writing skills). All types of teaching learning aids are essential to
clear the concepts of the learners, broaden their vision and minimize the laborious task
on the part of the teacher. Use of variety of teaching stuff creates interest and captures
the attention of the learners for productive learning.
2.9 School Social Environment
Social environment not merely builds on material objects but the relationship among
the staff and among the students play a paramount role in it. School social environment
comprises various human relationships such as cooperation, motivation, work
recognition, good communication, belongingness, caring attitude, appreciation, team
work & sense of responsibility. These all are significant elements for creating
conducive social environment at schools.
According to Eric’s (2005) statement in an article, “the role of the supportive school
environment in promoting academic success”, social environment of a school grooms
the learners’ academics and their social, emotional and ethical growth. Caring and
supportive school environment minimizes the chances for learners to involve in abuse,
bullying, violence and behavioural issues. Rather social culture of the school fosters
sense of connectedness, responsibility and belongingness among the students. It gives
birth to a warm, close, respectful relationship among peers and adults in the school.
Tschannen-Moran (2000) asserted that mutual trust is an effective feature of good social
environment. “Without trust, students’ energy is diverted toward self-protection and
away from learning.” All the features of social atmosphere invite the students’
motivation and engagement in school activities.
According to Greenberg (2008) relationship among the faculty, communicative style,
respect for each other, sense of belonging, motivation, self-esteem, leadership style,
culture and attitudes of school population, learning milieu and relations with school
community design are the ingredients of school social environment. School social
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environment upgrades staff morale, promotes good interactions among the learners and
enhances collegiality among the staff. Teachers accept students’ suggestions/ views
openly and students are offered the opportunity to participate in decision making.
Steve Grubaugh (2013) viewed that there was strong connection between the classroom
social environment and the students’ classroom involvement. Social activities of a
school assist the instructional activities. They refer to promote communication skills,
enhance mutual respect, helping others, cooperation, develop sense of responsibility
etc. John Dewey (1958) also believed that the Excellency of a school, “is the degree in
which individuals form a group” (p. 65).
The afore mentioned studies reflected that conducive school environment is linked with
social environment. It is an old maxim “Man is a social animal.”. He needs to have
good social behaviour to surmise. Winning a bulk of degrees, without learning social
activities is hallow. After injecting social norms from home & surroundings, school is
known as the second next platform which promotes it. Many Asian & European
prominent educationists focused on the teaching of social behaviours. Chinese schools
have segregated time for practical social activities.
2.10 Psychological Environment of School
Schaps (2003) explained that psychological environment acts as a prime factor in
developing conducive environment in schools. It is a broad term but inter linked with
other physical, social and emotional atmospheres. Kind words / action, praise, gratitude,
care, motivation and attention generate positive psychological effects on learners and
make them confident and comfortable in the classroom. It is a calm, patient demeanor
and helps students learn both intellectually and socially. Students react negatively when
they are tense, frightened or emotionally disturbed. Sometimes test/ exam phobia or
unclear things make them worried. When students’ basic psychological needs i.e.
safety, belongingness, emotional stability and having attention are satisfied, they
engage enthusiastically in school activities. Satisfactory psychological environment
enables them to develop social skills and contribute to achieve learning goals. It elevates
the spirit of empathy for others, understanding of the values, make people thoughtful
and reflective. Such environment nourishes them to avoid harmful activities.
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Walberg has presented a multi featured psychological supposition of educational
efficiency which were elaborated by Aldridge and Fraser (2000), as learners’ learning
is based on three core variables, tendency variables (ability, motivation and age),
teaching variables (quality and quantity) and psychosocial environments (classroom,
home, mass media and peer group).
School provides a broad venue which heals the deficiencies of many different
individuals’ emotional instability. Creating psychological or psycho social environment
is fundamental in schools. Such healthy psychological environment builds students’ self
confidence, diminishes their fear, hesitation and mal practices. It is human nature that it
demands affection, care, attention and respect that nourishes their emotional health.
Physical health also depends on emotional health. In contrast, carelessness, stress,
phobias, hatred, punishments and taunting / insulting remarks pay negative impacts on
the learners that lead to drop outs, poor results and negative behaviour. Kidger,
Araya,et,al. (2012) posited that the students perceived that their emotional health and
well being is influenced by supportive psychological environment of schools.
\A study was conducted by McNeely, Nonnemaker & Blum (2002) on promoting
school connectedness. The sample of the study was 80,000 students from grade 7 to 12.
Findings of this research showed that school connectedness and psychosocial
environment had impact on the students and their scores in major subjects. Furthermore,
schools which lack favorable psychosocial environment, it causes variety of behavioral
problems that create hurdles in getting education.
It is observed by Albano, Chorpita & Barlow (2003) that anxiety disorders are found to
be the most common mental health issues among the learners. Anxiety disorders are
also seen as the most prevalent childhood psychological disorder, affecting 10% of
children and adolescents (McLoone, Hudson & Rapee, 2006). Hatton, McNicol and
Doubleday (2006) conducted a study in which they searched 11 studies concerning
prevalence rates of anxiety disorders and found that among pre-adolescent children
under the age of 12, anxiety disorder ranged from 2.6% to 41.2% of community wide
samples. Further, research has suggested that 35% of children in primary care reported
mild levels of anxiety and 17% reported levels that fit disorder specific criteria.
Together, these occurrence rates indicated high number of children in classrooms
affected by fear, emotional disturbance and anxiety distress. Tomb & Hunter (2004)
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posited that anxiety symptoms interfere with children’s interpersonal and academic
performance and position them at greater risk of developing anxiety disorders and
depression.
The gist of above discussion reveals that Emotional Quotient (E Q) is the burning topic
of psychology and education today. Learners’ E Q stability has profound contribution
in shaping balanced personality of the students and creating interest in learning
activities. School provides a broad venue which heals the deficiencies of many different
individuals’ emotional instability.
2.11 Safe Environment
Safe and healthy environment is another prime factor for producing conducive
environment for studies at school. After home, schools are observed the primary
responsible institutions to create safe and tension free healthy environment to enhance
students’ educational and psychosocial development. Such secure surroundings affect
the children of all ages as well as the whole staff.
Ramli et al (2012) asserted that if children feel safe and happy, they can groom their
academic potentialities and show interest in studies. Similarly, Duckettetal (2010)
stated that healthy school programme aims to increase educational achievement, health,
emotional well-being, social and intellectual growth of the learners. In particular, it was
observed that students’ positive well-being and adjustment were associated with
socially supportive relationships of school mates, peers and teachers who valued and
cared them. Therefore, the psychosocial development of child is not only relies on
personal qualities and competencies but also the nurturance from one’s social
environment. Baker et al. (2003) stated that it is healthy environmental and social
resources that save them from stress and dysfunction.
DePatta (2003) uttered that a safe school has secure entrances and surveillance systems
and presence of guards, CCTV cameras, fire extinguish and boundary walls.
Arrangement of safety measures, creating a feeling of being secure and protected
against risks matters a lot for all the stakeholders of the school. Security expert Bill
Sewell expressed in an interview, while assessing the safety of a school, expected risks
from the surrounding must be observed. He also suggested that community members,
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staff, parents and professional evaluators should be interviewed to pin point the typical
threats.
Duckett, Kagan & Sixsmith (2010) deemed, “healthy school environments are yielded
where conflicts & conspiracies are minimized and planned to erupt them, where justice
and merit is kept paramount and where care and sincerity is upholding” (p.167). Fear
causes psychological disturbance among the students which results low academic
scores and personality deficiency (Yurtal & Artut, 2010).
Modzeleski et al.(2012) expressed that unsafe and un- healthy schools are devoid of
socio emotional and behavioural development. These unhealthy school atmospheres
can produce violence such as unacceptable social behaviour, aggression, bullying,
harassment, intimidation and other acts that harm others. Many children in middle and
secondary schools face various misbehaviours such as bullying, pushing, shoving,
grabbing, slapping, verbal insults and threats that can affect them emotionally and
physically. It leads their day to day lives in school to be miserable and many additional
mental and social problems for them.
Barrett, Eber & Wiest (2013) reported that children spend a great deal of time in school.
It is exceptionally important place that cares and provides long lasting mental health
services to the learners and digs out early symptoms of mental health problem. It has
been examined in a study of Texas middle schools by O’Neill & Oates (2001) that
schools having old, damaged or crack buildings created fear, lethargic behaviour and
mental health problems. It is found that old cracked buildings affect students’
attendance; test scores and attention. Bradshaw, Buckley & Ialongo (2008) stated that
addressing the concerns at the school level may reduce stigmas surrounding mental
health service
A study conducted by Boulton et al (2009) showed the associations between bullying
victimizations, perceptions of safety in the classroom, playground and the teacher-
student relationship. Sample consisted of 364 primary school students in Grades 4 to 6.
Convenience base sampling was applied to select the participants and small group
interviews were conducted. The subtypes of bullying (physical, verbal, social
exclusion, relational) were measured. Results indicated that bullying was significantly
and negatively correlated with perceived safety in the classroom and on the playground.
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In a study Beran and Tutty (2002) examined 472 students between Grades 1 to 6 in
seven elementary Catholic and public schools in Calgary. Keeping in mind age and
gender differences and the relationship between reports of students’ safety and available
adult support, they explored the frequency of bullying in elementary school children.
All students provided self-reports of their perceptions of safety by completion a
bullying survey. Results indicated higher school safety was associated with less verbal
bullying. Moreover, it brought forth a fact that teachers’ support was a protective factor
and a mediator between bullying and feelings of safety.
The mentioned studies depicted that school safety is the key to create productive
environment for learning. Schools, which are situated on thread zone/ unsafe areas or
have no proper security system for school population, can never fulfill the mission of
achieving educational objectives. Second, safety measures in classrooms, playgrounds
and main gate must be taken, otherwise, students will involve in bullying, stealing,
anxiety, hesitation and fearsome problems. Outside the school surrounding may be kept
safe & secure with the arrangement of security guards, boundary walls and proper in/
out system. Within the school, fire/ gas extinction, safe play area, safe school building
and proper check may be ensured. Many mental disorders are caused by severe
punishments and insecure school environment.
2.12 Healthy and Clean Environment
Clean and healthy environment is one where the school provides good nutrition,
physical activities, pure drinking water, clean surrounding, proper disposal of excreta,
educating to adopt healthy habits. Arranging hand washing day activity, organizing
plantation day or keeping environment clean activities can bring drastic change. All
these contributes to the peoples’ health and well being.
2.12.1 Clean Water Facility
Facility of clean drinking water is fundamental to provide healthy environment in
schools. According to Annual Statistical Report of Government Schools of Khyber
Pakhtunkhwa (2014-15), facilities for clean drinking water were available at 69% of
the 27,524 government schools for both boys and girls. Many schools lacked clean
drinking water facility which caused many diseases among the students. In many
schools, water facility is taken either from piped water from spring or a treatment plant,
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rain water, wells, hand pumps, tanks or open source such as river, stream and lakes
which are unhygienic for health.
2.12.2 Sanitation and Lavatory Facility
According to UNICEF report Water, Sanitation and Hygiene (WASH), A companion
to Child Friendly Schools Mannual (2012), implementation of water and sanitation
hygiene education in schools is the pathway to healthier performing children and
healthier schools. Lack of adequate sanitation facilities is a major reason why many
children fail to attend school. Lack of facilities affects the performance of pupils and
is certainly detrimental to the working conditions of teachers. The link between poor
sanitation and poor health is evident. The role of the child friendly schools is to create
learner friendly environments along with accessible appropriate toilets, hand washing
facilities, access to clean drinking water & solid waste management. Schools play
essential role to teach children proper hygiene practices. This is achieved not only
through formal classroom education, but also by promoting good practice in daily living
and environment. Sanitation is an essential aspect of promoting good practice and
schools have a duty to promote its implementation.
The provision of enough lavatories is often a neglected feature in secondary schools in
Khyber Pakhtunkhwa province of Pakistan. According to National Educational Policy
(2009) the total schools without latrine facilities are 37.2% (30.1% urban areas and
38.5% rural areas). Similarly, according to independent monitoring report (IMU) report
(September 2014) 6% of the schools in the province K-P didn’t have any facility for
toilets. The minimum requirement is one lavatory for every fifty children. In fact, one
for every twenty-five students should be more satisfactory in most congested schools.
Educational leaders and policy makers are interested to provide proper facilities for
clean and safe environment because it has direct link with students’ attendance or
absentees. When students feel easy and find engaging environment in schools, it
improves the ratio of their attendee. The Environmental Protection Agency reports that
respiratory problems such as asthma are the leading cause of student absenteeism, as a
result more than 10 million school days per year are wasted (Lyons, 2002). He further
stated that the indoor air pollutants wree one of the top causes of asthma complications
and diseases.
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Research documented that creating clean environment is quite essential in schools.
Most of the schools don’t provide clean water facility, sufficient number of lavatories
and clean surrounding in the school. Lesson on cleanliness has utmost importance, it
should be regarded as one of the chief lessons to be learnt in school. Teachers need to
discuss the importance and maintenance of clean environment. They may arrange
activities that ensure personal and school cleanliness. Therefore, school management
should provide hygienic washing and lavatory arrangement as well as urinals. Head of
the school may demand from the concerned office to arrange such facilities or manage
from school funds.
2.13 Instructional Environment
The societal expectation of quality outputs from the training institutions has made the
students the primary focus of attention in any instructional program. The better the
instructional programme of school is, the better it can meet the goals that include
equipping the students with desirable skills, knowledge and attitudes that enable them
to work and live in the society. Teachers are expected to mould their teaching learners’-
centered and create environment for the students to interact with learning materials to
enhance their knowledge and skills. Then they can become self confident and self-
reliant and contribute meaningfully to the socio–economic development of the society.
2.13.1 Human Resource
Teachers play a crucial role in the entire educational system. They are ultimately
responsible to translate education policy and set goals into action (Afe, 2002). Teachers
have big contribution in the students’ academic achievement, their overall personality
development and in the creation of conducive teaching learning environment of the
school. The roles of teachers and schools are changing with the change of society and
so are expectations about them: teachers are asked to teach in multicultural classrooms,
integrate students with special needs, use ICT for teaching effectively, engage in
evaluation and accountability processes and involve parents in schools (OECD, 2009).
So teachers have big responsibility in academia.
Yala and Wanjohi (2011) viewed that quality teacher is one who has a positive effect on
students’ learning and development through a combination of content mastery, command
of a broad set of pedagogic skills and communications / interpersonal skills. Quality
teachers are life-long learners in their subject areas, teach with commitment and are
52
reflective upon their teaching practices. They transfer knowledge of their subject and
ensure effective the learning through good communication, diagnostic skills,
understanding of different learning styles and cultural influences. They have knowledge
about child development and have the ability to marshal a broad array of techniques to
meet the students’ needs. They set high expectations and support students to achieve
them. They establish an environment conducive to learning and make all the available
resources effective outside as well as inside the classroom. The quality and level of
excellence in education depends upon the quality and competence of teachers. It has been
proved that teachers have an important influence on students’ learning environment. They
play a significant role to assist the principal in the promotion of effective learning
environment in schools because teacher is ultimately responsible for translating policy
into action. Researchers have examined the influence of teacher’s characteristics such as
his / her gender, behaviour, educational qualifications, teaching experience,
communication skill on students’ academic achievements with varied findings.
Macber (2006) claimed that teachers are not merely nurturer but they also exhibit nine
discrete 'teaching skills' for effective teaching i.e., effective planning, need based
teaching methods and strategies, pupil management, time and resources management,
complete task on time, lesson flow, assessment, setting appropriate and challenging
homework. A good teacher is one who does not 'take over, dictate, instruct but who
supports, responds, advises, assesses needs and assists development. Primary aim of the
most professional classroom teachers is to provide learners with an environment that is
conducive for the construction and retention of knowledge (Kundačina, 2011).
The internal efficiency of education system of a country largely depends on the
qualification, experience and efforts of the teachers. Teachers are builders of the nation
and their responsibilities towards the nation are sacred. Teachers in the Elementary and
Secondary Education Department, Government of Khyber Pakhtunkhwa are
appropriately qualified and certified having their requisite education and qualification
for the respective posts in schools. The impact of paper qualifications and certification
of teachers have no visible change on the learning achievements of students and quality
of education. In the words of Schneider (2010) organizing the learning environment is
a critical component of successful teaching and learning. Even the best content which
is taught with an appropriate learning process, will be unsuccessful if the classroom
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environment is not conducive for learning. It is a major concern of the community and
educational managers to improve learning outcomes of the pupils. Therefore, it
generates some doubts on the importance of paper qualifications of teachers. Parents
and community have no confidence in the quality of education at Government girls’
secondary schools and therefore, their inclinations are more towards private schools
(EMIS, 2010-11).
Teachers are considered the focal persons who run the teaching learning process on the
basis of their academic and professional educational experience and their commitment
to the teaching profession. Preston (2002) deemed that in order to retain good teachers
in the profession of teaching, motivational incentives in the form of intrinsic and
extrinsic rewards are needed for their encouragement. In the words of Afe and John
(2002) teacher’ motivation is one of the basic factors that affect classroom effectiveness
and students’ quality output. If teachers are not awarded it may cause poor performance,
frustration and discontentment.
World Bank (2006:8) documented in a report on “Third Punjab Education Project” that
the Government schools in Pakistan impart low quality of education, which is due to
incompetent and non-committed teachers, non-availability of classroom-based
activities, poor quality of curriculum, lack of continuous assessment and lack of
effective supervision.
The significance of age and experience of teachers are less clear as far as creating
conducive teaching learning environment is concerned. According to a report of
Elementary and Secondary Education Department, Government of Khyber
Pakhtunkhwa (2010:103) the age and experience of teachers is bell-shaped curve.
Teachers must have experience, verbal communicative abilities, modern instructional
techniques, keep their knowledge up to date by reading new books, magazines, research
journals and keep in touch with internet sources. It is complementary for every teacher,
critically important for students’ achievements and internal efficiency of the schools.
A document prepared by Policy Studies Association (PSA) reviewed in 2014 in
Washington D.C. indicated that students’ achievement is more strongly influenced by
teacher’s quality than by students’ race, class, prior academic record or belonging to
low-income families. The benefits being taught by experienced teachers are cumulative.
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Research indicated that the achievement gap widens or abolishes with most effective
teachers and those with less effective teachers. It suggests that the most significant gains
in student achievement will be expected when students receive instruction from a good,
competent and quality teacher. This finding leads to many researchers to assert that the
lack of good teachers is the major contributor of students’ personality deficiencies and
low results. Active connection of learners with teachers stimulate their effort and
engagement.
George E. Richardson (2011) researched on the topic “Teacher Efficacy and its Effects
on the Academic Achievement of African American Students” from Greenleaf
University. The study focused to seek out the level of African American students’ better
performance when they were taught by efficacious teachers. African American students
can perform well in their classrooms, if efficacious teachers try to bring change in
learners’ behaviour, motivation and learning. The researcher selected 12 efficacious
teachers from three middle schools Midwest for that qualitative study. Those teachers
were interviewed, audio taped and observed in their classrooms. Field notes were also
taken for observations. The findings of this study revealed that African American
students participated in those subjects keenly that were taught by efficacious teachers
and showed lack of involvement in other teachers’ subjects. Another noted point was
that parents’ lack of involvement and lack of follow up in the education process of their
children was frustrating for teachers. So their involvement in children’s schooling must
be continued from primary upto higher level of studies. On the other hand, their
negligence in the participation of school activities created hurdles for their children’s
learning. Researcher recommended parents’ training to aware them about the
significance of education, their involvement in school so that their children stay in
schools & perform at their level best.
The aforementioned studies indicated that teacher is central in a classroom teaching.
Availability of all other learning facilities are of no use in an education institute if
teacher is not present. Teachers have paramount importance in teaching learning
process. Their knowledge, expertise, commitment, teaching passion & sense of
responsibility bring drastic change in teaching learning process and so does in the
results. Teachers must be equipped with modern teaching learning techniques, skills
and class management methods to meet the 21st century learning demands. Similarly,
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their motivation, job satisfaction and professional development lead to create conducive
environment for learning. It is pragmatically observed that learners have great trust in
their teachers. On the other side teachers have enormous responsibility to trim the
personality, inculcate didactic behaviour and mould the learners to become social
human beings. Students need an engaging, stimulating, and enriching learning
environment to grow. In order to achieve this type of rich environment, effective
teachers establish and communicate guidelines for expected behaviours. They plan
strategies to monitor their behavior, keep students on task, and infuse care and respect
into the classroom interactions to develop a climate that is conducive to students’
learning. As a result, research has indicated that a positive learning environment can
shape students’ outcomes in cognitive, motivational, emotional and behavioral
domains.
2.14 Principals’ Multiple Tasks in Maintaining Conducive Environment
Kelley (2005) asserted that school principal has to perform multiple roles including as
a leader, planner, director, controller, coordinator, organizer, adviser, capacity builder,
motivator, a problem-solver and many more. School heads are efficient in various
practices such as prioritizing, scheduling, decision making which keep the school
functioning and result oriented. The entire administration and success or failure of the
school rests upon the principals’ shoulders so it is their skill to keep balance within all
the roles. They control and manage available resources to enhance provision of quality
education and help schools to meet the growing social expectation at secondary school
level. Principals identify, set objectives of the school, then plan to achieve the national
educational goals. They analyze their staff’s expertise and specialization to assign them
responsibilities accordingly. It is necessary to maintain academic standards as well as
effective delivery of quality teaching.
Hallinger (2003) stated that three dimensions lifts up the school performance and
develop successful institutional environment. Principal is central to define the school
mission, manage educational programme and promote learning climate. Keeping
learning culture suitable and engaging is the core task of the school heads. Promotion
of a conducive learning climate includes their responsibilities to manage instructional
time, arrange professional development courses, incentives for teachers, maintain social
culture, focus on physical and instructional facilities and be punctual and regular in
school.
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According to Marks & Printy (2003) in modern era the trends of education have been
changed so the structure of educational institutes, methods of teaching and learning and
styles of leadership tend to be altered in accordance to the need of the day. Principal is
the captain of his/her institute who has paramount responsibility to run it successfully.
This forced the evolution of multiple styles of leadership, management and supervision
to focus on teaching practices and holistic personality development of the children.
They may enhance their knowledge and skills through getting trainings, attending
workshops or informing their selves about up to date managerial and supervisory skills.
Keeping learning environment that can engage teachers, parents, students and
community is the core need of modern education.
Portin (2000) examined that the school heads’ multi-dimensional roles, their skills in
various domains and their utmost attention on work led schools towards success. It is
obvious that their job is critical, complex and demanding. Heads reveal excellent duties
when they are equipped with competencies and modern skills in school leadership,
management, administration and instruction as well as they know the significance of
maintaining school productive environment.
Twenty-first-century society, age of globalization, scientific and technological
advancements demand flexible and conducive teaching learning environment at
schools. The success of the school is co related with the strong learning environment
which is aligned with the learners’ individual, social and worldly needs. There is strong
need for schools to bring change in its school learning environment to meet educational
standards. So it seems crucial to maintain healthy environment in schools where
learning & holistic development of learners is attained. In this regard when high
expectations are demanded from schools to provide quality education, school heads
have an enormous responsibility to obtain this target. It is no wonder that many
movements were run from 20 years for the school improvement, in which the role of
the leaders were accepted central. (OECD, 2001b, p. 32).
Khaki (2005) stated that many research studies were compiled internationally regarding
principals’ performance in School Improvement (SI),i.e., managerial role, instructional
role, their leadership styles, or effects of motivation on school performance. In Pakistan,
there are different types of private, public, army and community based schools. His
study is based on “the role of school heads in school improvement in a community
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based school in Karachi”. It is about the refugees of Afghanistan and migrants from
various areas of Pakistan. Researcher used a case study, applied semi-structured
interviews from school heads and other sampled participants to investigate the features
and activities of principals for the school improvement. The findings showed that the
role of the principal was multi layered that demanded full attention.
Parveen Ishaq (2012) compiled her doctorial study under the topic “Principals’
interventions for school effectiveness at the Government Secondary School level” from
Sarhad University Pakistan. The study was based on the objectives to search the current
interventional role, strengths and weaknesses of high school principals and to present
recommendations for school effectiveness. Population of this research comprised on 18
principals / headmistresses, 270 senior teachers and 04 district education officers
(female), whereas its sample was randomly chosen 18 principals / headmistresses, 04
female district level education officers and 90 senior teachers. Two types of tools were
used for data collection, structured interviews from female district education officers,
and opinionnaire from principals and senior teachers. Extracted results showed that
principals’ clear vision, maintaining supervisory mechanism, fruitful guidance and
feedback, effective monitoring and developing a democratic environment led the school
towards the summit of effectiveness. Results also showed that school effectiveness
depended upon capable & committed principals and staff, non-political intervention
and a system of conferring incentives for performing well.
Yunas (2014) conducted a descriptive study, “to develop a framework for promoting
eternal efficiency of secondary schools” at Sarhad University Pakistan. The set
objectives of the research comprised to explore efficiency of government boys’
secondary schools in KPK, to dig out gaps and causes for remedial solutions and
suggestions for improvement were to be given by developing a framework. The target
population was 1229 male school heads, 4201 SS teachers and the sampled population
was based on 297 heads and 1433 teachers in five randomly selected districts of Khyber
Pakhtunkhwa, Pakistan. Questionnaires were distributed among principals and teachers
to gather data. The identified gaps were: excessive dropouts, poor quality of instruction,
inadequate financial resources and lack of proper check on school and wastage of (time,
materials and money). The results showed that incompetency of principals and
untrained and non-committed teachers’ performance influenced the internal efficiency
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of the schools. So the study made recommendations: to arrange trainings for teachers
and principals & to allocate basic facilities for schools. A framework was designed,
which incorporated gaps, causes and suggestions for improvement.
The conclusion of this research revealed that the principals arranged school activities,
take decisions with collaboration of teachers, visited class rooms regularly assigned
different tasks in accordance to staff’s strengths. Principals strive to guide teaching staff
about various teaching methodologies and co-curricular activities by using motivating
skills. It was found that principals lack the skills to utilize the funds properly and to
manage the school budget and finances properly. They did not have practice to check
the students’ note books randomly. Recommendation posited that capacity building
training of schools heads should be arranged on administrative, managerial & finance
management skills. They must keep in contact with community as well as their
neighboring schools’ heads.
A bulk of research studies posit that the school head is central in a school who has to
perform multiple tasks and responsibilities. He/ she has to deal at upper level with
higher educational authorities and at school level, with the students, teaching,
supporting staff and the parents. An effective leader keeps in loop the community
people too. To run the entire school system in a successful way, school head acts not
merely as a manager, administrator, planner, implementer, supervisor and a guide but
their interpersonal, informational and decisional roles fall under this. Their
interpersonal relation consist on behaving in a socialized way with human resource,
guidance, motivation, team work and assessing performances. Being an informational
leader, he / she shares school mission, policies and whole programme. By playing the
decisional character, the leader is a decision taker & problem solver.
2.15 Principals’ Role to Maintain Physical Environment
Weinstein & Mignano (2003) presented their view point that favorable teaching and
learning is integrated with the availability of proper physical environment. School facilities
comprise internal and external arrangements of the buildings, classrooms, assembly hall,
examination hall, labs, playgrounds, school curriculum, equipment, teaching resources,
surroundings, general appearance which include furniture, lighting, acoustics, storage,
drinking water facilities, gardens embellish with flower beds, dining hall, toilet facilities,
security, transportation, ICT, cleaning materials and food services.
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Olagboye (2004) viewed that effective management and utilization of school
infrastructure is the responsibility of the principal. There are three types of physical
resource management. 1. Tangible: ( physical infrastructure / building) 2. Intangible: (
time, manpower and space) 3. Finance: ( accurate accounting and recording). It is true
that construction of school building and provision of required facilities is provided by
the high authorities or concerned academic cadre but it is the principal’s job to make
functional the existing building by effective use of available resources or repair in case
of damage. He may demand if lacks any basic facility, furniture, stationary, learning
areas (rooms/ playground, lighting or clean water etc. A skillful head of the institute
keeps the building well maintained and provide required facilities to ensure good
working condition.
Savage & Savage (2010) stated that management of facilities is a process, school heads
being custodians of school has the duty to ensure proper school facilities management
by planning, organizing, collective decision-making, co-ordination, provision of
equipment for school activities, maintenance of all facilities and controlling of the
physical environment of learning. To keep check that all the items of physical facilities
are well protected, in good working condition and well utilized is their responsibility.
Principals cannot look after alone so they have to motivate staff members & the students
to take care of school property and imbibe a joint committee for its maintenance. A
group of staff may be assigned responsibility to observe whether every item of the
classrooms or school is in good condition or deteriorated, keep record and report to the
principal for necessary action. As a result, this activity may facilitate teaching and
learning environment.
McGowan (December 2007) compiled PhD thesis on the topic “The Impact of School
Facilities on Student Achievement, Attendance, Behavior, Completion Rate and
Teacher Turnover Rate at Selected Texas High Schools”. To sought out the correlation
between facilities of the school and learning outcomes in the form of attendance,
discipline, student academic achievement and teacher turnover rate was the objective
of this research work. Data were collected through the Public Education Information
Management System (PEIMS) managed by the Texas Education Agency. Principals of
Texas high school having 1000 and 2000 enrollments completed Teaching Learning
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Environment Assessment (TLEA). Grade nine to twelve of each school were the study
population. Findings of the study indicated that students’ discipline or behaviour and
teachers’ turnover rate linked with TLEA. It was suggested to administrators and
principals that they should consider the factors of interior environment and learning
space whenever plan or make policies for schools. It has major effect on students’
discipline and teachers’ retention. In order to enhance teachers’ satisfaction in working
condition, school building and its facilities should be given priority.
School is a platform that provides environment for learning. The aforementioned
studies clearly discussed that it is the first duty of school heads to strive for the provision
of school physical facilities. After having the required school physical plant and
facilities, it is their second main task to set a mechanism for its proper use, maintenance
and safety. In earlier studies carried out by Nigerian researchers showed that a well
maintained and well facilitated school leads to higher students’ retention and minimize
dropout rate. They further reported if curriculum of a school is well designed and well
implemented but the school lacks effective physical environment, the results of
teaching learning activities would be unsatisfactory.
2.16 Principals’ Administrative Role
Murphy (2004) Stated that administration is the fundamental segment of school setting.
It is the core duty of the school heads to manage multiple tasks including schedule
setting together with teachers, clarifying and communicating school policies and rules,
assigning duties to staff in accordance to their abilities, skills, knowledge and
experience, evaluating teachers’ performance and maintain discipline. An efficient
school head solves problems and removes hindrances in the way of school promotion.
Research conducted by Leithwood et al (2004) revealed results that principals’
leadership was a dominant factor for maintaining school environment and embracing
the success. They concluded that a competent principal directs the school, grooms
people professionally and redesigns the culture, atmosphere and structure of the school.
Faiz (2014) conducted her doctorial thesis on the topic Leadership Role of Government
Girls’ Secondary School Principals at Sarhad University Pakistan. This descriptive study
sampled 10 government girls’ secondary schools at cantt area of Peshawar. Data was
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collected by using the tools of opionnaire for principals and interviews from female district
education officers. The main questions of the study were current leadership role of
secondary school principals, the new trends in global perspective about the leadership role
of principals, the gaps in their current role to be addressed and recommendations were
made. The researcher suggested that principals should have clear vision for school
effectiveness. They should share vision to all the concerned teachers & stakeholders. She
recommended that school should have conducive environment for good results and involve
community for school based decisions.
2.17 Principals’ Instructional Leadership
Leithwood et al (2004) asserted that school heads as instructional supervisor perform
their core responsibility in sustaining teaching learning environment to obtain the set
targets of educational goals. Improvement in instruction and learning is impossible
without effective guidance and leadership of the principals. The success and failure of
the academics mainly depends upon the leaders’ planning, strategies, hard work
&commitment. The implementation of effective teaching techniques/ practices and
ensure application of modern teaching approaches are the pivotal responsibility of
school heads. Their regular class visit keeps them in touch with class performance and
activities, consequently, improvement is brought in teaching learning process.
Chrispeels (2002) defined that instructional leader is assumed as the center of learning
who supervises instructional programmes and concentrates on curriculum development
and implementation. He focuses to attain the objectives of each subject, co-curricular
activities and in broader sense to meet the educational goals. He/ she leads staff to
integrate curricular and co- curricular activities with modern teaching techniques to
promote cognitive, emotional, physical and academic skills of the students.
DuFour (2004) stated that experienced principals have a good command on various
effective teaching strategies that can be applied for different level of learners in the
class. They guide teachers how to apply these different teaching techniques to meet the
diverse needs of individuals. Similarly, it is the job of the heads to provide teaching
learning aids and resources, equipped library and laboratory with its necessary material.
Audio visual aids should be aligned with the demand of teaching strategies. Creating
magnetic learning environment in classes demands a proper plan. Instructional
managers are aware from necessary skills to formulate lesson plans and support
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teachers about making lesson plans and lesson delivery. Positive and critical feedback
on lesson plans is another essential role of instructional guide.
He further asserted that from pedagogy to practice, principals are cognizant to measure
the achievements. By acknowledging that students’ academic success is gained by
applying multiple assessment techniques. They guide teachers how and when to apply
formative, summative, standardized and alternative assessment techniques. School
heads need to analyze assessment results, share with students and guardians for better
results.
Lashway (2002) discussed four skills for academic leader (principal) that were
interpersonal communication skills, strong planning, observation and the skill of
evaluation. School heads having inspiring communication makes their laborious tasks
easy to perform. Good communication was the key that opened the gates for conducive
social culture in the schools. Good communicators conveyed clear messages regarding
policies, school vision, activities and teaching practices that enabled teachers to be clear
about them. Their polite and motivating communication with teachers, parents and
community members disseminated the achievement and expectations of their students.
Instructional leaders had planning skills to set clear goals and found the ways to meet
them. Planning is the foundation stone for success. Fruitful planning of leaders lead
towards the destination. To be strong planner is the dominating skill of the principals.
Lashway also stated that they had strong observation skills. It enabled them to see
vigilantly all the rights and wrongs in school as well as to check delivery of a lesson
and observe areas of improvement. They praise or suggest teachers on the basis of
observation to improve instruction. Finally, he discussed that effective research and
evaluation skills of the heads enabled them to evaluate teachers, students and their own
work.
A role model principal considers teachers training a crucial part of instruction. It creates
the connection among teachers’ professional development, students learning and school
quality. Therefore, there is immense need for the principals to arrange continuous
professional development programmes, coaching, mentoring, micro teaching, focused
conversation, reflective practices, trainings and workshops for teachers individually and
collectively. It is suggested by Archibong (2013) that principals as focal persons should
facilitate the implementation of various instructional activities that would lead towards
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an effective and qualitative educational system. It will improve the teaching-learning
process without which the educational endeavors may be an exercise in futility.
Being effective pedagogical instructor, principal has to supervise teaching, to know
class problems, teaching strengths and weaknesses. Principal’s regular class visits and
students’ evaluation trims teaching deficiencies and paves the path for teaching
environment. According to Khan (2009) efficient school heads motivate teachers to
enhance teaching competencies & learn modern skills. It may take effectiveness of
school to the summit of excellence.
Principals having sufficient teaching experience can understand the challenges faced
by the teachers in school. Head teachers being Instructional supervisor sets high targets
to get academic excellence: keep high expectations from learners to be successful;
design school improvement plan. Glanz (2007) asserted that encouraging best practices
in teaching is the real Instructional leadership. They enrich themselves with innovative
teaching methodologies which they share with teachers to make them role model in the
classrooms.
Marks and Printy (2003) defined the school heads as an instructional leader who
focused on resources related to curricular, co curricular and instructional activities.
They supervised the core teaching techniques and provided direction regarding day-to-
day activities of the school. Principals’ strong communication skill could become
effective for the guidance of staff, students and guardians. Their punctuality and regular
attendance in school helped them to keep in touch with all instructional matters and
students’ performance.
According to Muijs (2014) professional competency is crucial on the part of principals
and teachers in order to maintain conducive environment in schools. They may be
categorized into organizational competency (capability to organize educational activities
successfully), pedagogical competency, information-communication competency,
social-working competency (ability to make independent professional decisions, involve
society in academics and to build up social environment), language competency, cultural
competency (familiarity with national, European and world culture).
Kormla (2012) researched on the topic Principals’ Strategies for Improving the
Academic Achievement of Students of Disadvantaged Rural Junior High Schools in
Ghana, Edith Cowan University Austrailia. The objective of this study was to examine
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principal’s managerial & leadership skills and practices to create an environment where
disadvantaged rural schools of Saboba locality show high standards of students’
achievement. Four case studies were selected as sample, two from top-achieving and
two from low-achieving disadvantaged rural Junior High Schools of Saboba district.
Interviews and focus group meetings were held with principals, teachers, students,
parents, local education officers and community leaders, direct observation, field notes
and document were analyzed for data collection. Findings were drawn by cross-case
analysis to identify seven themes of effective school leadership. Seven themes of
effective leadership comprised on specific strategies, principals’ positive personal
attributes, successful instructional, managerial & collegial leadership, share school
vision, developing partnerships with community, strive to emerge innovative physical
and human resources for improving academic standards.
Analysis of the aforementioned citations showed that principals’ responsibility as
instructional manager is basic one. It is true that teachers run the instructional process
in the school but school heads are behind all the process. They plan, implement
curricular & co curricular activities, supervise and evaluate them. Responsible heads
keep in touch with teaching by regular visits, provide feedback and call meeting of
teachers to cover the gaps. They evaluate results and school performance and discuss
with parents. In order to improve instructional activities, they focus on teachers’
capacity building. In short a skilled, experienced, responsible & learned school head
can provide conducive teaching learning environment in school.
2.18 School Heads’ Guidance in Maintaining Classroom Learning
Environment
Classroom is considered the main centre of formal learning in a traditional school
setting. A review of research relating to learning environment indicates that there are a
number of key dimensions which comprise conducive classroom environment,
including well equipped classrooms with all required material i.e., furniture, lighting,
ventilation, A.V aids, teaching learning resources, time-table, class management and
discipline, space, communication technology (ICT) equipments, writing boards,
,positive instructional climate of classrooms and framing lessons in coherence with
learners’ need (Ahunanya and Ubabudu,2006). Class internal cooperative,
collaborative and social environment is essential for effective teaching and learning.
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Comfortable class environment engages learners and produces positive results
(www.enotes.com).
Dr. Naveed Sultana (2000) deemed that classrooms are considered appropriate arena
for teaching and learning process. Teaching in large classes is a worldwide phenomenon
especially in the developing countries. Researchers are agreed that large classes cause
enormous hindrance in teaching that arise the need for class management. The term
class management is often misunderstood with merely maintaining discipline in the
classrooms. Class discipline is often taken in a sense to keep the students quiet and sit
on their desks. Class management comprises set of plans, rules, class arrangement/
decoration, class culture and actions that are implemented to ensure fruitful learning. It
also involves teaching students in such a way that they can manage their own behaviour
in the classroom settings and learn from learning situations.
According to Merriam-Webster, Inc. Webster’s new explorer encyclopedic dictionary
(2006) teachers are the managers of the class who apply management techniques to
achieve target oriented results. As expressed by Emmer et al (2001) that the teachers
create class environment conducive for instruction and learning to increase students’
learning opportunities, to keep order, prepare and organize materials, engage students,
teach desirable behaviorus and elicit students’ cooperation. Management of class
demands various strategies and measures which facilitate productive work in teaching
and learning activities. Teachers task does not only end to teach yet monitoring and
sharing prompt feedback, jointly develop class rules.
Cornell and Mayer (2010) stated that school safety begins from the safe classrooms, it
is the foundation that promotes safe environment in the school. Students feel safe in a
warm, welcoming, fearless and nurturing climate of their class. Caring, cooperative and
good relationship with class mates and school peers arouse the secure feelings. All this
is led by the school heads. Students perform successfully when they have dignity, trust
and mutually respectful relationship. Similarly, when learners feel physically and
emotionally safe and cared in a safe and supportive school climate, it maximizes their
learning outcomes.
Sinclair and Fraser (2002) presented a measuring scale for classroom environment
which consists of five aspects: (a) Cooperative tasks of students (b) Teachers’ support,
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encouragement and interest in students’ work (c) Task orientation (d) Students’ active
involvement in studies, activities and presentations, (e) Equity –teacher’s equal
treatment to all the students, while praising and questioning and the inclusion in
discussion.
Classroom is the central place where a teacher transfers knowledge to the learners,
promotes their various skills and broaden their vision. It is a learning place where a learner
learns about social relations and life skills, i.e., discipline, cooperation, confidence and
skills of managing things within the limited time frame in an effective way. No doubt,
teacher is the focal person who sets the stage for learning environment but the performance
of the school heads cannot be ignored in this regard. It is the support, management &
guidance of school heads that make it possible. Their comprehensive plan, its
implementation, monitoring and feedback regarding concerned class activities, create
conducive teaching learning environment. Principals’ day to day talk with staff about
teaching practices, learners’ problems, behaviour and results as well as teachers’
professional development lead towards the ideal class environment. It is also their
responsibility to train the novice teaching staff. Classroom organization, lesson preparation
and classroom routines are mostly set with the collaborative efforts of both teachers and
school heads that enable teachers to manage their classroom with greater skill and
confidence. (http://www.educationworld.com/a_admin/admin/admin299.shtml) time 8.30
pm
Nicole L. Wilson (2012) conducted a qualitative, multi-site case study on the topic
“principal’s role in facilitating the development of classroom management skills of
novice elementary teachers”. The conceptual framework was designed to investigate
the principal’s role in creating new teacher classroom management. The sample of three
elementary principals within one district and 20 newly appointed teachers were
interviewed. By applying the tools of observation and an Instructional Leadership
Checklist cross-case analysis was conducted to find out principals’ behaviours that
supports novice teachers for effective classroom management and to determine
similarities and differences between their perceptions while addressing the similarities
and difference of principals & new teachers’ perceptions regarding principals’ support
in classroom management. Five themes communication, collaboration, professional
development, teaching & discipline support and feedback were developed. Findings
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revealed that school head and teachers had same perceptions regarding collaboration,
teaching support and teachers capacity building. but they considered ‘communication
skill, recognition of work, feedback and expectations were more important skills of
support, given by the principals.
Criticism on recent researches indicated that the school heads’ guidance has profound
importance in the maintenance of class culture. Class management & instructional
skills, setting routines, provision of teaching material and learning facilities, all are
supervised by the school heads. A thoughtful head helps teachers in preparing lesson
plans. They may also present model lessons and share recent improvements in the field
of instruction. They guide teachers about dealing with various students’ behavioural,
emotional and mental problems.
2.19 Principals’ Role to Create Social Environment
The school principal represents one of the crucial components of the society. This
implies that the principal as the chief executive of the school is responsible to maintain
supreme social environment in school. This brings to the limelight the ideas of
principal’s social performance. It is anticipated that promoting trust and building
relationships with staff and community will establish supporting environment. It is the
foremost duty of the school heads to create warm and cooperative environment at
schools, in this way the productivity is likely to be high. Principals can bring
improvement in teachers’ work by promoting collegiality and team work (Effective
Schools, 2001).
School not only provides the platform to show academic results but one of the prime
functions of administration and management of schools is to build up social relationships,
team work and cooperation among the staff and learners. Collaborative and cooperative
work, sharing instructional ideas, experiences and materials are the indicators of good
social environment of schools. Principal is the fundamental social leader whose motivation,
cooperation, work recognition, effective communication, parental and community relations
generate authentic social environment in the institutions.
Carlson (2004) examined that principals are responsible to create such a working
environment for teachers that nourishes their job satisfaction, enhances motivation,
collaboration; recognizes their work and gives rewards. Cooperation is a crucial
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indicator for it. Lack of cooperation and collaboration minimize trust level among the
teachers. Investigations showed that the school heads had utmost responsibility to join
staff through cooperation.
DeSpain (2000) expressed his view point that education is the foundation and teachers
are the cornerstone for the success of the state. According to McEwan (2003) that
teachers who see principals as facilitator, guide, motivator and visionary are likely to
feel easy to discuss the problems related to teaching and learning or student with them.
They took their guidance for school improvement. Principals’ polite conversation with
staff is essential to garner trust and build up their morale high. A confident leader
focuses to uproot the obstacles and provides emotional support, enhances confidence,
makes tasks easy and plans new destination for next year. They make sure teachers’
opinion & engagement in the task of planning, organizing and controlling.
Sandra Wallace Nethels (2010) conducted a qualitative research study on the topic “The
Principals’ Role in Creating and Maintaining Working Conditions in Schools in
Georgia”. Three principals & three focus group teachers were interviewed. The
researcher collected data from field notes, documents, school improvement plans,
meetings minutes of each school, school websites and observations. The design of the
study was a case study on multiple roles of leadership in school working conditions.
The five major domains of teacher working conditions in schools, i.e. teacher
empowerment; capacity building; time; facilities; leadership and resources were
reviewed by the researcher. The result of the study revealed that the principals’ role is
central for maintaining working conditions in schools and they face forces working
against them in its maintenance. Their role is complex, critical and demanding to retain
professional teachers and arrange major working conditions for them, remain being
visible in school and supervise teaching vigilantly.
The research studies which are mentioned in aforementioned paragraphs indicated that
smooth functioning of educational tasks not only depends on material resources but
human social relations matter a lot within the school premises. The school head being the
main organizer, has the prime duty to create conducive social culture in school. The
elements of social environment are: motivation, collaboration, team work, collegiality,
wok recognition, good communication and giving respect to others. All this will be
possible if the principal is amiable and integrative. Good social atmosphere gives trust to
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the school population (staff & students) to work energetically. Similarly, it also reduces
the hesitation of parents and community members in participating the school activities
for the betterment of their children. The triangle of teacher, learner and parents remains
in contact with the support of the principals’ establishment of engaging school
environment. School head is the catalyst force who can establish a warm social
environment in schools. Their behaviour, democratic style of leadership and good
communication skills play an integral part for its creation.
2.19.1 Principals’ Motivation
Dowson and Mclnerney (2003) stated that the term motivation arouses one’s liveliness,
spirit and coerces to work enthusiastically. It is one of the basic needs of human beings
that moves to do something with more dedication and interest. Motivation is a
beneficial technique that prompts individuals’ performance and behaviour at work.
Principal is the catalyst force who promotes culture of motivation and engages staff to
work more happily. It will alternately produce conducive social environment at schools
and attract persons to adopt teaching profession.
Graham (2006) defined that motivation has two kinds i.e. extrinsic/ external and
intrinsic/ internal. Extrinsic motivation comes from outside in the form of praising
words/ signs/ gestures or a reward. Through intrinsic motivation, people’s inner spirit
is aroused to work happily, courageously and it activates their innate competencies for
better accomplishments.
According to Afe & John (2002) by using the tool of motivation for staff and students,
principals achieve great targets. It is the supportive factor that influences the work,
attitude and enthusiasm of the workers. Principals’ simple praise, work recognition or
presenting incentive enhances motivation among the teachers to follow a teaching
profession heartily and control their excessive turnover. On the other hand, Johnson &
Birkeland (2002) stated that lack of motivation slows down vivacious performance,
creates desperation and dissatisfaction, these feelings of teachers reduce classroom
effectiveness & quality performance of the students. Motivated teachers further motivate
learners towards their studies.
According to Olochukwu (2000) motivation is a psychological process that is not
apparently observable rather identified by the satisfied, happy, committed and
dedicated staff. They perform in an excellent way in their institutions that leads to the
benefit of all stakeholders. It is designated, purposive and goal oriented behaviour that
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channelizes individuals to initiate and sustain positive behaviour. Principals’ endeavor
to retain and attract motivated teachers and students lead towards targeted results.
2.19.2 Teachers’ Self-esteem
In the words of Borba & Olvera (2001) self-esteem means the degree of value which
one gives to himself. It is actually the evaluative component of self-knowledge. People
having high self esteem evaluate themselves worthy, regardless of failure or success
they have experienced. On the other hand, persons who are self-critical having low self-
esteem.
Self-esteem serves valuable functions in one’s life. Most of the time peoples’ success
depends on knowing their characteristics. Unless one knows his/ her potential or potent
traits of personality, he cannot set the goals of life. Giving value to positive traits of
character, one elevates confidence to move ahead. Teachers who found low self-esteem
in their personality, showed lack of confidence and instability in their work. It causes
turnover and unsatisfactory performance in school. When people lose trust in their
capabilities, can never meet success. (Danielson, 2006). Teachers holding positive self-
esteem are more likely to transfer their self confidence to their students as well as reveal
fabulous results in teaching practices (Biddle & Dunkin, 2010). In the literature the
concept of teacher efficacy is considered as an important element of teacher
effectiveness (Gibson & Dembo, 2010).
In the words of Noddings (2003) principals’ behavior affect teachers in elevating their
self-esteem or lower it down. Giving respect energizes people to work efficiently.
Degrading attitude and lame criticism suppresses one’s feeling to show capabilities.
Not only teachers but learners also bury their competencies by insulting and taunting
remarks. Promoting self respect is the most important component for the development
of a sound personality.
2.19.3 Collaboration
Smith (2014) reported that collaboration or team work is the basic ingredients of
organizational tasks. Visionary school heads build up an environment that stimulates
collaborative work to produce qualitative results. When staff works as a team and share
activities, it minimizes burden of work and fulfils tasks in a better way. Principal is the
focal person in the premises of school who makes ground for collaborative social
culture. They divide duties among the staff according to their capabilities and
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competencies. They involve teachers, parents and community to elevate team work and
improve organizational performance.
In the words of Marks & Printy (2003) collaborative work brings ease, innovation and
strengthens social-relations among the teachers. All educational stakeholders work
together to put foundation for conducive educational environment. Through
communication and collective efforts, leaders and teachers identify issues or concerns,
re-frame problems and try to solve different school problems. They share vision to
implement it with courage and enthusiasm. When tasks are divided and done
collaboratively, time is saved and burden of work is reduced.
Similarly, Zito (2011) tried to explore the impact of a 3-year Professional Learning
Community (PLC) in a suburban school district in Connecticut. Sample of the study
was 325 teachers who completed surveys. The findings of this research brought forth a
strong connection between students’ performance in reading and writing skills and
administrative support of Professional Learning Community. It was noted that teachers’
collaboration build a team & this team may collectively strive to create favourable
learning environment.
2.20 Role of Principal in Parental Involvement
The triangle of teacher, learner and parent makes the learning successful. If one angle
is missed, so the achievement of educational outcomes becomes difficult. All the three
lead the learners towards the path of destination. According to Family Involvement
Network of Educators (FINE,2005) the term parent refers a real parent, a legal guardian,
a grandparent or stepparent (loco parentis)whom the child lives. Parental involvement
is considered the crucial factor for successful educational environment and positive
association with learners’ achievements (Grayson, 2013). It includes their regular
participation that may be purposive, telephonic, two-way communication or physical
presence to become well aware of child’s activities and academic performance. They
ensure cooperation with teachers in the completion of their children’s home tasks
(Isaiah, 2013).
Henderson and Mapp (2002) asserted that parental involvement did not only involve
parents rather the contribution of family members, grandparents, siblings, aunts or
uncles to children’s education were added in it. Parental involvement is like an
investment made by parents for their children.
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Furger (2002) stated that parents are primary teachers for their offsprings; whose prime
responsibility is to care, give education and groom them morally. Students’ beliefs
about right and wrong are developed by their guardians before joining the school.
However, there is a prior need of cooperation between school and parents to continue
developing of students’ character. Principals are the main figures who strive for
effective parental involvement in schools. Schools require to develop plans and arrange
programmes that engage parents in educational activities and enhance interactions
between school and home.
Parental involvement is divided into two groups; at home and at school. Parents’
involvement at home includes: to assist children in their homework and motivate them
towards studies, train them to show good results, discuss with them about school
activities and create favorable atmosphere of learning at home. Their involvement in
school includes: visiting the school, communicating with teachers and heads about
child’s performance, strengths and weaknesses, check their formative and summative
results and attend school events. This type of parental involvement improves learners’
academic performance (Epstein, 2004).
Successful parental involvement programmes “involve families with their children in
academic learning activities at home, including homework, goal-setting and other
curriculum-related activities” (Epstein & Jansorn, 2004b). According to Payne (2006)
“When a parent provides support, insistence and expectations to the child, the presence
or absence of a parent in the physical school building is immaterial. Training for parents
should concentrate on these issues” (p.1). Appleseed (2006) noted “with the guidance and
support of teachers, family members can supervise and assist their children at home with
homework assignments and other school-related activities” (p. 7).
Efficient principals call parents meetings time to time to share various matters and
progress of the students. They ensure parents involvement by inviting them in various
activities or school functions. A large number of research shows that parent teacher
meeting leads students’ achievements (Henderson & Mapp, 2002). Similarly, evidence
from research has shown that students’ performance is good in schools when their
parents actively keep in touch with their academic activities, regardless of a student’s
learning level, family background or socioeconomic condition. Considering the
significance of parents’ participation activated policy makers to make it mandatory for
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producing targeted results. Schools are now being evaluated for their effectiveness and
its quality is measured by showing the results & achievement of their student (Epstein,
2011).
According to Blackmore (2002) school principal is responsible to invite parents in
various activities / functions of school. It establishes consistent pathways and support
structures for parental involvement in school. They try to eradicate gaps among school,
parent and teacher. They may involve teaching staff to keep in contact with them
regularly through telephonic, net services or call their meetings to monitor their child’s
performance. Arranging mini seminars / workshops to guide them about their children’s
school performance is very fruitful. Parents’ involvement is limited in school activities
so school may establish a resource center that supply material, resource books or
services to assist them for their child’s academic activities.
Ramey (2004) posited six activities, that connects parents with schools. These are: (1)
participation of parent teacher council teams in schools (2) two-way communication
between them (3) parents’ volunteer physical arrival at school (4) help students in their
home assignments (5) design plans and techniques for parental engagement in school
(6) parents are part of the larger community so they may have linked school with
community.
Krystal Fuller (2017) conducted a research to measure parental involvement, their
education, income, gender and job status. It also examined the learners’ gender, earned
& repeated grades and behaviour at school. Results of the study showed that parental
participation in school activities had profound impact on learners’ grades and
behaviour. Its findings revealed that parents who had low income could increase grades
of their children by helping them to complete homework just like educated parents.
The discussed studies revealed that parental involvement has great importance in school
but it does not seem active. Most of the time parents present excuses of their inactive
participation in school activities such as they have lack of time, busy schedule, work
load or living far away etc. Here the school heads’ strategy play significant role to
engage them in their children’s academic tasks. They can call parents’ meetings,
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arrange workshop, seminars or sunday camps. Parents must be invited in various
curricular and co curricular activities of the school.
2.21 Role of Principal in Community Involvement
Belfield & Levin (2007) reported that man is part and parcel of his society and
community. One of the key dimensions of conducive social environment is to
strengthen and establish strong linkage with community and stakeholders. Schools are
mostly the central hub of its community so they cannot be run without the proper
integration with parent and community. School heads’ good strategies enable them to
be informed about broader community and to keep good relations within their local
context. Focal persons from community offer their services & expertise that schools
may use to enhance students’ wellbeing, to provide safety and security, to generate
required resources and to make learning more authentic and connected. People from
school surroundings may assist to address external threats related to the school. Parental
and community involvement in education tends the students to learn attentively,
achieve high scores, become punctual and minimize dropout rates.
Community members play influential role in the maintenance of favorable environment
of the school. They mostly help in the provision of security for schools. According to
Schneider (2001) sometimes land for school building is taken from community people.
Such influential figures assist to maintain physical facilities i.e., gas, light, safety, purified
water and eatable items etc. Linking with community is beneficial for school in many
respects such as it increases enrollment and reduces school suspension rates.
According to Christie (2005) being an active agent of society school heads deal with
community matters a lot. They make mechanisms to build relationships with a wide
range of community members. They meet with different people at different times and
are bound to keep in touch with them. Community involvement in various school
programmes supports the school in many ways. Many needs of the schools can be
fulfilled with the support of community members both in the form of cash and coins.
2.22 Theoretical Framework
Theoretical framework presents sketch of a theory on which research work is based on.
Theoretical framework throws light on definitions, models, concepts or other theory/
theories that are relevant to the research. It guides the readers that the project is
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grounded established ideas, not based on the researcher’s personal instincts (Akintoye,
20015).
Theoretical framework of this study is rooted in the UNICEF report (2006) which
recommended indicators for conducive school environment. The researcher reviewed
the literature to distil multiple roles of principals for maintaining conducive
environment for teaching and learning at secondary school level.
2.23 Conceptual Framework
Conceptual framework gives concepts about the crux of the research work. It acts as a
map which leads to recognize the objectives of the study. According to Mcgaghie et al
(2001) conceptual framework ‘ sets the stage’ to present the specific research
question.
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Conceptual Framework
2.24 Synthesis of Literature Review
The literature review has taken cognizm of different aspects of the study in order to
reach to some conclusions. The concept of conducive learning environment which is
the part of a topic, has been clarified. The research studied in the literature indicated
that teaching learning environment is a broad term that consists on physical, social,
cultural, psychological and instructional domains and facilities. It is actually the quality
of school life that reflects experiences, values, norms, goals, interpersonal relationships,
teaching practices, learning modes and leadership skills, and structures of the schools.
21st century demands modern learning environment that should be aligned with the
Principal’s
Roles
School Conducive
Environment
Academic Role
Academic
Environment Administrative
Role
Administrative
Environment
Social Role
Social
Environment
Parent
Community
involvement
Rules
School safety
School safety
Maintenance
Maintenance of
School
ffFfacilities
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modern era learning needs of the learners such as spacious classrooms, having different
corners for various activities, equip with computer, net facilities, modern learning aids
& connecting classroom facility. Literature revealed that there were multiple factors but
the basic ones were i.e., internal (school building, its design, facilities), external (school
location, political interference), material (tools, spaces, stationary, furniture and policies
for teaching and learning), abstract (leadership, management & guidance) and humanistic
(human resource) that have both positive and adverse influence on the entire school
teaching learning process and the related outcomes. The studies depicted that social
environment, psycho-social environment, school safety, clean & healthy surroundings
of the school are the key to create productive environment for learning.
Different research studies showed that principal is the focal person in a school who has
to perform multiple tasks to develop conducive environment at school. His/ her roles
consist on instructional role, administrative / managerial role, social role, as a leader
and guide, problem solver, motivator, team builder and evaluator. School head has the
responsibility to retain school safety, involve parents & community for the development
of the school. Principals various roles along with their qualification, professional
expertise act as other main factors for developing conducive environment for teaching
and learning in the schools
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Chapter – 3
METHODOLOGY OF THE RESEARCH
3.1 Methodology
This chapter draws a sketch of the methodology of the research conduction. The design
of the study is descriptive in nature. This study gathered individuals’ view points to
analyze the multiple roles of secondary school heads for developing conducive
environment for teaching and learning. In order to conduct a mix method study, a
scientific method was chosen, which provides a comprehensive detail of research
objectives & key questions for investigation, entire population, selected sample, tools
detail and validity & reliability of the tools for collecting data and their analysis.
3.2 Population of the Study
The target population of the study included (722) female school heads and (7788)
female school teachers in (722) female high schools of Khyber Pakhtunkhwa province
of Pakistan. The actual population was taken from four randomly selected districts
Peshawar, Mardan, Nowshera and Charsadda which included (184) female high
schools, (184) female school heads and (2010) female teachers. (EMIS Statistical
Report, 2014-15).
3.3 Sample of the Research Study
The sample of the study was selected as 100 schools out of actual population 184
Government Girls High Schools, its 100 School Heads and 300 female teachers out of
2010 female teachers as given in the table 3.1, based on L.R Gay, 2003 sample formula.
Table 3.1: Sample of Secondary Schools/ School Heads/ Senior Teachers
No
Districts Govt.Girls
Secondary
Schools
Sample
schools
Govt.Girls
Secondary
School
principals
Sample
Principals
Govt.Girls
Secondary
Schools
Senior
Teachers
Sample
Teachers
1 Peshawar 55 30 55 30 680 101
2 Mardan 67 36 67 36 719 107
3 Nowshera 29 16 29 16 301 45
4 Charsadda 33 18 33 18 310 47
Total 184 100 184 100 2010 300
(EMIS Statistical Report 2014-15).
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3.4 Tools of Research
Tools are the basic source to collect data for research. There are number of research
tools but the selected tools of this study were,
i. Questionnaire for school heads
ii. Questionnaire for teachers
iii. Checklist for secondary schools, to check physical facilities and few related
documents
iv. Document of School heads’ job descriptions.
3.5 Questionnaires
Questionnaire is used as a tool to collect opinion, ideas or information of the
respondents about a particular topic. This tool was used to gather opinion of school
heads and teachers about the multiple roles of principals for developing conducive
environment for teaching and learning. Questionnaires were based on five point Likert
Scale. Statements of the items were selected under the headings: Principals academic
role, administrative role, school social environment, school community relationship,
school safety and school physical facilities.
3.6 Checklist
Checklist was used to observe physical facilities and documents of sampled schools.
The following documents were analyzed: records of school improvement plan,
teachers’ meetings minutes, record of parent teacher meetings and principals’ class
observation record. Checklist was based on simple statements with four options.
The statements of the questionnaires and the checklist were designed with the help of
concerned theses, books, publications, net sources and the researcher’s personal views,
experience and observation and on the basis of objectives and research questions. The
statements of the research tools were constructed from different related literature mostly
the document “ job description and checklist of daily, weekly, monthly and annual
tasks” for the principals Government Higher/ High Secondary Schools Elementary and
Secondary Education presented by Department of ESE government of Khyber
Pakhtunkhwa.
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3.7 Pilot Testing of Tools
Before starting the process of data collection, research tools were checked by
conducting a pilot test. Questionnaires were distributed to 05 school heads and 05 senior
teachers who were not the part of the actual study, to pre-test all the statements. 7 items
were deleted and few were rephrased during the pilot study for school heads. Similarly,
8 items were restructured and 6 were deleted from teachers’ questionnaire, with the
help of the experts. All the tools, questionnaires and checklist were refined on the basis
of the results of pilot test and the suggestions of the experienced Ph.D doctors to make
them applicable for data collection.
3.8 Procedure of Data Collection
In order to get a profound acknowledgement regarding various roles of school heads &
the factors that affect school environment, data were obtained through primary and
secondary sources. Questionnaires and checklist were used to gather primary data.
Questionnaire for female school heads & for female teachers, checklist for government
girls secondary schools and document of job description of school heads. The secondary
data were taken from multiple sources such as books, theses, research articles,
documents related to the roles of the principals, standards for school environment,
internet and review of other related literature. Researcher personally delivered the
questionnaires to the school heads and teachers and collected them back from all the
sampled schools. A designed checklist having four options e,g Effective, Adequate,
Inadequate and Not Available was observed to note down the facilities & several
documents of the schools by the researcher.
Consent was taken from the school heads regarding the observation of school facilities
and several required documents as well as to gather their views on questionnaire. The
task of data collection was completed within spring 2018 to 2019.The researcher
conducted two sessions of recording answers for the questionnaire with the principal
and three teachers from each school, as well as conducted an observation where the
researcher noted down the items of physical facilities and few records on the checklist
with the consultation of school head. First getting responses on questionnaire took
approximately 15-25 minutes in length for teachers and the principal respectively, while
the checklist observation took approximately 30-40 minutes in length.
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Chi Square Test with percentage, frequency and two independent sample T test was
applied on the collected data to have vivid results. Statistical Package version 20 was
used for it. Pareto chart was designed to analyze the frequency of causes or problems
of physical facilities and school record that assist in the development of conducive
environment at school. In order to make clear interpretation of the result of data, non-
statistical treatment is given after each table.
3.9 Scale for Data Collection Questionnaire
Likert Scale with Five items was applied in questionnaires. Following are the measuring
scale:
Strongly Agree ----------------- SA
Agree ----------------- A
Undecided ----------------- UD
Disagree ----------------- DA
Strongly Disagree ----------------- S
3.10 Scale for Checklist
Checklist was based on simple statements with four options. These are as under:
Effective
Adequate
Inadequate
Not Available
3.11 Reliability of Instruments
According to Gay, et al (2012) reliability refers to measure the consistency of test items.
There are various statistical tools which can be used to measure reliability of test scores,
for example, Kuder and Cronbach’s Alpha etc. Researcher applied Cronbach Alpha
Reliability Test to check the reliability of both the questionnaires which were used for
school heads and teachers. From Zero to 1 is the range of alpha coefficient value. George
and Mallery (2003) categorized various results of Cronbach’s Alpha that may helpful to
evaluate whether the value of alpha is appropriate or inappropriate. These are as follows:
0.90 to .99 = Excellent/ Strong
0.80 to .89 = Good
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0.70 to .79 = Fair/ Acceptable
0.00 to.69 = Poor/ Unacceptable
The result of principals’ Questionnaire was 0.80 whereas the reliability test score of
teachers’ questionnaire was 0.83.
Reliability Statistics of Principals’
Questionnaire
Cronbach's Alpha No of Items
0.80 40
Reliability Statistics of Teachers’
Questionnaire
Cronbach's Alpha No of Items
0.83 28
3.12 Validity of Instruments
Validity means “to measure what is intended to be measured” (Field, 2005). Main types
of validity are face validity, content validity, construct validity and criterion validity.
According to Oluwatayo (2012) face validity is a personal judgment of the researcher
to check the appearance of the questionnaire in terms of readability, feasibility,
relevance, clarity of the language used, reasonable and unambiguous.
The content validity of research tools of the study was checked by five subject expert
Ph.D doctors of different universities. According to their valuable suggestions few
items from questionnaires were deleted, added and some other were rephrased.
3.13 Data Analysis Techniques
Kombo & Tromp (2006) explained, “Analysis of data is to evaluate the results that have
been collected through a survey or experiment. It is to make deductions and inferences”.
The responses of the questionnaires were recorded by the sampled participants which
were examined to know whether those were completed or not. They were then
rephrased, edited & coded. Researcher analyzed the gathered data by using the
Statistical Package for Social Sciences (SPSS) version 20. Quantitative data
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questionnaires were analyzed by applying percentage value, chi square and two
independent sample T test. Pareto chart was made to analyze the frequency of checklist
items. Statistical data was interpreted, discussed and explained to clear the results.
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Chapter – 4
DATA ANALYSIS
This chapter focuses on analysis and interpretation of the data which were collected
through questionnaires and checklist. Quantitative data were dealt in tabular form and
Pareto chart in terms of percentages, Mean score, P- values, Chi square, Std, Dev, df
and T test. Qualitative data were presented in the form of analysis, interpretation and
conclusion. Chi Square and T Test were applied on the questionnaires of school heads
and teachers and Pareto chart was used for checklist to have clear results.
4.1 Demographic Information of Sample Respondents
Table 4.1.1
S. No Demographic Features School Head Teachers
1. Academics Qualification
BA 0 75
B.Sc 0 66
M.Sc 30 70
MA 65 86
M.Phil 05 03
Total 100 300
2. Professional Qualification
B.Ed 09 101
M.Ed 91 90
Others 00 109
Total 100 300
3. Teaching Experience
1-5 Years 06 92
85
6-10 Year 65 113
11 years onward 29 95
Total 100 300
4. Managerial Experience
1-5 Years 29 0
6-10 Year 35 0
11 years onward 36 0
Total 100 0
5. Working Experience as
School Head in Present
School
1-5 Years 39 0
6-10 Year 46 0
11 years onward 15 0
Total 100 0
The analysis of data in table 4.1.1 illustrated the demographic information of sample
secondary school heads and teachers. The data showed that majority school heads were
Master degree holders (M.A / Msc) (95 %), few were Master of Philosophy (M. phil)
(5 %) as academic qualification and Master of Education (M.Ed) (91%). Data revealed
that many school heads had more than six years teaching experience as 6 to 10 years
(65 %), 11 years onward (29%), managerial experience 6 to 10 years (35 %), 11 years
onward (36%) and principals’ working experience in the same school was 1 to 5 years
(39 %), 6 to 10 years (46 %) and 11 years onward (15%).
Teachers’ demographic information revealed that many teachers were Master degree
holders (M.A / Msc) (52 %), Master of Philosophy (M.phil) (1 %) as academic
qualification, Master of Education (M.Ed) (30%), Bachelor of Education (B.Ed) were
(34%) and other professional degrees ( 36.3 %). Similarly Bachelor of Arts / science
were (25%, 22 %) respectively, total (47%).
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4.2 Analysis of School Heads Responses by Chi Square Test
General Responses
Table 4.2.1: School Head is Satisfied from her Job
SA A UD DA SDA Chi-Square df P-value
Frequency 30 50 0 20 0
14.000 2 0.001
Percentages 30 50 0 20 0
The analysis of data in table 4.2.1 revealed that large number of school heads 30% were
‘strongly agreed’, 50% ‘agreed’, it means total 80% respondents were satisfied from
their job. 20% respondents seemed ‘disagreed’ and no single response was recorded for
‘strongly disagreed’ and ‘undecided’ about the statement. The statistical data revealed
that Chi-Square is 14.00 with df 2 and P-value is 0.001, which is less than the significant
value 0.05, hence it supported the statement.
It can be summarized from the analysis of the table that many school heads were
satisfied from their job. Job satisfaction may enable the principals to work
enthusiastically to develop conducive environment of the school.
Table 4.2.2: School Head Ensures to be Punctual in School
SA A UD DA SDA Chi-Square df P-value
Frequency 52 39 9 0 0
29.18 2 0.000
Percentages 52 39 9 0 0
To answer this survey statement school heads responded affirmatively that they were
punctual in schools. In fact, 91% of all the respondents ‘strongly agreed’ were 52%
&‘agreed’39% with this supposition. 9% stayed ‘undecided’ whereas 0% response was
observed for ‘strongly disagreed’ and ‘disagreed’. P-value of Chi Square was 0.000,
which was less than the standard value.05. So the result was significant and supported
the statement.
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It reflected that many school heads had the views that they were punctual in schools.
Punctuality of school heads may become an example for school staff and students which
alternately assist in the improvement of school environment.
Table 4.2.3: Number of Teaching Staff is as per Need of the School
SA A UD DA SDA Chi-Square df P-value
Frequency 29 16 0 50 5 29.360 2 0.000
Percentages 29 16 0 50 5
The analysis of data in table 4.2.3 showed that the teaching staff of many government
schools was not found as per the need of schools, as 29% respondent were ‘strongly
agreed’, 16% ‘agreed’, 0% ‘undecided’, large number of 50% ‘disagreed’ and 5 % out
of 100 schools were observed ‘strongly disagreed’. The statistical analysis of data did
not support the question as the P-value is 0.000, which is less than the significance
value 0.05.
The result indicated that teaching staff was not complete according to the need of many
government schools. Principal alone cannot perform all the school tasks without the
support of teaching staff. Completion of staff is necessary for creating excellent
teaching learning environment in schools.
Table 4.2.4: Number of Supporting Staff is as per Need of the School
SA A UD DA SDA Chi-Square df P-value
Frequency 36 54 0 10 0 29.360 2 0.000
Percentages 36 54 0 10 0
The analysis of data in table 4.2.4 showed that the school supporting staff was mostly
as per the school need.As per data 36% respondent were ‘strongly agreed’, 54%
‘agreed’, 0% stayed ‘undecided’, small number 10% were found ‘disagreed’. School
head needs a team of supporting staff to run the financial, security and other related
tasks of the school. Completion of staff is necessary for creating excellent teaching
learning environment in schools. The statistical analysis of data supported the statement
that supporting staff was as per need of the schools as the Chi-Square is 29.360 with df
2 and P-value is 0.000, which is less than the significance value 0.05.
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Table 4.2.5: Adequate Funds are Provided to your School
SA A UD DA SDA Chi-Square df P-value
Frequency 10 31 0 48 11
1.000 1 0.000
Percentages 10 31 0 48 11
The result of table 4.2.5 revealed that low proportion of school heads were satisfied that
their schools were provided adequate funds. While 10% respondent were ‘strongly
agreed’,31% ‘agreed’, 0% remained ‘undecided’, many school heads 48% were
‘disagreed’ and 11% were ‘strongly disagreed’. The statistical analysis of data revealed
that there was significant difference as the Chi-Square is 1.000 with df 1 and P-value is
0.000, which is less than the significance value 0.05.
It can be summarized that the principals’ responses reflected that they were not given
adequate funds for schools which are quite necessary to run the school system
affectively.
Table 4.2.6: School Head Implements School Improvement Plan (SIP)
SA A UD DA SDA Chi-Square df P-value
Frequency 48 21 0 21 10
1.000 1 0.000
Percentages 48 21 0 21 10
In the response of table no 4.2.6, majority secondary school heads favored to ‘strongly
agreed’ 48% and ‘agreed’21%, total 69% out of 100 respondents. 21 % were found
‘disagree’ and 10 % ‘strongly disagree’. ’0% response was recorded for ‘undecided’
option. The statistical analysis indicated that the P-value 0.000 for school heads was
less than the significance value of .05, which means that responses were significant and
there was significant difference among their responses.
It can be concluded from the result that 69% school heads implemented school
Improvement Plan for the success of their schools.
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Academic Role
Table 4.2.7: School Head Ensures the Implementation of Annual School Calendar
SA A UD DA SDA Chi-Square df P-value
Frequency 40 45 10 5 0 83.600 4 0.000
Percentages 40 45 10 5 0
Survey responses of the statement in table 4.2.7 appeared positive. 40% school heads
were ‘strongly agreed’, 45%’agreed’, 10% answered ‘undecided’ and very few 5%
were ‘disagreed’ of the posed statement. No response was observed for ‘strongly
disagreed’. The result of chi square was significant as P-value 0.000 was less than .05.
On the basis of statistic result, it could be assumed that majority school heads
implemented the annual school calendar throughout the year.
Table 4.2.8: Teachers Utilize Instructional Time Properly
SA A UD DA SDA Chi-Square df P-value
Frequency 11 30 0 49 10
1.000 1 0.000 Percentages 11 30 0 49 10
Data of table 4.2.8 revealed that the answers of respondents split between ‘strongly
agreed’ 11%, ‘agreed’30% and majority 49% were found ‘disagreed’ and 10%
‘strongly disagreed’. Responses for the category ‘undecided’ were zero. Chi Square
value 1.000 with difference of 1 and P-value 0.000 presented it significant.
It showed that majority school heads were in the view that the teachers did not utilize
instructional time properly which was not the good sign for productive teaching
learning environment of the school.
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Table 4.2.9: School Head Guides Teachers about Instructional Process &School
Activities
SA A UD DA SDA Chi-Square df P-value
Frequency 33 52 7 8 0
56.240 3 0.000
Percentages 33 52 7 8 0
The analysis of data in table 4.2.9 indicated that out of 100 school heads 33% were
‘strongly agreed’, 52% ‘agreed’, 7% remained ‘undecided’, 8%‘disagreed’ whereas no
single surveyed school heads claimed ‘strongly disagree’. The Chi Square result was
significant as 0.000 was P value, which is less than 0.05.
The statistical data showed that many school heads guided teachers regarding teaching
learning process and other school activities. Principals’ interest in academics, lesson
plan, lesson delivery, class management and assessment bring fruitful results of the
schools.
Table 4.2.10: Co-curricular Activities are Arranged in your School
SA A UD DA SDA Chi-Square df P-value
Frequency 33 47 0 15 5
46.920 3 0.000
Percentages 33 47 0 15 5
According to the data collected in above table majority of the opinions tilted towards
‘strongly agreed’ 33%, ‘agreed’ 47%, combined 80%. Minimum responses were noted
as ‘disagreed’ 15% and ‘strongly disagreed’ 5%, total 20%. The statistical analysis
showed that the P-value is 0.000, hence the result was significant.
This indicated that co curricular activates were arranged in most of the government girls
schools in KP that was the integral part of teaching learning process.
91
Table 4.2.11: School Head Helps in the Provision of Instructional Audio Visual
Aids
SA A UD DA SDA Chi-Square df P-value
Frequency 45 45 10 0 0
24.500 2 0.000
Percentages 45 45 10 0 0
Table 4.2.11 reflected that a significant number of respondents 90 % were ‘agreed’,
while there was 0% response for ‘disagreed’ and ‘strongly disagreed’ on the part of the
school heads to the given statement. Only 10% remained ‘undecided’. A large number
of respondents supported that school heads provided audio visual aids to the teachers
in order to improve the teaching learning process. Similarly, the result of Chi Square
supported the question as P- value is 0.000, hence the result is significant.
Table 4.2.12: School Head Provides Opportunities for Continuous Professional
Development of the Staff under her Instructional Management
Role
SA A UD DA SDA Chi-Square df P-value
Frequency 28 45 10 12 4
58.500 4 0.000
Percentages 28 45 10 12 4
Continuous professional development of staff is valued for gaining better results in
academics. The data collected in table 4.2.12 also revealed positive responses from
school heads who were in favour of professional capacity building and provided
chances for teachers’ professional development on regular basis. In this respect
‘strongly agreed’ responses were 28% and ‘agreed’ 46%, few stayed ‘undecided’ 10%,
small number of respondents 12% were ‘disagreed’ and 4% seemed ‘strongly
disagreed’ about the statement. The given figure from Chi Square is 58.000 with df 4
and P- value is 0.000, so the result is significant.
It is concluded that majority school heads strive to enhance teachers’ professional
capacity building.
92
Table 4.2.13: Fair Examination is Conducted in the School
SA A UD DA SDA Chi-Square df P-value
Frequency 40 48 0 6 6
59.040 3 0.000
Percentages 40 48 0 6 6
According to the result of table 4.2.13 majority of the responses were in favour of the
statement, as 40% out of 100 school heads were ‘strongly agreed’, 48% ’agreed’, total
88% whereas only 6% were observed ‘disagreed’ and 6% ‘strongly disagreed’ about it.
No one 0% sampled school heads responded to the option ‘undecided’. The table
statistics also showed that P- value is 0.000, df 3 and Chi Square 59.040. This
measurement showed it significant.
There was significant difference among the opinions of the school heads as 88 % were
agreed that fair examination was conducted in schools while 12 % were observed
disagreed upon it.
Table 4.2.14: School Head Monitors Students’ Academic Performance / Test /
Exam Scores
SA A UD DA SDA Chi-Square df P-value
Frequency 35 50 0 6 9
53.680 3 0.000
Percentages 35 50 0 6 9
Data analysis of table 4.2.14 seemed in favour of the statement, as enormous number
total 85% out of 100 school heads indicated either ‘strongly agreed’ 35%, ‘agreed’ 50%
upon that they monitored students’ academic performance/ test /exam scores while only
6% were ‘disagreed’ and 9% were ‘strongly disagreed’ about it. No one, 0% sampled
school heads responded to the option ‘undecided’. The result from Chi Square also
favoured the statement as the P- value is 0.000 that is less than proved value 0.05. It
supported the statement.
It was indicated from the analysis of above table that many school heads monitored
students’ academic performance/ test /exam scores in order to bring improvement in
academics.
93
Table 4.2.15: Progress Report is Shared with the Students and Parents Time to Time
SA A UD DA SDA Chi-Square df P-value
Frequency 35 47 0 15 3
46.720 3 0.000
Percentages 35 47 0 15 3
The collected data from the secondary school heads showed that out of 100 respondents
35% favoured ‘strongly agreed’, 47% were ‘agreed’ upon the question. Few stayed 15%
‘disagreed’ and 3% seemed ‘strongly disagreed’ upon it. ‘undecided’ responses were
recorded 0%. The given data of the table statistics also indicated that the calculated P-
value is 0.000. It is significant as value is less than 0. 05.
It is obvious from the result of the Chi Square test that the school heads shared progress
reports with the students and their parents time to time. It is a good sign for the
maintenance of conducive teaching learning environment.
Table 4.2.16: School Head Plans to Get Distinction in Board Exams
SA A UD DA SDA Chi-Square df P-value
Frequency 52 39 9 0 0
4.000 1 .046
Percentages 52 39 9 0 0
The analysis of the table 4.2.16 exhibited that result tilted towards strongly agreed,
hence the positive responses were 52%‘strongly agreed’, 39% ‘agreed’ upon the
statement. Few stayed 9% ‘undecided’ and no one marked ‘disagreed’ and ‘strongly
disagreed’ options. The statistical result showed that the P-value is .046 which is
insignificant. It revealed that there was no significant difference among the responses
of school heads and all the sample school heads planned to get distinction in board
exams.
94
Administrative Role
Table 4.2.17: School Head Strives to Keep Discipline in School
SA A UD DA SDA Chi-Square df P-value
Frequency 45 54 0 1 0
48.260 2 0.000
Percentages 45 54 0 1 0
Discipline is considered the important factor for creating conducive environment in
schools. While receiving data from public schools, it became clear according to above
mentioned table that large number of schools maintained discipline. Table 4.2.17
showed that 45 % school heads marked ‘strongly agreed’ and 54% were ’agreed’ upon
it. Only 1% was found ‘disagreed’ and no single response was recorded against the
other two options ‘undecided’ and ‘strongly disagreed’. The statistical analysis of the
data indicated that P-values was less than the significance value of 05.
It was concluded that school heads worked hard to maintain school discipline.
Table 4.2.18: School Head Assigns Responsibilities to Staff according to their
Expertise
SA A UD DA SDA Chi-Square df P-value
Frequency 40 60 0 0 0
4.000 1 0.046
Percentages 40 60 0 0 0
Analysis of obtained data in table 4.2.18 revealed that school heads answered
affirmatively about the statement that they assigned duties to their staff according to
their expertise, thus out of hundred responds 40% were ‘strongly agreed’, 60% were
‘agreed’ about it. 0% response was recovered for ‘strongly disagreed’, ‘disagreed’ and
‘undecided’. The collected result from Chi Square test also supported percentile result.
P-value .046 is insignificant for the response. There was no significant difference
among the opinions of the school heads who thought that they assigned responsibilities
to the staff according to their expertise. It showed that distributing tasks to staff
according to their capabilities made the working environment excellent.
95
Table 4.2.19: Political Interference Interrupts your School Activities and
Environment
SA A UD DA SDA Chi-Square df P-value
Frequency 37 43 10 10 0 36.720 3 0.000
Percentages 37 43 10 10 0
Result of table 4.2.19 exhibited that responses are tilted mostly towards ‘strongly
agreed’ 37% and ‘agreed’ 43%. Few respondents 10% were stayed ‘undecided’ while
small number were observed ‘disagreed’ 10%. No single school head answered for
‘strongly disagreed’. The statistical analysis of above table showed that P-value is less
than the significant value .05, which indicated that the result was significant.
It reflected that political interference was greatly found in school activities that
influenced the environment and performance of the sample schools. This was contrary
for developing conducive environment.
Table 4.2.20: School Head Follows Departmental Rules for Good Governance
SA A UD DA SDA Chi-Square df P-value
Frequency 40 60 0 0 0 4.000 1 .046
Percentages 40 60 0 0 0
Analysis of gained data in table 4.2.20 showed that enormous responses tilted towards
‘strongly agreed’ 40% and 60% were positive to be ‘agreed’ upon that school heads
followed the departmental rules to their level best. No single respondent was found to
favour ‘strongly disagreed’, ‘disagreed’ or ‘undecided’. The gained data from Chi test
is 4.000 with df 1 and P-value .046, hence the result lies insignificant.
It indicated that school heads’ views had no significant difference, all the 100 sampled
were agreed that they followed departmental rules for good governance. It was the sign
of good administrative role of the school heads.
96
Table 4.2.21: School Head Ensures the Best Utilization of all Available Resources
(HR, Money, Material)
SA A UD DA SDA Chi-Square df P-value
Frequency 46 51 0 3 0
41.780 2 0.000
Percentages 46 51 0 3 0
Table 4.2.21 presented the result about the statement that school heads utilized all
available resources to their level best. 46% respondent favoured ‘strongly agreed’ and
51% principals were ‘agreed’ upon it. Which was meant that most of the school heads
properly utilized all the available resources to create conducive environment in schools.
Few responses 3% were found ‘disagreed’ while 0% results were received for ‘strongly
disagreed’ and ‘undecided’. The quantitative analysis showed that P-value is 0.000,
which is less than significance value of .05, hence it supported the statement.
School Social Environment
Table 4.2.22: Code of Conduct is Displayed in School
SA A UD DA SDA Chi-Square df P-value
Frequency 20 40 9 14 17
28.300 4 0.000
Percentages 20 40 9 14 17
Analysis of the table 4.2.22 indicated that 60% school heads were ‘strongly agreed’
20% and 40%were‘agreed’ that the code of conduct was displayed in their schools.
Only 9% respondents stayed ‘undecided’ while 14% responses were recorded for
‘disagreed’ and 17% ‘strongly disagreed’. The table statistics indicated that P-value
0.000 supported it, as it is less than .05 value. It means response is significant.
It can be assumed from the test result that 69 % school heads had displayed code of
conducts at their schools whereas substantial number 31 % of them had reservation on
that statement.
97
Table 4.2.23: School Head Motivates Staff Members for Better Performance
SA A UD DA SDA Chi-Square df P-value
Frequency 45 55 0 0 0
.818 1 0.317
Percentages 45 55 0 0 0
Motivation is human’s psychological need which elevates one’s spirit to perform better.
The result of table 4.2.23 revealed that large group of school heads were ‘strongly
agreed’ 45% and 55% agreed’ upon that they motivated their staff. While no single
respondent answered to the option ‘undecided’, ‘strongly disagreed’ and ‘disagreed’.
Statistical result of Chi Square in above table presented that p-value is 0.366 which is
insignificant. The result exhibited that no significant difference of opinion was found
among the school heads. They were agreed that they motivated their staff.
Table 4.2.24: Teamwork and Cooperation is Observed in School Activities
SA A UD DA SDA Chi-Square df P-value
Frequency 35 60 0 3 2
93.520 3 0.000
Percentages 35 60 0 3 2
Percentage result of above table exhibited that 35% respondents were ‘strongly agreed’,
60% ‘agreed’, very few 3% were ‘strongly disagreed’ and 2% ‘disagreed’. Zero percent
0% was recorded for ‘undecided’. The result obtained from P-value 0.000 is less than
.05, so the response is significant. It indicated that school heads focused on team work
& cooperative work in schools.
98
Table 4.2.25: School Head Recognizes Staff’s Good Work
SA A UD DA SDA Chi-Square df P-value
Frequency 42 58 0 0 0
2.560 1 0.110
Percentages 42 58 0 0 0
Highest proportion of school heads according to the results of table 4.2.25 were found
‘strongly agreed’ 42% & ‘agreed’ 58%. No single response was collected in respect of
‘strongly disagreed’, ‘undecided’ and ‘disagreed’. The statistical figure from the table
showed that P-value 0.110 is more than .05 so it lies in insignificance region.
It is concluded that the opinion of all the school heads was same. There was no
significance difference among their responses. They believed that they recognized the
best performance of their staff. Work recognition elevates the morale of the workers to
work with more enthusiasm.
Table 4.2.26: School Head is Problem Solver
SA A UD DA SDA Chi-Square df P-value
Frequency 40 46 9 3 2
90.500 4 0.000
Percentages 40 46 9 3 2
Large proportion of respondents agreed upon the point that they are problem solver.
Table 4.2.26 analyzed that 40% were ‘strongly agreed’, 46% were ‘agreed’, total 86%
out of 100 sampled, so the large number was in favour. While 9% were ‘undecided’,
3% were ‘disagreed’ and very few 2% stayed ‘strongly disagreed’. The quantitative
measurement showed that P- value is 0.000 that led to significance response.
School heads play the central role to keep the school environment peaceful. His/her
quality to solve the problem is helpful for safe and peaceful environment. It is reflected
from the analysis that majority principals solved the problems of the staff and students.
99
School Community Relationship
Table 4.2.27: School Head Coordinates with Other School Principals for School
Improvement
SA A UD DA SDA Chi-Square df P-value
Frequency 37 50 0 13 0 21.140 2 0.000
Percentages 37 50 0 13 0
Result of table 4.2.27 appeared to be positive as majority of the respondents 37% were
‘strongly agreed’ and 50% ‘agreed’. Small number of the school heads were 13%
‘disagreed’ while zero responses were found for ‘undecided’ and ‘strongly disagreed’.
The given data of the table appeared that P-value 0.000 did not meet 05 value, it was
less than it. So the response was significant. It indicated that most of the school heads
were in contact with other school heads in order to discuss school matters for
improvement.
Table 4.2.28: School Head Keeps Links with Non Government Organizations
(NGOS) to Fulfill School Needs
SA A UD DA SDA Chi-Square df P-value
Frequency 0 0 8 50 42 27.860 2 0.000
Percentages 0 0 8 50 42
To answer the survey statement of table 4.2.28 most of the school heads 90 % were
found disagreed upon that they had contacted with other Non Government
Organizations (NGOs) to take help for their school improvement. 8% respondents were
‘undecided’ while no single person seemed ‘agreed’ and ‘strong agreed’ upon. The
qualitative result of the table presented the figure .000 for p-value that is less than
specified .05 value, so the result was significant.
Data revealed that school heads had no contact with other Non Government
Organizations (NGOs) to take their help for fulfilling the needs of the schools. Having
contacts or links with various NGO’s can be fruitful that may help in provision of
facilities of the schools.
100
Table 4.2.29: School Head Collaborates with Community
SA A UD DA SDA Chi-Square df P-value
Frequency 70 20 0 10 0
20.000 3 0.000
Percentages 70 20 0 10 0
Results of table 4.2.29 presented that most of the school heads 70% were either
‘strongly agreed’, 20%‘agreed’, conversely 10% were ‘disagreed’, while no one
marked the option as ‘undecided’. P-value 0.000 from Chi Square result supported the
statement as it lies in significant region. It showed that majority principals involved
community members for the well being of their schools.
School Safety
Table 4.2.30: School Head Ensures a Healthy and Hygienic Environment in the
School
SA A UD DA SDA Chi-Square df P-value
Frequency 43 51 0 6 0
79.040 3 0.000
Percentages 43 51 0 6 0
Data analysis of table 4.2.30 Stated that not surprisingly 95% of school heads answered
to this statement which was quite affirmative. The data revealed that 43% respondents
were ‘strongly agreed’, 51% ‘agreed’, no one recorded response as ‘undecided’ and
‘strongly disagreed’. While only 6% were ‘disagreed’. The statistical result also
supported the percentile figure as 0.000 p-value is less than .05, hence it was
significance. The positive result of statements indicated that school heads ensured
healthy environment in schools which is essential part of effective school environment.
Healthy surrounding generates healthy products both physically and mentally.
101
Table 4.2.31: School Provides Safe Environment
SA A UD DA SDA Chi-Square df P-value
Frequency 37 31 5 27 0
23.360 3 0.000
Percentages 37 31 5 27 0
Gathered data in table 4.2.31 reflected that a large number of respondents favored that
teachers and students feel safe in the premises of their schools. As it was verified by the
score ‘strongly agreed’ 37% and ‘agreed’ 31%. Only 5% seemed ‘undecided’ and a
small proportion 27% were ‘disagreed’, 0 % respondents were recorded for ‘strongly
disagreed’ option. The obtained figure from chi square is 23.360 with df 3 and P- value
is 0.000 so the result is significant. This exhibited that maximum number of school
principals provided safe environment at schools.
Physical Facilities of the School
Table 4.2.32: Sufficient Class Rooms are Available for Students in School
SA A UD DA SDA Chi-Square df P-value
Frequency 35 40 0 25 0
35.440 3 0.000
Percentages 35 40 0 25 0
The responses proved from the result of the above data table 4.2 32 that class rooms for
students were sufficient in majority of the schools. As school heads were ‘strongly agreed’
35% and ‘agreed’ 40%, which clearly indicated the agreement with the statement. 25 %
people were ‘disagreed’ and no response was recorded for ‘undecided’ and ‘strongly
disagreed’. The noted statistical finding from Chi Square showed that p-value is .000,
which means it is significant. It supported the statement that many schools had facility of
enough class rooms.
102
Table 4.2.33: School has Science Laboratory Facility
SA A UD DA SDA Chi-Square df P-value
Frequency 36 41 0 12 11
46.960 3 0.000
Percentages 36 41 0 12 11
Results about the statement that school has science lab facility exhibited that 36%
respondents were ‘strongly agreed’ and 41% were ‘agreed’ upon it. Only 12% seemed
‘disagreed’, 11% ‘strongly disagreed’ and no single response was recorded for
‘undecided option. The statement was accepted on the basis of P-value 0.000 which is
less than .05. It means many schools have science laboratory that is very essential for
practical work of science subject.
Table 4.2.34: School Library is Equipped with Required Material
SA A UD DA SDA Chi-Square df P-value
Frequency 10 15 0 45 30
30.000 3 0.000
Percentages 10 15 0 45 30
Table 4.2.34 presented that low proportion of school heads 10% were ‘strongly agreed’,
15% ‘agreed’ to the stated point. Many responses were gathered as ‘45% ‘disagreed’,
30% ‘strongly disagreed’ and no single response for ‘undecided’. The statistical result
on the basis of p-value 0.000 revealed it significant. There was significant difference in
the views as 25% were found agreed and 75 % disagreed. This means that many schools
have no library facility that is the best source of enhancing knowledge. It can be used
as resource for teachers and students.
103
Table 4.2.35: Study Rooms are Equipped with Learning Facilities
SA A UD DA SDA Chi-Square df P-value
Frequency 39 46 0 5 10
50.480 3 0.000
Percentages 39 46 0 5 10
Large number of responses were collected from the school heads who were in favour that
study rooms were equipped with learning facilities such as lights, ventilation, furniture etc.
As majority 39% were ‘strongly agreed’,46% ‘agreed’ while few recorded responses were
5% ‘disagreed’, 10% ‘strongly disagreed’ and no single response for ‘undecided’ was
noted. The statistical result on the basis of P-value 0.000 revealed that it was significant
which reflected that study rooms in most of the government secondary schools had light,
ventilation, furniture and learning aids facilities.
Table 4.2.36: Clean Drinking water Facility is Satisfactory
SA A UD DA SDA Chi-Square df P-value
Frequency 32 45 0 10 13
32.720 3 0.000
Percentages 32 45 0 10 13
The percentile and Chi Square analysis of the table 4.2.36 presented that majority
school heads 32% were ‘strongly agreed’, 45% ‘agreed’ while few recorded responses
10% were ‘disagreed’, 13% ‘strongly disagreed’ and no single response for ‘undecided’
was observed. P-value 0.000 in the above table was less than the significance value of
.05. The result of the data was significant.
The result supported the statement that clean drinking water is available in majority
government schools.
104
Table 4.2.37-: Necessary Medicines / First Aid Facilities are Provided in School
SA A UD DA SDA Chi-Square df P-value
Frequency 0 33 0 37 30
.740 2 0.000
Percentages 0 33 0 37 30
The data analysis of table 4.2.37 cleared that many respondents were not ‘strongly
agreed ’and ‘agreed’ upon the statement respectively 0% & 33%. Few recorded
responses as 37% were ‘disagreed’, 30% ‘strongly disagreed’ and no single response
for ‘undecided’ was observed. P-value 0.000 was more than the significance value of
.05. It means that medical or first aid facilities were not provided in majority
government schools.
Table 4.2.38: School Head Demands Required School Facilities from the
Concerned Authorities
SA A UD DA SDA Chi-Square df P-value
Frequency 29 54 0 0 17
21.380 2 0.000
Percentages 29 54 0 0 17
The numerical result of table 4.2.38 showed that large number of responses were
gathered in respect of ‘strongly agreed’ and ‘agreed’ respectively 29% & 54%, total
83% while minor responses were recorded as ‘strongly disagreed’ 17% and no single
response for ‘undecided’ and ‘disagreed’ was observed. The statistical result lies in
significant region because P-value is 0.000.
Both percentile and Chi Square analysis indicated that many school heads demanded
required funds from the concerned authorities.
105
Table: 4.2.39: In your Valued Opinion, Please Mention Your Plans for Improving
the Conducive Environment in your School?
S/No The Responses of Open Ended Question, Plans of the
Sampled School Heads of Government Girls Schools are
Discussed Below:
% Age
1 I plan to regulate the punctuality of the staff and students. 60
2 Proper teaching in class will be ensured by monitoring classes,
lesson observation, motivate staff to recent teaching
techniques, provide more learning aids & give regular
feedback to teachers.
62
3 Classroom environment, management, participatory teaching
& learning techniques, positive reinforcement for students
will be improved.
69
4 It is my plan to arrange free coaching classes to improve
students’ internal & external results, to conduct monthly tests,
checking note books randomly and personally assess students
concepts by asking questions.
55
5 It is planned to promote competitive, friendly & motivational
techniques and character building education.
80
6 Enable learners to be confident, skillful in verbal and written
communication. Conceptual, creative and critical thinking has
to be focused.
78
7 Teachers’ trainings and its implementation will be focused,
Parents and community involvement will be made active.
90
The responses of Table 4.2.39 reflected various plans of 100 school heads regarding
the development of conducive environment at school.
School heads 60 % out of 100 planned that they would regulate the punctuality of the
staff and students. It is quite essential for effective school environment.
Many school heads 62% out of 100 planned that the teaching learning environment of
school would be improved by ensuring proper teaching in classrooms, monitoring
classes, lesson observation, motivating staff to apply recent teaching techniques,
provide more learning aids & give regular feedback to teachers.
Out of 100 school heads 69% responded that classroom environment, its proper
management, utilization of participatory teaching & learning techniques, positive
reinforcement for students would be improved.
106
The plan of 55% respondents revealed that they would arrange free coaching classes to
improve students’ internal & external results, conduct monthly tests, check note books
randomly and personally assess student’s concepts by asking questions.
Many respondents 80% out of 100 planned to promote competitive, friendly &
motivational techniques and character building education for developing effective
social environment.
Enabling learners to be confident, skillful in verbal and written communication.
Conceptual, creative and critical thinking had to be focused by 78% school heads.
Teachers’ trainings and its implementation was the plan of 90% respondents. Parents
and community involvement would be made active.
107
Table: 4.2.40: In your Valued Opinion, Please Provide more Suggestions and
Support for Developing Conducive Environment in your School
for Effective Teaching Learning Process?
S. No Suggestions and Supportive Measures for Developing
Conducive Environment are Recorded Below
%Age
1 Government should design a mechanism which regularly upgrade
the standard of school building by upgrading, repairing and
providing required rooms for school building.
61
2 The problem of overcrowded classrooms should be solved by
dividing into more sections. 80
3 Either funds should be allocated to school heads or department
must focus to provide school facilities, equipped science labs,
library, modern teaching aids etc.
87
4 School heads should be given authority to some extend so that
they may take steps according to need for school betterment 90
5 Enhancement of managerial skills of school heads is required as
well as selection of teachers’ for training should on merit, every
school, teacher should be given chances. Trainings on keeping
school environment is mandatory.
91
6 School heads and teaching staff should be conferred incentives
for good performance. 95
7 Daily one class observation by the school head and feedback on
it, can bring a positive change in the teaching learning
environment.
66
8 Political interference should be banned in the affairs of education
system. 97
9 School heads may arrange workshops or refresher courses on
need based at school level. 40
Table 4.2.40 presented the suggestions and supportive measures for improving
conducive environment for teaching and learning.
Out of hundred 61% respondents suggested that Government should design a
mechanism which upgrade the standard of school building by upgrading, repairing and
providing required rooms for school building.
The problem of overcrowded classrooms should be solved by dividing them into more
sections, suggestion was given by 80% school heads out of hundred overcrowded
108
classes are a serious problem in maintaining effective teaching & learning
environment..
Out of 100 principals 87% needed support that either funds should be allocated to
school heads or department must focus to provide school facilities, equipped science
labs, library, modern teaching aids etc. It would help the school heads to meet the
educational needs.
Many school heads 90% suggested that they should be given authority to some extend
so that they may take steps according to the need for school betterment.
Enormous number of principals 91% expressed their view that enhancement of their
managerial skills is required as well as selection of teachers’ for training should be on
merit. Staff from every school should be given chances. Trainings must be conducted
on the topic of conducive school environment for both teachers and principals.
A majority of 95% school heads suggested that government should confer incentives
to principals and teaching staff on good performance and showing good results.
In the views of 60% respondents, daily one class observation by the school head and
giving feedback on it, can bring a positive change in the teaching learning environment.
A support was demanded by 97% respondents that political interference should be
banned in the affairs of education system. It was counted a big hurdle for school heads
which interrupted their performance as school leader.
It was suggested by 40% respondents that school heads may arrange workshops or
refresher courses on need based at school level
109
4.3 Analysis of Teachers’ Responses by Chi Square Test
Responses on General Questions
Table 4.3.1: You are Satisfied from Teaching Learning Environment of Your School
SA A UD DA SDA Chi-Square df P-value
Frequency 62 65 0 84 89
7.074 3 0.000
Percentages 20 22 0 28 30
Data of Table 4.3.1 revealed that majority school teaching staff was not satisfied from
teaching learning environment of their schools. As 62 (20%) respondents were ‘strongly
agreed’, 65 (22%) ‘agreed’, 0% ‘undecided’, 84 (28%) were ‘disagreed’ and 89 (30%) were
found ‘strongly disagreed’ out of 300 teachers. The statistical analysis of data of Chi-Square
was 7.074 with df 3 and P-value is 0.000 which was less than the significance value 0.05.
It indicated that a major difference was found among the responses of the respondents.
It can be assumed that most of the teachers were not satisfied from teaching learning
environment of their schools
Table 4.3.2-: School Head Ensures to be Punctual in School
SA A UD DA SDA Chi-Square df P-value
Frequency 13 118 0 122 47
114.953 3 0.000
Percentages 4 40 0 40 16
Teachers’ responses in table 4.3.2 showed that 56 % teachers were not agreed upon the
statement that school heads were punctual in schools. Whereas 44% teaching staff was
agreed upon it. The statistical analysis revealed that P-value was 0.000 which was less
than the significance value 0.05, so the result was significant and the responses of teachers
had difference among them.
As a result it was concluded that most of the teaching staff thought that school heads were
not punctual in schools.
110
Table 4.3.3: School Teaching Staff is as Per Need of your School
SA A UD DA SDA Chi-Square df P-value
Frequency 48 40 0 161 51
114.953 2 0.000
Percentages 16 14 0 54 16
Data of table 4.3.3 showed that the school teaching staff did not meet the need of the
school as 16% respondent were ‘strongly agreed’, 14% ‘agreed’, 0% ‘undecided’, large
number 54% were ‘disagreed’ and 16% were found ‘strongly disagreed’ out of 300
teachers. The statistical analysis of data revealed that Chi-Square is 114.953 with df 2
and P-value is 0.000 which is less than the significance value 0.05.
It can be inferred that majority teachers responded that there was shortage of teachers in
schools and staff was not as per need of government schools.
Table 4.3.4: School Supporting Staff is as Per Need of your School
SA A UD DA SDA Chi-Square df P-value
Frequency 101 136 4 33 26
310.050 2 0.000
Percentages 33.8 45.5 1.30 10.4 10
Data collected in table 4.3.4 reflected that most of the sampled teachers favoured the
statement as 33.8% respondent were ‘strongly agreed’, 45.5% ‘agreed’, 1.30%
‘undecided’, less number 10.4% were ‘disagreed’ and 10% were found ‘strongly
disagreed’ out of 300 teachers. The statistical analysis of data supported the question as
P-value is 0.000 which is less than the significance value 0.05.
It can be inferred that majority teachers responded that the supporting staff of the
government secondary schools met the need of the schools.
111
Table 4.3.5: Adequate Funds are Provided to your School
SA A UD DA SDA Chi-Square df P-value
Frequency 33 165 19 65 18
251.064 4 0.000
Percentages 11 55 6.4 22 6
Table 4.3.5 exhibited that large proportion of secondary school teachers viewed
‘strongly agreed’ 11% and ‘agreed’ 55 %, total 66% out of all the 300 respondents.
6.4% response was recorded for ‘undecided’ and few of them were found ‘disagreed’
22% and 6% ‘strongly disagreed’. The statistical analysis indicated that the P-value
0.000 was less than the significance value of .05, which means that response was
significant.
It can be summarized from the result that most of the teachers expressed that majority
schools received adequate funds for the development of the schools.
Table 4.3.6: School Head Implements School Development/Improvement Plan
(SIP)
SA A UD DA SDA Chi-Square df P-value
Frequency 48 54 0 160 37
131.622 3 0.000
Percentages 16.1 18.1 0 54 12.4
In the response of table 4.3.6 small number of secondary school teachers favoured
‘strongly agreed’ 16.1% and ‘agreed’ 18.1%, total 34.2% out of all the 300 respondents.
0% response was recorded for ‘undecided’ and most of them were found ‘disagreed’
54% and 12.4% ‘strongly disagreed’. The statistical analysis indicated that the P-value
0.000 for school heads was less than the significance value of .05, which means that
response was significant.
It can be summarized from the result that most of the teachers expressed that majority
school heads had no school Improvement Plan to implement in schools.
112
Academic Role of School Heads
Table 4.3.7: School Head Ensures the Implementation of Annual School Calendar
SA A UD DA SDA Chi-Square df P-value
Frequency 102 122 10 30 36
158.876 4 0.000
Percentages 34 41 3.3 10.0 12
Survey responses of the statement in table 4.3.7 appeared positive as 34% teachers were
‘strongly agreed’, 41%’agreed’, 3.3% stayed ‘undecided’, very few 10% were
‘disagreed’ and 12% were observed ‘strongly disagreed’ for the posed statement. The
result of Chi Square is significant as P-value 0.000 is less than .05, so the response is
significant. It is possible to assume that school heads ensured to implement the annual
school calendar to perform all the school activities on time.
Table 4.3.8: Teachers Utilize Instructional Time Properly
SA A UD DA SDA Chi-Square df P-value
Frequency 33 165 19 65 18
251.064 4 0.000
Percentages 11 55 6.4 22 6
To answer this survey statement, teachers routinely responded in the affirmative. In fact
66% of all the respondents either ‘strongly agreed’ 11%, ‘agreed’ 55% with this
supposition. 6.4% were ‘undecided’ whereas 22% responses were observed for
‘strongly disagreed’ and 6% ‘disagreed’. The Chi Square value as a result of above
mentioned test showed that P- value, 0.000 which was less than the significance value
of .05. This indicated that majority teachers had opinion that they utilized instructional
time properly.
.
113
Table 4.3.9: Co-Curricular Activities are Arranged in School
SA A UD DA SDA Chi-Square df P-value
Frequency 64 127 3 89 17
174.528 4 0.000
Percentages 21.1 42.5 1 30 6
According to data collected in above table 4.3.9 majority of the opinions tilted towards
‘strongly agreed’ 21.1%, ‘agreed’ 42.5%, combined 64%. Minimum responses were
noted as ‘undecided’ 1%, ‘disagreed’ 30% and ‘strongly disagreed’ 6%, total 36%. The
statistical analysis showed that the Chi Square value is 174.528 with df 4 and P-value
0.000. It was less than the significance value of .05. This indicated that co curricular
activates were arranged in most of the schools that is the part of better teaching learning
process.
Table 4.3.10: Guidance is Provided to Teachers about Various School Activities
SA A UD DA SDA Chi-Square df P-value
Frequency 48 40 0 162 50
136.438 3 0.000
Percentages 16.1 13.4 0 54.2 16.4
The analysis of data in table 4.3.10 indicated that out of 300 teachers 16.1% were
‘strongly agreed’, 13.4% ‘agreed’, 54.2% remained ‘disagreed’ and 16.4%‘strongly
disagreed’ whereas no single surveyed teachers claimed ‘undecided’. The chi square P
value was 0.000 which was less than 0.05, hence there was great difference among the
responses of the teachers.
The statistical data showed that considerable number of teachers deemed that school
heads did not guide teachers regarding teaching learning process and other school
activities. Lack of guidance for teachers affects the teaching process.
114
Table 4.3.11-: School Head Provides Teaching Learning Aids as Per Class Need
SA A UD DA SDA Chi-Square df P-value
Frequency 13 118 0 122 47
114.953 3 0.000
Percentages 4.3 40 0 40.5 16
Significant number of respondents were 4.3% ‘strongly agreed’, 40% ‘agreed’, while
there was 0% response for ‘undecided’ option. Hence 40.5% remained ‘disagreed’ and
16 %‘strongly disagreed’ on the part of the teachers to the given statement. Total 56.5%
teachers out of 300, maximum teachers did not support that school heads provide audio
visual aids except text books and writing boards to the teachers in order to improve the
teaching learning process. Similarly, the result of Chi Square P- value was 0.000 hence
it was significant & great difference was observed among the responses of the teachers.
Table 4.3.12: Teachers’ Training/Continues Professional Development is Practiced
SA A UD DA SDA Chi-Square df P-value
Frequency 50 87 0 97 66
56.100 4 0.000
Percentages 17 29.1 0 32 23
The collected data of table 4.3.12 revealed that almost half responses from teachers
were in favour and half were notified against the statement that teachers’ training/
continues professional development is practiced. In this respect ‘strongly agreed’ were
17% and ‘agreed’ 29.1%, no one stayed ‘undecided’ 0%, other half number of
respondents 32% were ‘disagreed’ and 23% seemed ‘strongly disagreed’ about the
statement. The given figure from chi square is 56.100 with df 4 and P-value is 0.000 so
the result is significant.
It can be concluded from the result of Chi Square and percentage that majority teachers
considered that their professional development was not in practice. They were not being
trained for teaching.
115
Table 4.3.13: Fair Examination is Conducted in the School
SA A UD DA SDA Chi-Square df P-value
Frequency 109 165 0 18 8
355.699 4 0.000
Percentages 36.5 55 0 6 3
According to the result of table 4.3.13 enormous number of the responses supported the
statement, as 36.5% out of 300 respondents were ‘strongly agreed’, 55%’agreed’, total
87% while only 16% were observed ‘disagreed’ and 83%‘strongly disagreed’ about it.
No one 0% sampled school teachers responded to the option ‘undecided’. The table
statistics also showed that P- value is 0.000, df 3 and Chi Square 355.699. This
measurement showed it significant. It is concluded that examination is fairly conducted
in majority schools.
Table 4.3.14: School Head Monitors Students’ Academic Performance
SA A UD DA SDA Chi-Square df P-value
Frequency 40 45 0 131 84
71.234 3 0.000
Percentages 13.4 15.1 0 44 28
Data analysis of table 4.3.14 seemed that small number of teachers supported the
statement, as ‘strongly agreed’ were 13.4%, ‘agreed’ 15.1% while enormous number
72% sample teachers,44% were ‘disagreed’ and 28% were ‘strongly disagreed’ about
the statement. No one responded to the option ‘undecided’. The result from Chi Square
also favoured the statement as the P- value is 0.000 that is less than proved value 0.05.
According to statistical result it was proved that large number of school heads did not
monitor the academic performance of the students.
116
Table 4.3.15: School Head Plans to Show Distinction in Board Exams
SA A UD DA SDA Chi-Square df P-value
Frequency 36 78 0 102 84
30.592 3 0.000
Percentages 12 26.1 0 34 28.1
A massive number of respondents were not observed positive about the question of
table 4.3.15. As 12% were ‘strongly agreed’, 26.1% ‘agreed’, 0% response stayed
‘undecided’ while there was large number who answered 34% ‘disagreed’ and
28.1%‘strongly disagreed’ on the part of the teaching staff. Similarly, the result of Chi
Square supported the question as P- value is 0.000, hence it is significant.
It can be assumed on the basis of test values that 62% a big number of teachers out of
300, supported that school heads did not plan to get distinction in board exams.
Administrative Role
Table 4.3.16: Disciplined Environment is Observed in your School
SA A UD DA SDA Chi-Square df P-value
Frequency 145 55 0 50 50
88.171 3 0.000
Percentages 48.5 18.1 0 17 17
The collected data from the secondary school teachers showed that out of 300
respondents 48.5% favoured ‘strongly agreed’ and 18.1%, were ‘agreed’ upon the
question. Other few stayed 17% ‘disagreed’ and 17% seemed ‘strongly disagreed’.
‘undecided’ responses were recorded 0%. The given statistical data of the table also
indicated that the calculated p-value is 0.000. It is significant as value is less than .05.
A big difference was found among the views of sample respondents. It indicated that
discipline was maintained in majority secondary schools.
117
Table 4.3.17: School Head Assigns Responsibilities to Staff According to their
Experience
SA A UD DA SDA Chi-Square df P-value
Frequency 117 137 0 36 10
150.779 3 0.000
Percentages 39 46 0 12 3.3
Analysis of gathered data in table 4.3.17 revealed that teachers answered affirmatively
about the statement that school heads assign duties to their staff according to their
expertise, thus out of 300 responds 39% were ‘strongly agreed’ and 46% were ‘agreed’
about it. 0% response was received for ‘undecided’ while 12% were ‘strongly
disagreed’ and 3.3% ‘disagreed’. The collected result from Chi Square test also
supported percentile result. P-value .000 is significant for the response. It showed that
teachers were assigned duties in accordance to their expertise.
Table 4.3.18: All the Available Resources are utilized Properly in the School
SA A UD DA SDA Chi-Square df P-value
Frequency 38 30 0 157 75
136.358 3 0.001
Percentages 12 10 0 52.5 25.1
Table 4.3.18 presented the result about the statement that school heads utilize all the
available resources to their level best. In this respect 12% respondent favoured ‘strongly
agreed’ and 10 % were ‘agreed’ upon it. This indicted most of the school heads did not
properly utilize all the available resources to create conducive environment in schools.
Comparatively more responses 52.5 % were found ‘disagreed’ and 25.1 %‘strongly
disagreed’ while 0% results were noted ‘undecided’. The quantitative analysis showed
that p-value is 0.001 which is less than significance value of .05 so the result lies in
significance region.
The analysis revealed that resources of the schools were not utilized properly by the
principals.
118
Table 4.3.19: Political Interference Interrupts your School Activities
SA A UD DA SDA Chi-Square df P-value
Frequency 158 62 0 40 40
127.555 3 0.000
Percentages 53 20.4 0 13.4 13.4
Result of table 4.3.19 exhibited that responses were tilted mostly towards ‘strongly
agreed’53% and ‘agreed’ 20.4%. Minimum number of respondents were ‘disagreed’
13.4% and ‘strongly disagreed’ 13.4%. No single respondent answered for ‘undecided’.
The statistical analysis of the above table supported that political interference was
greatly found in school activities and so did school performance. As P-value 0.000 is
less than .05 value so the result is significant.
Social Role
Table 4.3.20: School Head is Problem Solver
SA A UD DA SDA Chi-Square df P-value
Frequency 75 148 16 41 19
199.779 4 0.000
Percentages 25.1 49.5 5.4 14 6.4
Large proportion of respondents agreed upon the point that school heads were problem
solver. Table 4.3.20 was analyzed that showed 25.1% teachers were ‘strongly agreed’,
49.5% were ‘agreed’, total 75% out of 300 sampled, so the large number was in favour.
While 5.4% were ‘undecided’, 14% were ‘disagreed’ and very few were ‘strongly
disagreed’ 6.4%. The quantitative measurement showed that p-value is 0.000 that led
to significance response. It supported the statement.
As a result it can be assumed that school heads were problem solver in the views of
majority teachers.
119
Table 4.3.21: School Head Motivates Staff
SA A UD DA SDA Chi-Square df P-value
Frequency 75 37 0 115 72
235.967 4 0.000
Percentages 21 12.4 0 24.1 38.5
The result of table 4.3.21 revealed that minimum number of teachers were ‘strongly
agreed’ 21% and 12.4% ‘agreed’. No single respondent answered to the option
‘undecided’. While extensive number of teachers were ‘strongly disagreed’ 24.1 and
‘disagreed’ 38.5%. Statistical result of chi square in above table presented that Chi
Square value is 235.967 with df 4 and p-value 0.000 so the result is significant.
It revealed that majority school heads were not found who motivated their staff.
Motivation is such a tool that boasts up the quality performance and creates a healthy
social environment wherever it is applied.
Table 4.3.22: School Head Cooperates with Staff in School Activities
SA A UD DA SDA Chi-Square df P-value
Frequency 83 154 17 29 16
107.338 4 0.000
Percentages 28 51.5 6 10 5.4
Percentage result of table 4.3.22 exhibited that 28% respondent were ‘strongly agreed’,
51.5% ‘agreed’, very few 10% were ‘disagreed’ and 5.4%were ‘strongly disagreed’ and
16% answers were collected for ‘undecided’ option. The result obtained from P-value
0.000 is less than .05, so the response is significant. It showed that majority school
teachers believed that school heads worked cooperatively with staff.
120
Table 4.3.23: School Head Recognizes Staff’s Good Work
SA A UD DA SDA Chi-Square df P-value
Frequency 31 51 18 83 117
139.579 4 0.000
Percentages 10.4 17.1 6 28 39.1
According to the results of the table 4.3.20 low proportion of teachers were found
‘strongly agreed’ 10.4%, ‘agreed’ 17.1%. Whereas highest proportion of response was
gathered in respect of ‘strongly disagreed’ 39.1%, disagreed’ 28% and ‘undecided’ 6%.
The statistical figure from the table showed that p-value 0.000 is less than .05 so it lies
in significance region.
It exhibited that most of the school heads did not recognize staff’s good work and
efforts, according to the recorded responses of the teachers.
School Community Relationship
Table 4.3.24: School Head Coordinates with Other School Principals for School
Improvement
SA A UD DA SDA Chi-Square df P-value
Frequency 65 164 21 31 19
245.431 4 0.000
Percentages 22 55 7 10.4 6.4
Result of Table 4.3.24 appeared positive as majority of the respondents 22% were
‘strongly agreed’ and 55% ‘agreed’. Minimum number of teachers were 10.4%
‘disagreed’ and 6.4% ‘strongly disagreed’ while 7% responses were found for
‘undecided’. The given data of the table appeared that p-value 0.000 did not meet .05
value as it was less than it, so the response was significant.
This result cleared that many respondents hold the view that school heads coordinated
and had good relations with other school principals.
121
Table 4.3.25: School Head Calls Parents Meeting Regularly
SA A UD DA SDA Chi-Square df P-value
Frequency 35 40 0 65 160
136.732 3 0.000
Percentages 12 13 0 22 53.5
High proportion of teachers according to the results of the table 4.3.25 were found that
they were ‘strongly disagreed’ 53.5%, ‘disagreed’ 22% upon the statement that parents
meeting was called by their principals. Whereas low proportion of responses were
gathered in respect of, ‘agreed’ 13 %, ‘strongly agreed’12% and no response was
recorded for ‘undecided’. The statistical figure from the table showed that p-value 0.000
is less than .05 so it lies in significance region.
It can be summarized that many teachers responded that school heads did not call
parents in school to discuss the performance of their children.
Table 4.3.26: Community is Involved in School for the Well Being of the Students
SA A UD DA SDA Chi-Square df P-value
Frequency 121 22 0 96 60
115.064 4 0.000
Percentages 40 8 0 32.1 20.1
Table 4.3.26 presented the result that 32.1% teachers were ‘disagreed’ 20.1% ‘strongly
agreed’, conversely 40% were ‘strongly agreed’, 8% were ‘agreed’ while no one
marked the option of ‘undecided’. P- value 0.000 from Chi Square result supported the
statement as it was less than the figure .05.
It showed that majority of school heads didn’t involve community members for the well
being of their school.
122
School Safety
Table 4.3.27: Students and Staff feel Safe and Secure in School
SA A UD DA SDA Chi-Square df P-value
Frequency 71 140 0 78 10
113.375 3 0.000
Percentages 24 47 0 26 3
Collected data in table 4.3.27 reflected that a large number of respondents favored that
teachers and students feel safe in the premises of schools. As it was verified by the score
‘strongly agreed’ 24% and ‘agreed’ 47%. 0 % respondents were recorded for
‘undecided’ and a small proportion 26 % were ‘disagreed’ and 3 % seemed ‘strongly
disagreed’. The obtained figure from Chi Square is 113.375 with df 3 and P- value is
0.000 so the result is significant.
There was major difference among the collected responses of the teachers. 71%
respondents considered that both students and staff felt safe in the school whereas 29%
teachers did not feel safe in the school environment.
Table 4.3.28: Necessary Medicines Facility is Available in School
SA A UD DA SDA Chi-Square df P-value
Frequency 50 41 0 110 98
46.368 4 0.000
Percentages 17 14 0 34.1 41
The data analysis of table 4.3.28 appeared that many respondents were not ‘strongly
agreed’ and ‘agreed’ respectively 17% & 14%, while few recorded responses as 34.1%
were ‘disagreed’, 41% ‘strongly disagreed’ and no single response for ‘undecided’ was
observed. The given data of the table statistics also indicated that the calculated p-value
is 0.000. It is significant as value is less than 0. 05.
This indicated that most of the government schools did not have First aid medical
facility according to the views of many teachers.
123
Physical Facilities
Table 4.3.29: Classrooms have Learning Facilities such as Light, Ventilation or
Furniture
SA A UD DA SDA Chi-Square df P-value
Frequency 56 59 0 155 30
122.177 3 0.000
Percentages 19 20 0 51.8 9.7
Table 4.3.29 presented the result that low proportion of teacher 19% were ‘strongly
agreed’,20% ‘agreed’ to the stated point. Many responses were collected as ‘52%
‘disagreed’, 10% ‘strongly disagreed’ and no single response was found for
‘undecided’. The statistical result on the basis of P-value 0.000 revealed it significant
which showed that many schools had no learning facilities such as illuminated
classrooms, ventilation or proper furniture etc.
Table 4.3.30: School Head Tries to Provide School Facilities
SA A UD DA SDA Chi-Square df P-value
Frequency 91 61 11 102 35
94.796 4 0.000
Percentages 30.4 20.4 4 34 12
Results of table 4.3.30 exhibited that 30.4% respondents were ‘strongly agreed’, 20.4%
were ‘agreed’, 0nly 4% seemed ‘undecided’ while 34% sample were ‘disagreed’ and
12% were ‘strongly disagreed’ upon the asked question. The statement was accepted
on the basis of p-value which is less than .05 which means many school heads try to
provide school facilities.
124
Table 4.3.31: Clean Drinking Water Facility is Available
SA A UD DA SDA Chi-Square df P-value
Frequency 64 148 0 48 40
97.107 3 0.000
Percentages 21.4 50 0 16.1 13.4
The percentile analysis of the above table presented that majority respondents 21.4%
were ‘strongly agreed’, 50% ‘agreed’ while few recorded responses as 16.1% were
‘disagreed’, 13.4% ‘strongly disagreed’ and no single response for ‘undecided’ was
observed. P-value in table 4.2.31 was less than the significance value of .05. Difference
of opinion laid between 71.4 % and 29 %. It showed that majority teachers thought that
government secondary schools had clean drinking water facility.
127
4.4:- Analysis of Heads and Teachers Responses by Independent Sample T Test
Table 4.4.1 Independent Samples T Test
Levene's Test for
Equality of Variances
t-test for Equality of Means
F Sig. t df Sig. (2-tailed)
Mean
Difference
Std. Error
Difference
95% Confidence
Interval of the
Difference
Lower Upper
Academic role Equal variances assumed 5.643 .018 -9.405 397 .000 -7.537 .801 -9.113 -5.962
Administrative role Equal variances assumed 31.793 .000 -13.834 397 .000 -5.978 .432 -6.827 -5.128
SchoolCommunity
relation
Equal variances assumed 4.630 .032 -4.671 396 .000 -1.501 .321 -2.133 -.869
School Social
environment
Equal variances assumed 18.859 .000 39.020 397 .000 6.695 .172 6.358 7.033
Safety Equal variances assumed 57.928 .000 -17.688 397 .000 -4.751 .269 -5.279 -4.223
Facility Equal variances assumed 127.196 .000 33.657 397 .000 12.058 .358 11.354 12.763
128
Net Analysis
Table 4.4.1 indicated the results of the two-sample independent T-test for equal
variances of both populations school heads and teachers. It revealed that variances of
all factors for conducive environment are identical for both teachers and principals as
the p-value are less than 5%. To study the difference of opinion between principals and
teachers about the academic role of the school heads for developing conducive
environment in teaching learning process, two sample T-test was applied. The test
statistics value found -9.405 with p-value 0.000 which is less than 5% indicating that
there is a significant difference between the responses of principals and teachers about
the academic role of principals for conducive environment in schools.
Similarly, the test statistic value to know the difference of views between principals and
teachers about the administrative role of school heads was found -13.834. The p-value
0.000 was less than 5% so it was significant. The result indicated that there was a
significant difference of opinion of school heads and teachers about the performance of
administrative role of the principals to develop conducive environment of teaching and
learning.
The test statistic value for difference in school community relationship role of school
heads and teachers found -4.671. The p-value 0.000 is less than 5%, showed that there
was a significant difference of responses between principals and teachers regarding
principals’ role to build up school community relationship for the conducive
environment of teaching and learning.
The test statistic value for difference in school social role of school heads and was found
39.03. The p-value 0.000 is less than 5%. The analysis revealed that there was a
significant difference between the statements presented by principals and teachers
about performing the school social role of the principals for the conducive environment
of teaching and learning.
The test statistic value for difference of statements in safety provided by school heads
was observed -17.688. The p-value 0.000 is less than 5%. This exhibited that there was
a significant difference between the responses showed by the sample regarding safety
provided by principal for the conducive environment of teaching and learning.
The test statistic value for difference of views of both the groups for physical facility
provided by school heads was recorded 33.567. The p-value 0.000 was less than 5% so
129
this indicated that there was a significant difference between the views of both
principals and teachers about the physical facilities provided by principals for the
conducive environment of teaching and learning.
130
4.5 Pareto Chart for Checklist
Pareto chart is used to check the frequencies of school facilities and records which
were observed through the checklist. Coloured bars represented the percentage of
observed items whether they were adequate, fairly adequate, inadequate or not
available. Red line indicated the cumulative result.
Figure 4.5.1: Availability of School Building
The result of Figure 4.5.1 showed that out of 100 schools, availability of secondary
school buildings was found 51% adequate, 20% fairly adequate, while 29% were
observed inadequate in a sense that those were small in size, cracked and not built on
school structure.
Figure 4.5.2: Number of Classrooms
The observation revealed by the Figure 4.5.2 that majority 60% high schools had
adequate and fairly adequate classrooms, while 40% schools had inadequate number of
classrooms. Inadequate classroom means that there was shortage of class rooms,
suffocated, damaged and small size rooms.
131
Figure 4.5.3: Science Lab Facility
According to Figure 4.5.3 graph of inadequate science lab facility was high that was
41%. It reflected that many government schools had science labs but they were
inadequate in a sense that they had no sufficient science equipments and facilities. 27%
schools possessed fairly adequate, 10 % had adequate, cumulative 37%, while 22%
schools were deprived of science labs.
Figure 4.5.4: Library Facility
The gathered data of above Figure 4.5.4 revealed that 75% schools had no library
facility while those schools which had libraries 25 %, its condition was inadequate. In
some schools, library rooms were utilized as staff rooms. It was observed that few
libraries consisted on a single cupboard which was locked and not in use. As a whole
library use was not seen in practice.
132
Figure 4.5.5: Computer Lab Facility
The data analysis of Figure4.5.5 appeared that many schools had computer lab facility.
As 40% schools have computer lab in an adequate condition, 25% fairly adequate,
cumulative 65%, while 15% had inadequate and 20% schools were deprived of
computer lab facility in government schools.
Figure 4.5.6: Playground Availability
Analysis of Figure 4.5.6 revealed that many schools 67% had no playground facility,
9% possessed inadequate, while 15% had fairly adequate and 9% schools had adequate
playgrounds. It was observed that physical training and games were not arranged in
majority schools due to lack of play areas.
133
Figure 4.5.7: Sports Goods Facility
The obtained result from the above figure presented that majority schools had no sports
goods facility. As just 15% schools had adequate, 30% fairly adequate, total 45%, while
many schools 30% had inadequate and in 25% schools no sports items were found.
Figure 4.5.8: Examination Hall Availability
The graph of above mentioned Figure exhibited that 59% secondary schools are
facilitated by Examination Halls, as 28% schools had adequate, 31% fairly adequate,
18% had inadequate while 25% schools had no halls for examination. Those schools
conducted exam in the classrooms or in the courtyard of the schools so they face
difficulties during unfair weather conditions.
134
Figure 4.5.9 School Head’s Office Availability
According to the result of Figure 4.5.9 enormous number of secondary schools were
equipped with 31% adequate, 40% fairly adequate, 25% inadequate office for
principals, while 5% schools had no separate office for them.
Figure 4.5.10: Staff Room Availability
Figure 4.5.10 represented the analysis that 59% secondary schools had proper staff
rooms, as 33% schools had adequate, 41% fairly adequate, 19% had inadequate
staffrooms in school. 7% schools had no rooms for staff members. Teaching staff used
science / computer lab or a classroom as staffroom.
135
Figure 4.5.11: Lighting Availability
The graphs in Figure 4.5.11 represented that availability of lights were found in many
schools as adequate 20%, fairly adequate 41%. 35% secondary schools had inadequate
lighting facility and 4% were deprived of it.
Figure 4.5.12: Ventilation of Learning Rooms
The gathered result of Figure 4.5.12 exhibited that most of the rooms in Government
schools were designed which provided 40% adequate ventilation facility, 30% fairly
adequate, while 20 % inadequate and 10% had no ventilated classrooms. Suffocated
environment affects students’ learning.
136
Figure 4.5.13: Furniture Facility
According to the numerical result of Figure 4.5.13 the condition of furniture was
observed as 22% adequate, 31% fairly adequate, while 33 % inadequate and 14%
schools had not furniture in classrooms
Figure 4.5.14: Clean Drinking Water Facility
The percentile result of Figure 4.5.14 showed that large number of schools cumulatively
69% were facilitated by clean drinking water while 26% were observed in an inadequate
condition and 5% were deprived of clean drinking water facility.
137
Figure 4.5.15: Co Curricular Activities Record
Result of Figure 4.5.15 showed that conduction of co curricular activities was
maintained in an inadequate way that was 60 %, those activities were not given due
attention in those schools. 20 % were found adequate and 20 % fairly adequate.
Majority schools did not keep the record of co curricular activities properly.
Figure 4.5.16: Complete Teaching Staff
Data analysis of Figure 4.5.16 indicated that number of teaching staff was not found
complete in most of the schools. As 60 % secondary schools had an inadequate number
of teaching staff while 20% were found adequate and 20% fairly adequate.
138
Figure 4.5.17: Audio Visual Aids Facility
Analysis of graphic percentage indicated that minimum number of audio visual aids
were provided to secondary schools, as 9% schools had adequate & 11% fairly
adequate. 70% had inadequate number and quality of A.V aids while 10% schools had
no such facility. It was observed that teaching learning aids were consisted on just
black/ white boards and markers. Pictures, models and other effective A.V aids were
not found in schools
Figure 4.5.18: Teachers’ Planners Record
Survey result of Figure 4.5.18 showed that teachers’ planners were not maintained in
85% schools. While 9% out of 100 sample schools possessed planners fairly adequate
while 6% an inadequate condition. Planning is important component of teaching but it
was missed in majority schools.
139
Figure 4.5.19: Safety Measures
The cumulative result of graphs presented that majority 85% secondary schools had
arrangements for safety. That safety measures included boundary walls, availability of
guards and display of CCTV cameras in schools. 10 % had inadequate and 5% had no
such facilities.
Figure 4.5.20: First aid box Facility
The graphic value in Figure 4.5.20 indicated that First Aid facility was not found in
majority 87% schools. 8% schools kept first aid box but its condition was inadequate
while very few 5% schools had it in adequate form.
140
Figure 4.5.21: Clean Environment
Clean environment was observed in majority secondary schools which was 22 %
adequate, 34% fairly adequate, while 32 % inadequate and 12 % schools were devoid
of clean surroundings.
Records
Figure 4.5.22: School Improvement Plan in Written Document
Observation of above Figure showed that 98% almost all secondary school heads had
no planning document in written form. 2% had in an inadequate way. Planning is the
back bone of any successful functioning of the tasks. It was found a missing element in
schools.
141
Figure 4.5.23: Class Observation Record in Written Document
Observation of Figure 4.5.23 showed that 98% almost all secondary school heads had
no record regarding class visit or class observation. 2% had maintained in an inadequate
way. It showed that school heads did not observe class teaching in proper way. Being
an academician it was their foremost duty to check teaching learning process and bring
improvement in it. It was found a missing element in schools.
Figure 4.5.24: Teachers’ Meeting Minutes Record
Staff meeting is an integral part of effective planning for school. Percentage result from
above Figure 4.5.24 exhibited that majority schools 61 % had no meeting minutes’
record which was held with staff. 39% schools had adequate record of it.
142
Table 4.6: Principals’ Roles documented in Job Description Document
S/No Role of Principals/Head Mistresses in the school systemWill
1 Act as real academician
2 Provide education which is co-related to human needs
3 Prove himself/ herself a leader in all the school activities, academics,
administrative and supervision etc.
4 Become a good planner and ensure participatory planning
5 Contribute to promotsSe the professional development of the teachers
6 Enhance the spirit of commitment to profession and show belongingness
7 Lead school activities, national, international and religious days.
8 Ensure effective monitoring and supervision of school tasks
9 Assure effective use of funds & resources
10 Ensure collaboration with other schools in society
11 establish good relation with community
12 Keep good relation with senior and administrative department
13 Work hard for the smooth functioning of the school.
14 spread general awareness about education and society.
Source: Elementary and Secondary Education Department KP
Analysis of above table 4.6 revealed that Secondary School Heads’ roles were clearly
stated and presented in the form of job description. According to the document 12
cumulative roles were defined. It showed that school heads had to proof to be
academician. All those tasks which came under the academics such as implementation
of prescribed syllabus, coverage of curriculum on time, class monitoring, application
of effective teaching techniques, teachers’ guidance, checking students’ educational
activities/ results, planning to show outstanding result and provide education that meets
the learners’ needs, had to perform by them. In order to perform different roles, school
heads acted to be good planner and ensure participatory planning. Being a leader of the
school, they had to ensure administrative, academic, supervisory roles. It was included
in their duties to keep discipline in school, maintain record of finance, academics,
audits, ensure proper use of funds, make mechanism for the utilization of resources. To
ensure punctuality of staff and students, continuous supervision and monitoring of the
school tasks was the part of principals’ roles.
143
School heads’ had some other important roles to play for keeping in contact with other
school heads, community and parents for the improvement of school. Social behavior
of the school heads, job commitment and injecting the spirit of belongingness among
the staff was another worthy element
144
Chapter - 5
FINDINGS, SUMMARY, DISCUSSION,
CONCLUSIONS AND RECOMMENDATIONS
This chapter is framed to present findings, conclusion, summary, discussion and
recommendations which were extracted from the data analysis and interpretations.
5.1 Findings
a. Following are the major findings based on the Questionnaires of the study:
1. Findings from demographic information of school heads and teachers showed that
(95%) school heads were highly qualified academically and (91%) professionally,
(94 %) had more than six years teaching experience, (71 %) had managerial
experience and (61%) had managerial experience in same school more than six
years. Teaching staff was also found highly qualified (52 %) academically and
(30%) professionally, (70 %) had more than five years teaching experience. Table:
4.1.1.
2. The study found that out of 100 school heads 80 (80%) held the view that they are
satisfied from their job. Table: 4.2.1.
3. Data showed that majority (91%) school heads were punctual in school’s duties
whereas (44%) teachers considered that principals were not punctual in schools.
Table: 4.2.2, 4.3.2.
4. It was found that out of 100 responses of principals and 300 responses of senior
school teachers (45%) and (30%) responses respectively viewed that number of
teaching staff was not as per need of the school. Table: 4.2.3, Table:4.3.3
5. It was analyzed that (90%) school heads and (80%) teachers supported that
supporting staff was available as per need in many schools. Table: 4.2.4, 4.3.4.
6. The study found that (41%) principals thought that proper funds were not provided
to them in majority schools whereas majority (66%) teachers showed a contrary
view about it. Table: 4.2.5, 4.3.5.
7. Findings revealed that majority 69 % sampled school heads implemented School
Improvement Plan (SIP). In the contrary out of 300 teachers 97 (66.4%) were
145
observed disagreed to the response so a big difference is observed in their
responses. Table: 4.2.6, Table- 4.3.6
8. Analysis of data indicated that annual school calendar was implemented by most
of the school heads.Table:4.2.7, Table:4.3.7.
9. There was a major significant difference between school heads and teachers’
responses about the teachers utilized instructional time properly. Principals were
not agreed that teachers went to their classes on time and taught well.Table:4.2.8,
Table-:4.3.8.
10. The study transpired that there was a significant difference between the responses
of principals and teachers about the statement that school heads guide teachers
about class activities / instructional process in their schools. As majority
respondents 92 percent agreed while result of teachers’ response was contrary as
71 percent teachers were disagreed to the view. Table: 4.2.9, Table:4.3.10.
11. It was found from the results that co curricular activities were arranged in majority
of government girl’s secondary schools. A difference of 36% is observed in the
responses of principals and teachers. Table: 4.2.10, Table:4.3.9.
12. The principals were unanimously holding the view that they helped in the provision
of audio visual aids. But (44.3%) teachers subscribed to this idea, so a difference is
identified between principals & teachers’ opinions. Table: 4.2.11, Table:4.3.11.
13. It was found that majority teachers’ training / continues professional development
was not in practiced in secondary schools. Table: 4.2.12, Table: 4.3.12.
14. It came to light that conduction of examination was fair and no unfair means were
used in many schools. Table: 4.2.13, Table:4.3.13.
15. It was ascertained from the responses of school heads that they monitored students’
academic performance/ test /exam scores while majority teachers were disagreed
to this point. A big difference was found in both principals and teachers’ responses.
Table: 4.2.14, Table: 4.3.14.
16. A significant difference was found between the responses of principals and
teachers, as a huge number of principals were agreed that progress reports of
students were shared with the students and their parents. Whereas teachers viewed
146
that Parents’ meeting was not called during the academic session. Table: 4.2.15,
Table:4.3.25.
17. Findings of this research identified that all the 100 sampled school heads perceived
that school heads plan to get distinction in board exams. But 62 percent teachers
had opposite view about it. It indicated a difference of opinion in their statements.
Table: 4.2.16, Table: 4.3.15.
18. It was found that large number of principals strived to keep discipline in schools
yet there is much room for improvement because 23 percent teachers did not favour
this statement. Table: 4.2.17, Table: 4.3.16.
19. There was no significant difference between principals and teachers’ views. The
responses from principals unanimously supported that school heads assign
responsibilities to staff according to their expertise. Similarly, enormous number of
teachers gave positive response about it. Table: 4.2.18, Table: 4.3.17.
20. It was unfolded that all the 100 sampled principals faced the political interference
in their school activities and environment. Table:4.2.19, Table:4.3.19.
21. This research extracted the findings that all the 100 sampled school heads follow
departmental rules for good governance. Table: 4.2.20.
22. It was unfolded from responses of principals and teachers that most of the school
heads ensured the best utilization of all available resources (HR, money, material),
but still a room for improvement is found in some schools. Table: 4.2.21, Table:
4.3.18.
23. It was concluded from school heads’ responses that code of conduct was displayed
in many governments girls secondary schools. Table: 4.2.22.
24. Principals were unanimously holding the view that they motivate staff members for
better performance by applying various techniques. On the other hand many
teachers uttered that they were not motivated by their principals. Table: 4.2.23,
Table: 4.3.21.
25. It was shown by the result of percentage and statistical test that school staff worked
with cooperation and as a team in government schools but a difference was found
in their remarks regarding work recognition of staff by the principal. Majority
principals were agreed upon it but the opinion of the staff was contrary to it. Table:
4.2.24, 4.2.25, Table:4.3.22, 4.3.23.
147
26. It was observed from analyzing data that most of the school heads were problem
solver. A small number of school heads were expected to solve problems of their
staff. Table: 4.2.26, Table: 4.3.20.
27. Most of the responses from both principals and teachers appeared to be positive
that school heads coordinate with other school principals for school improvement.
It is a good sign of keeping conducive social environment at schools. Table: 4.2.27,
Table:4.3.24.
28. All the sampled school heads answered that they did not keep links with Non
Government Organizations to fulfill school needs. Table: 4.2.28.
29. There was a significant difference between principals and teachers’ views. The
finding transpired that significant majority of school heads considered that they
collaborated with community while almost half out of 300 sample 52.2 percent
teachers had opposite opinion. Table: 4.2.29, Table:4.3.26.
30. The study revealed that majority school heads ensured a healthy and hygienic
environment in their schools. Table:4.2.30.
31. It is found that many school heads and teachers favoured that schools provide them
safe environment. They had no safety threats. Almost 30 % respondents did not
find their school a safe place. Table:4.2.31, Table: 4.3.27.
32. Majority school heads were satisfied that their schools had enough study rooms
which were equipped with basic facilities i.e. electricity, ventilation, furniture,
teaching aids (writing boards) and science laboratory facility. But many teachers
opposed it. Most of the Principals observed disagreed about library facility in their
schools. Table: 4.2.32, 4.2.33, 4.2.34, 4.2.35, Table: 4.3.30.
33. Clean drinking water is available in most of the schools Table: 4.2.31, Table:
4.3.36.
34. It was found that First aid facility was not available in large number of secondary
schools. Table: 4.2.37, Table: 4.3.28.
35. A significant difference was found between both the school heads & teachers’
perceptions. Most of the principals agreed that they demand required school
facilities from the concerned authorities, on its contrary enormous number of
teachers showed disagreement to it. Table: 4.2.38, Table: 4.3.30.
36. It is identified that many teaching staff were not satisfied from teaching learning
environment of their schools. They viewed that it was needed to be improved.
Table: 4.3.1.
148
b. Findings based on Open- Ended Question Table 4.2.39 about Various Plans of
School Heads:
1. School heads 60 % planned that they would regulate the punctuality of the staff
and students. It’s quite essential for effective school environment.
2. Many school heads 62% planned that the teaching learning environment of
school would be improved by ensuring proper teaching in classrooms,
monitoring classes, lesson observation, motivating staff to apply recent teaching
techniques, provide more learning aids & give regular feedback to teachers.
3. School heads 69% responded that classroom environment, its proper
management, utilization of participatory teaching & learning techniques,
positive reinforcement for students will be improved.
4. The plan of 55% respondents revealed that they would arrange free coaching
classes to improve students’ internal & external results, conduct monthly tests,
check note books randomly and personally assess students’ concepts by asking
questions.
5. Planning of 80% respondents was to promote competitive, friendly &
motivational techniques and character building education for developing
effective social environment.
6. Enabling learners to be confident, skillful in verbal and written communication,
conceptual, creative and critical thinking has to be focused by 78% school
heads.
7. Teachers’ trainings and its implementation was the plan of 90% respondents.
Parents and community involvement would be made active too.
c. Findings of Open Ended Questions Table 4.2.40 about Suggestions and
Supportive Measures for Improving Conducive Environment for Teaching
and Learning.
1. The suggestions of 61% respondents were that Government should design a
mechanism which upgrade the standard of school buildings by upgrading,
repairing and providing required rooms for them.
2. The problem of overcrowded classrooms should be solved by dividing them into
more sections. It is a serious problem in maintaining effective teaching &
learning environment, 80% school heads suggested.
149
3. Principals 87% needed support that either funds should be allocated to school
heads or department must focus to provide school facilities, equipped science
labs, library, modern teaching aids etc. It would help the school heads to meet
the educational needs.
4. Many School heads 90% suggested that they should be given authority to some
extent so that they may take steps according to the need of their schools.
5. Enormous number of principals 91% expressed their view that enhancement of
their managerial skills is required as well as selection of teachers’ for training
should be on merit. Staff from every school should be given chances for
capacity building. Trainings must be conducted on the topics “conducive school
environment” for both teachers and principals.
6. School heads 95% suggested that government should confer incentives to
principals and teaching staff on good performance and for showing good results.
7. Respondents 60% were in view that daily one class observation by the school
head and giving feedback on it, can bring a positive change in the teaching
learning environment.
8. Many respondents 97% demanded support that political interference should be
banned in the affairs of education system. It was creating a big hurdle and
interrupted their performance as school leader.
9. Almost 40% respondents also suggested that school heads may arrange
workshops or refresher courses on need based at their school.
d. Findings based on the Two Independent Sample T Test, an Analysis of
Heads and Teachers Responses:
1. It was found that there was a difference between the responses of school heads
and teachers regarding principals’ performance of academic, administrative and
social role, maintenance of school facilities and their role of community
involvement Table 4.4.
150
e. Findings based on the Observed Data through Checklist:
1. It was found through the observation checklist that many school buildings of
government girls’ high schools were good in condition, had adequate number of
classrooms, examination halls. Principals’ offices were equipped with required
material and 59% secondary schools had staff rooms facility yet there was much
room for improvement. Figure 4.5.1, 4.5.2, 4.5.8, 4.5.9, 4.5.10.
2. Many schools had adequate lighting, ventilation, furniture and well equipped
computer lab facility. Figure 4.5.11, 4.5.12, 4.5.13, 4.5.5.
3. Schools had science lab facilities with out-dated and insufficient science
equipments. Figure 4.5.3.
4. Many schools were found deprived from play grounds & sports goods. Similarly,
teachers’ planners and teaching learning aids were not seen in majority schools. Figure
4.5.6, 4.5.7, 4.5.18, 4.5.17.
5. Library and first aid facility was not available in schools. Figure 4.5.4, 4.5.20.
6. Schools had arranged safety measures in the form of day & night watchmen, displaying
CCTV cameras, boundary walls and cell phones for emergency purposes. Figure
4.5.19.
7. Clean drinking water facility was observed in many secondary schools. Figure 4.5.14.
8. Teaching staff was found 40% complete in accordance to observation. Figure 4.5.16.
9. Conduction of co curricular activities was not observed in 60% schools. Figure 4.5.15.
10. Clean surrounding was observed in 53% schools. Figure 4.5.21.
11. Majority schools 98% had no record of school improvement plan and class observation
documents, similarly, more than 60% schools had no record of parent teachers meeting
(PTM) and meeting minutes of teaching staff. Figure 4.5.22, 4.5.23, 4.5.24, 4.5.25.
f. Findings based on the Principal’s Job Description Document:
12. Principal’s job description document is a comprehensive document which reveals
multiple roles of the principals for the improvement the school. It also presents a
checklist regarding daily, weekly, monthly and yearly tasks which can be evaluated.
Table 4.6.
151
5.2 Cross Tab of Findings
S.No
Statements
Principals
Agreed
Teachers
Agreed
Checklist
Observation
1 School head is satisfied from her job 80 % ----- -----
2 School head ensures to be punctual
in school
91 % 44 % ------
3 Number of teaching staff is as per
need of the school
45 % 30% 40
4 School supporting staff is as per need
of your school
90 % 80 % --------
5 Adequate funds are provided by the
concerned authorities to your school
41% 66% --------
6
School head implements School
Improvement Plan (SIP}
69 % 34.2 % 2 %
Academic Role
7 School head ensures the
implementation of annual school
calendar
85 %
75 %
-----
8 Teachers utilize instructional time
properly
41 %
66 %
------
9 Teachers’ planners ------ ------ 9 %
10 Classroom observation record by the
school head
------ ------ 2%
11 Staff Meeting Minutes ------ ------ 40%
12 Co-curricular activities arrangement
in school
80 %
64 %
40%
13 School head guides teachers about
class activities / instructional process
85 %
30 %
----
14 School head helps in the provision of
AV Aids
100 %
44.3 %
20 %
15 School head provides opportunities
for continuous professional
development of the staff
73 %
46 %
------
16 Fair examination is conducted in the
school.
88 %
91.5 %
---
152
17 School head monitors students’
academic performance/ test /exam
scores
85 %
29 %
-------
18 Progress report is shared with the
students and parents time to time
82 %
25 %
--------
19 School head plans to get distinction
in board exams
100 %
38%
-----
Administrative Role
20 School discipline is maintained 99 % 66 % -----
21 School head assigns responsibilities
to staff according to their expertise
100 %
85 %
-------
22 Code of conduct is displayed in
school.
60% ---- -------
23 Political interference interrupts
school activities
90 %
73 %
----
24 School head ensures the best
utilization of all available resources
(HR, money, material)
97 %
22 %
------
25 School head follows departmental
rules for good governance
100 % ------ ------
Social Role
26 School head motivates staff members 100 % 33 % ----
27 Teamwork and cooperation is
observed in school activities
95 %
79 %
----
28 Recognition of staff’s good work 100 % 27 % -----
29 School head is problem solver 86 % 74 % -----
Community involvement
30 School head coordinates with other
school principals for school
improvement
87 % 77 % -----
31 School head collaborates with
community
90% 48% -----
32 School head calls parents meeting ---- 25 -----
Safe Environment
153
33 Safe environment at school 94 % 71 % 85 %
Physical Facilities of the School
34 Sufficient rooms are available in
school
75 %
-----
60 %
35 School has science laboratory facility 77 % ------ 41 %
36 Computer lab facility ------ ------ 65%
37 Examination hall facility ------ ------- 59 %
38 Head teacher’s office ------ ------ 71 %
39 Staffroom facility ------- ------- 74 %
40 Play ground ------ ------- 33 %
41 Sport Goods ------- ------- 45 %
42 School library is equipped with
required material
25 %
-------
25 %
43 Study rooms are equipped with
learning facilities
85 %
39 %
70 %
44 Clean drinking water facility is
satisfactory
77 %
71 %
69 %
45 Necessary medicines / First Aid
facilities are provided in school
33 %
31%
20 %
46 School head demands required school
facilities from the concerned
authorities
83 %
51%
-----
47 Clean environment 94% ---- 56
Table 5.2 presented cross check of findings that were obtained through the 100 sampled
principals’ and 300 teachers’ opinions and a checklist observation. Data was collected
to achieve first objective that was, to analyze the role of Secondary School Heads in
developing conducive environment for teaching and learning as well as second
objective, to find out basic factors that contribute to conducive environment for
teaching and learning. Findings about Principals’ multiple roles that contributed as
main factors for developing conducive environment for teaching and learning were
cross checked in the following section.
154
Findings of the collected data showed that school heads considered themselves punctual
who had School Improvement Plan (SIP}to implement and adequate funds were not
provided to them by the concerned authorities. In contrast teachers presented different
opinion about it.
The responses of both principals and teachers were observed same regarding
completion of teaching and supporting staff. Checklist observation also supported them.
It was found that teaching staff was not complete in majority schools whereas
supporting staff was found complete.
A. Academic Role of the School Heads
It was found that majority school heads viewed themselves best in the performance of
instructional role while teachers’ view points and observation through checklist were
recorded in contrast to it. Contrast was found in the following points:
Class observation which had to be done by the principals and its records
Record of school improvement plan.
Teachers planners maintenance and availability.
Staff meeting minutes.
Teachers’ utilization of instructional time properly.
School heads’ guidance to teachers about class activities / instructional process.
School heads’ provision of AV Aids to the teaching staff.
School heads’ provision of opportunities for continuous professional
development of the staff.
School heads’ monitoring of students’ academic performance/ test /exam
scores.
Sharing of progress report with the students and parents time to time.
Planning and endeavors to get distinction in board exams.
The opinion of both the respondents were recorded similar on the statements that school
head implemented annual school calendar, arranged co-curricular activities in school
and conducted fair examination.
Findings indicated that School heads’ academic/ instructional role was not strong and
there was much room for improvement.
B. Administrative Role of the School Heads
155
Responses of both principals and teachers revealed that administrative role of the school
heads was found in practice in majority schools except their performance to utilize available
resources in a better way. They were observed good administrator. Strong administrative
role is one of the factors for developing conducive environment in schools.
C. Social Role of the School Heads
Data analysis indicated that more than 90% school heads considered their social role
up to the mark. But majority teachers deemed that principals neither motivate them nor
recognize their good performance. Similarly more than 70 % teachers agreed that the
principals were problem solvers and cooperative at school.
D. Community Involvement
A contrast opinion was obtained from the participants regarding involvement of
community for the betterment of school environment. 90 % school heads were found
agreed upon that they involved focal persons of community in the activities of the
school or for fundraising tasks. Whereas 48% teachers were agreed upon it. It was found
that parents meeting was not called in most of the government schools.Findings
revealed that community and parental involvement was not observed in different
activities in majority government secondaryschools.
E. School Safety
Participants’ responses and observation indicated that enormous number of secondary
schools had taken safety measures in the form of appointing day / night gatekeepers,
displaying CCTV cameras and using emergency cell phones. Most of the staff and
learners felt safe in their schools.
F. School Facilities
Findings gathered from observation and participants responses revealed that many
secondary schools had enough class rooms for learners, principals’ office, staffroom,
examination hall, clean drinking water facility, furniture and computer, lab facility.
Learning aids which were comprised on mere writing boards, markers and charts were
found. Modern learning aids were not found in schools. Facility of science labs and
sports goods were found in 41% & 45% schools respectively but their condition was
not good. There was lack of library, playground and necessary medicines / First Aid
facilities in majority schools.
156
5.3 Summary
This descriptive study was conducted to analyze the role of secondary school heads in
developing conducive environment for teaching and learning. It was carried out in four
districts of Khyber Pakhtunkhwa province of Pakistan. It was needed because research
in this area particularly in developing countries was scarce. Principals’ multiple roles
such as academic role, administrative role, social role, involvement of community,
keeping healthy, safe and hygienic environment and striving to meet the school required
facilities and needs, all these were analyzed that contributed to the maintenance of
conducive environment for teaching and learning. Objectives of the study were
designed.
1. To analyze the current role of Secondary School Heads in developing conducive
environment for teaching and learning.
2. To find out basic factors that contributes to conducive environment for teaching
and learning at the Secondary Schools.
3. To make recommendations for guiding the School Heads to improve their
performance for developing conducive environment in schools for teaching and
learning.
The following key questions were formulated to achieve the objectives.
1. What is the current role of Secondary School Heads in developing the
environment for teaching and learning?
2. What are the factors that contribute to conducive environment for teaching and
learning at Secondary Schools?
3. What recommendations this study can make for guiding the Secondary School
Heads to improve their performance for developing conducive environment in
schools for teaching and learning?
The target population of the study included (722) female school heads and (7788)
female school teachers in (722) female high schools of Khyber Pakhtunkhwa province
of Pakistan. The actual population was taken from four randomly selected districts
Peshawar, Mardan, Nowshera and Charsadda which included (184) female high
157
schools, (184) female school heads and (2010) female teachers (EMIS Statistical Report
2014-15).
The sample of the study was selected as, 100 schools out of actual population 184
Government Girls’ High Schools & their 100 Secondary School Heads and 300 senior
female teachers out of 2010 senior teachers, based on L.R Gay, 2003 sample formula.
Researcher achieved the objectives of the study and answered the key questions through
collecting data from questionnaires, checklist application and a document of job
description for school heads that defined different roles of principals. Literature was
reviewed to extract pertinent secondary required data. After collecting data, statistical
tests Chi Square, Two Independent Sample T Test and Pareto Chartwere applied.
Contribution of different factors and multiple roles of school heads for maintaining
conducive environment in schools are as under:
The outcome of this research study ascertained that many principals were satisfied from
their job yet they were not found punctual in schools. Most of the school’s teaching
staff was not as per their need. Principals’ performance as academic leader was not up
to the standard. Traditional teaching practices, without using modern teaching aids was
observed. Available A.V aids did not fulfill the needs of 21st century demands of the
learners. Teachers were not mostly supervised by the school heads. Similarly, co
curricular activities were neither given proper waitage in school time table nor regularly
organized. All this did not support to make the school environment effective and
qualitative for teaching and learning in Khyber Pakhtunkhwa province of Pakistan.
Motivation, team work, cooperation and unbiased relationship could improve the
internal social environment of school but these were not in practice. Quality education
& enhancement of effective teaching learning environment remained the foremost
concern of government but these set targets could not be achieved unless it ensures
principals’ presence, attention and keep balance in the performance of multiple roles in
school as well as it provides school facilities, i.e school buildings, facilitative
classrooms, play grounds, equipped labs & library and designs a mechanism that
maximizes number of trainees. Many school problems could be solved if school heads
collaborated with community.
158
5.4 Discussions
The purpose of this descriptive study was to analyze the role of secondary school heads
in developing conducive environment for teaching and learning..In addition, basic
factors that contributed in developing conducive environment were also investigated in
this research work. This study sought to answer the following research questions:
1. What is the role of Secondary School Heads in developing the environment for
teaching and learning?
2. What are the factors that contribute to conducive environment for teaching and
learning at Secondary Schools?
3. What recommendations this study can make for guiding the Secondary School
Heads to improve their performance for developing conducive environment in
schools for teaching and learning?
To answer the research questions, principals’ multiple roles such as academic role,
administrative role, social role, involvement of community, keeping healthy, safe and
hygienic environment and striving to meet & maintain the school required facilities
were investigated through getting opinion of 100 school heads and 300 school teachers.
School facilities and school documents were observed through checklist that was
applied in 100 schools. A document “school heads’ job description” was sought out that
presented a comprehensive guide for principals different roles to run school tasks
effectively. The data gathered from questionnaires were analyzed by applying Chi
Square and Two Independent Sample T test. Pareto chart was used for the analysis of
checklist observation.
Research Question 1& 2
Collected data showed that principals were contended from their posts and offices. Job
satisfaction is motivational to perform duties well. It is also supported by (Johnson,
2006) who believed that job satisfaction was linked with the learners’ success, which
acted as an incentive for them to perform their jobs in better way in schools. This
enabled them to be punctual in schools but it is found that majority school heads did
not remain punctual in schools. Principals’ presence make sure that they look and
manage every major and minor activity. Their regularity affects the other staff’s
attendance. Data revealed that many school heads planned to regulate the punctuality
159
of their staff and students. Completion and presence of teaching staff leads to create
productive teaching learning environment.
According to international standards school heads need to have school improvement
plan in order to bring fabulous improvements in schools. No improvement plan was
found in written form with school heads. Yet annual school calendar which represented
working days, examination days and gazzetted holidays plan was implemented
effectively in majority schools. A major significant difference was observed between
school heads and teachers’ responses that teachers utilize instructional time properly
similarly, teachers planning record was not found in schools. In the response of open
ended question majority principals expressed that they would plan to improve
classroom environment, its proper management, utilization of participatory teaching &
learning techniques, positive reinforcement for students, enable learners to be
confident, skillful in verbal and written communication andtheir conceptual, creative
and critical thinking has to be focused. It showed that teaching learning process in the
classrooms needs improvement in most of the secondary schools. Marzano and
Marzano (2003) stated that distinguished classroom management as one of main
characteristics of an effective teacher, good classroom management has significant
impact on students’ learning; therefore, a school head should be focused on it when
supervising teachers.
Results revealed that co curricular activities were arranged in majority government
schools but there was shortage of quality sport goods. Similarly, games and physical
training (PT) periods were not included in time table. These periods were not fully
organized in some of the schools because school buildings were not spacious to provide
space for practicing games and physical training.
The study transpired that there was a significant difference between the responses of
principals and teachers about the statement that school heads guide teachers about class
activities / instructional process in their schools. As majority school heads 92 (92%)
agreed while result of teachers’ response was contrary as 212 (71%) teachers were
disagreed to the view. Data indicated that majority principals planned to ensure proper
teaching in classrooms, monitoring classes, lesson observation, motivating staff to
apply recent teaching techniques, provide more learning aids & give regular feedback
to teachers. It is the fundamental duty of the principals to ensure teaching and co-
160
curricular activities, time plan, supervise them and give positive feedback for
improvement. This links to the study of Darling-Hammond, Meyerson, LaPointe, & Orr
(2009) who stated it is pertinent for principal as instructional leader to facilitate
classroom teaching and learning This supported the study of McEwan (2003) who
believed, “A principal’s strong focus on academics and her strong vision for school
improvement is paramount”.
School heads’ leadership responsibilities include staff professional development,
although conduction of trainings and nomination of teachers for training is in the hands
of higher authorities in Khyber Pakhtunkhwa yet principal may strive to provide
chances for capacity building to almost all the teaching staff. School heads may arrange
training sessions during summer vacations to train their teachers according to their
expertise. Paul. V. Bredeson (2000) viewed that Teachers are the catalyst force whose
professional training is quite essential for the improvement of teaching learning
activity. It is the utmost duty of the school head to play positive role in staff’s capacity
building.
Principals and teachers favoured that their schools represented disciplined environment
and teachers were given the duties of various tasks in accordance to their expertise.
School heads followed the assigned tasks from the higher management to their level
best and worked hard to make use of existing facilities properly, that was the sign of
principals’ effective administrative leadership. Many views were gathered that staff
worked as a team but they felt that motivation was not provided to them. Work
recognition and motivation boast up people for better performance. Blasé’s study
(2000) presented that principal’s continuous praise oozed their staff motivation and
self-esteem.
In order to cope with various problems & to secure the well being of the learners,
collaboration with community and NGOs help a lot, but it was observed a deficient side
of principals’ performance. Parents’ participation in their children’s education has
profound effects upon quality of their education. As stated by Van Velsor and Orozco
(2006) principals play key role in the development of school and home relationship.
Data analysis indicated that government secondary schools were found safe, having
security guards, CCTV cameras and other safety measures.
161
Collected data revealed that physical facilities i.e., school building, classrooms, science
lab, offices, furniture, light, ventilation, water are available in majority government
secondary schools except library, play area, first aid facility and quality sports goods.
All the facilities should be aligned with the 21st century demands of the learners.
Teaching learning environment can not be conducive without facilities. It is supported
by Oken & Sule (2006) who stated that as skeleton is important for a person’s body so
the school plant / facilities are essential for result oriented teaching and learning.
5.5 Conclusions
Conclusions of this research work were drawn on the basis of the findings and outcomes
which were extracted from the responses of all the100 female principals and 300
teachers and checklist. It indicated that conducive school environment and effective
teaching learning process could be maintained through the effective multiple roles of
the principals.
It was concluded from the outcomes of the study that school heads had central position
in schools who was the most important factor for maintaining conducive environment for
teaching and learning, by performing various roles especially academic, administrative,
social role, involving community and providing safety to schools. In order to play their
roles vivaciously, they need job satisfaction, complete teaching and supporting staff,
proper school building and required funds. It was found that majority principals were
satisfied from their posts, having complete supporting staff but teaching staff did not meet
the need of most of the schools which were the important factors for maintaining
attractive environment. It was concluded that principals had no plan for school
improvement. School heads can develop conducive environment if they have proper
document of school improvement plan (SIP) that acts as a road map for them. Funds were
not properly provided to the principals, it affects their performance at schools.
The way principals supervised and dealt with educational matters of their schools largely
owed itself to the academic leadership skills of principals. Which included effective
supervision and monitoring, daily observation of a single class teaching, positive
feedback and guidance to teachers and students, arrangement of curricular & co-
curricular activities, keeping check on learners’ results and behaviour, providing teaching
learning aids, striving for staff professional development and ensuring availability of all
needed resources. This academic role of the school head is a great factor that contributed
162
in the development of favourable school atmosphere. Principals were found weak in the
performance of academic role in the following areas: to keep check on the instructional
activities of the school by providing proper feedback, guidance & modern teaching
learning aids; monitoring teaching activity and class management; ensuring lesson
planning; maintaining discipline and having strong planning to get distinction in board
exams.
Principals’ administrative skill is another factor to create conducive environment. It
includes vigilant check & balance, honest allocation of funds, keeping proper records
of finance & academics, displaying and ensuring clear rules and regulations or code of
conducts, promoting discipline and ensuring non political interference. Principals’
performance was found satisfactory for maintaining school discipline and giving
responsibilities to the staff in accordance to their expertise. There was much room for
playing other administrative roles.
The factors and principals’ trait that can lead towards improved school environment
includes creating good social environment, promote team work, collaborative activities,
motivate staff and students, adopt unbiased attitude towards teachers, create friendly
relationships, recognizing and appreciating good work, involving parents and
community in school based activities and approach towards non government
organizations. According to the results of the respondents & observation, it can be
concluded that these characteristics for keeping effective social environment should be
brought in practice in government schools by the school heads.
School safety and healthy environment is a big factor which has a pivotal importance
for other factors. Effective environment cannot be imagined in fearsome & threatening
surroundings so it’s the school heads’ foremost duty to keep school safe by taking safety
measures. Their efforts were found strong in this respect.
The other factors that contributed to conducive learning environment were considered
proper school building having appropriate number of classrooms, offices, staffroom,
library, labs, examination hall, play grounds, sick room, tuck shop, latrines, clean
drinking water facilities. Availability of natural and electric lighting system, ventilation,
generator in case of load shedding is significant. Gathered data concluded that
enormous number of Government Girls Secondary Schools lacked the facilities of
163
library, play area, sports goods, first aid facilities and modern teaching aids due to
which conducive environment couldn’t be maintained in a better way.
5.6 Recommendations
The researcher formulated the following recommendations based on the findings to
address the gaps that precluded the development of conducive environment for teaching
and learning in Government Girls Secondary Schools.
1. Principals may be trained according to the international standards for effective
leadership of schools. Conducive teaching learning environment can be maintained
if they are competent; enthusiastic; innovative; visionary; motivated to work and
skillful in leadership, supervision and managerial skills.
2. A document for school heads/principals job description along with a checklist for
performing daily, monthly and yearly tasks has been designed by Directorate of
Elementary and Secondary Education Department. Principals should be.gone
through it and perform duty according to it.
3. It is essential that head of the school must be punctual for the smooth running of the
school. Education department or district education officers must ensure principals’
regularity and punctuality in schools.
4. It is recommended that all the vacant posts of teaching staff in schools should be
filled by the government.
5. School improvement plan is a document which leads like a road map towards the
path of success of the school. It is recommended that education department should
ensure (SIP) in each school by the principal. Then its availability and
implementation should be monitored.
6. Principal’s class visit or observation of class teaching can bring drastic
improvements in teaching learning process. It is suggested that principal should
monitor one class daily in order to keep in touch with teachers & students’ problems
and to be aware of teaching methodologies. It may lead school head to guide
teachers on the basis of class observation. A document of class observation having
various indicators regarding: planning, preparation, presentation, classroom
management & leadership, teaching methods & techniques, assessment and
evaluation must be designed. District Officers must ensure that each principal has
164
to observe one class daily according to that performa, keep its record for preparing
ACRS of teachers.
7. Principal should ensure that teaching staff go to their classes on time and focus on
conceptual, creative and activity based teaching learning process.
8. Principal should arrange free coaching classes to improve students’ internal &
external results, conduct monthly tests, check note books randomly and personally
assess students concepts by asking questions.
9. It is essential that principal should give fruitful feedback to teachers about class
activities, teaching techniques and other multiple school tasks.Its record should be
maintained.
10. Co-curricular activities should be planned for entire academic session and these
should be included in annual school calendar. For its regular implementation,
periods for games and physical training should be allocated in school time table. It
is the utmost responsibility of the school heads to ensure the provision of sport
goods and indoor/ outdoor games for physical and mental development of the
students. Government should appoint physical instructors for high schools.
11. Writing board, text books and chalk/ marker are not enough as teaching learning
aids. A serious thought has to be paid to provide such A.V aids which can meet the
demands of 21st century teaching learning requirements such as related pictures,
chart, models, topic elated video clips, Grammar games, activity sheets,
equipments, computer, internet/YouTube & resource books.
12. A mechanism should be designed that every year four to five teachers will be
trained from each school whereas rest of the teachers should be given chance for
next years. A record of teachers training must be kept in schools as well as in
education office.
a. School heads may arrange workshops or refresher courses on need based at school
level.
13. It is recommended that principals must have a plan to show good results both in
home and board exams.
14. Students’ performance, regularity, results of internal & external exams should be
monitored by the school heads. A mechanism needs to be developed to call parents
meeting after each term exam as well as on need basis to share their children’s
academic performance with them.
165
(a) Principals should daily observe attendance of teachers and students. Take
positive action to improve attendance if it is short.
(b) Contact with parents of those students who are habitual to remain on
leave/absent.
(c) Appreciate and give awards for good attendance and take action against those
who regularly remain absent.
15. It is expected from government to allocate adequate funds to principals of
government high schools. Principals are also recommended to utilize funds properly
for developing conducive environment, keeping in view the students’ welfare on
priority basis. It is also their foremost duty to ensure utilization of available
resources and facilities in an excellent way.
a.Committees should be made to keep record of its maintenance, save them from
misuse and report to the school head. Its record should be kept in school.
16. Handsome budget has to be allocated for the schools and its transparent utilization
should be ensured by the management, for sustainable development of schools. This
would also require the training and orientation of principals in financial discipline.
(a) Principals should keep record of receipts in a proper file.
17. Teachers’ extrinsic and intrinsic motivation should be enhanced by providing
various incentives i.e. praise, monetary benefits, work recognition, in-service
training, awards and appreciation certificate to them. It may be done by school
head, independent monitoring team and education department. Teachers should
ensure to manage class effectively and teach different subjects assigned to them
according to their potential and professional qualification.
18. School heads should encourage teachers to perform different additional duties
& participate in different committees to raise school efficiency.
(a)display and keep record of duty list in office and staff room.
(a) appreciate teachers on their good performance of duties verbally and
awarding certificates or other incentives.
19. Principals can play better role if they promote team work, collegiality and
cooperative work for effective social environment in their schools.
166
20. School heads may resolve problems which raises in schools by using their skills.
Their un biased and supportive behaviour may convince staff to discuss problems
with them & get its remedy.
21. Independent monitoring unit may focus on the academics of the school along with
the checking staff attendance and school facilities.
22. Principals’ collaboration with community and Non Government Organizations
(NGOs) can take the school to the apex of excellence. Links with community
members & NGOs may assist them in multiple school activities, i.e. provision of
safety, training, required facilities etc, which may yield fruitful consequences for
the welfare of the students. Principals may involve community people for school
efficiency by the following ways:
a. Invite people in functions and co curricular activities
b. Make a committee of them and call their meetings.
23. Safe, clean and healthy environment is required in schools. School heads should
vigilantly ensure all the safety measures inside and outside schools. Staff and
students who participate vivaciously in keeping school clean must be
appreciated. It can be taken in the following ways:
a. Ensure day and night gate keepers in school
b. Guidance should be provided to them about school safety.
c. Display of CCTV cameras in school
d. Emergency phone number must be display in school.
e. SOS
f. Visitors registers should be in working condition.
Clean School: -
a. Motivate students and staff to keep school clean. Arrange skits and speeches in the
morning assembly on this topic.
b. Moralize students through speeches, skits, and awarding prizes in morning
assembly.
c. Arrange one period as cleanliness day in a month in which students clean their
classes, cupboard and school to have practice.
d. IT teachers can show videos to the students about clean and healthy school
environments.
24. Government should ensure the availability of missing facilities to secondary
schools.
167
a. Principals should update library, sports goods and first aid facility from
school funds.
20. Maintaining conducive environment in schools should be given due consideration.
Recommendation for Future Researches
25. The present study is a descriptive investigation. Action research and experimental
studies may be conducted to know some other roles of principals for maintaining
conducive environment in schools.
26. Other aspects including physical, physiological, psychological, financial, cultural,
moral and religious effects may also be investigated.
168
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191
APPENDIX I
LETTER TO THE SCHOOLS
The Principal
........... School
Ref: Request for permission to conduct research at........School from the 6th of October
to the ….of December , 2018-19.
Title: ANALYSIS OF THE ROLE OF SECONDARY SCHOOL HEADS IN
DEVELOPING CONDUCIVE ENVIRONMENT FOR TEACHING AND
LEARNING
Contact person’s name: ......
Principal’s office: ..............
Telephone number: ........E-mail address: ...
Dear Madam,
I, Nazish Farid, am doing research under the supervision of Dr. Khisro Kalim Raza,
head of the Department of Education towards an M.Phil and PhD degree at Sarhad
University of Science and Information Technology, Peshawar. I am requesting your
permission to conduct a study in your school.
The aim of the study is to investigate multiple roles of principals and various factors
that contribute in maintaining conducive environment for teaching and learning.
The study will entail conducting two sessions of recording answers in the questionnaire
with the principal and three teachers from your school, as well as conducting an
observation where the researcher will note down the items of physical facilities and few
records with the consultation of school head. The first getting responses on
questionnaire will take approximately 15-20 minutes in length for teachers and the
principal respectively, while the checklist observation will take approximately 30-40
minutes in length. Moreover, it will also entail requesting certain documents from your
school, like the records of school meetings, teachers’ planners and the class observation
record of the school head.
The benefits of this study are that the findings can be used as a turning curve to improve
in your execution of multiple roles which will also improve school environment for
teaching and learning in your school. Additionally, this study might reveal the hidden
challenges you might unknowingly experience within your leadership roles.
192
There are no potential risks foreseen in this study. All participants’ names will not
appear in any publication resulting from the study. Moreover, all contributions from
participants will be treated with a high level of privacy and confidentiality. Besides,
participants may wish to withdraw from the study at any time they wish to do so.
Yours sincerely,
Nazish Farid (Cell: 03339309768 E-mail:[email protected])
The researcher
Dr. Khisro Kalim Raza (Cell: 0300 4445336 E-mail: [email protected])
The supervisor
193
APPENDIX II
APPROVAL LETTERS FROM SCHOOLS
Dear Miss Nazish Farid
SCHOOL RESEARCH APPROVAL LETTER
Ref: Approval in request to conduct a research at.....
Date 6th October 2018
Name of Researcher Nazish Farid
Cell Number 0333 9309768
E-mail address [email protected]
Research Topic ANALYSIS OF THE ROLE OF
SECONDARY SCHOOL HEADS IN
DEVELOPING CONDUCIVE
ENVIRONMENT FOR TEACHING
AND LEARNING
This letter serves to inform you that an approval is hereby granted to conduct a research
on the above topic at our school as per your request letter. However, participation from
the teachers is voluntary.
194
APPENDIX – III
ANALYSIS OF THE ROLE OF SECONDARY SCHOOL HEADS
IN DEVELOPING CONDUCIVE ENVIRONMENT FOR
TEACHING AND LEARNING
QUESTIONNAIRE FOR PRINCIPALS
The questionnaire consists of statements about the analysis of the role of Secondary
School Heads in Developing Conducive Environment for Teaching and Learning.
Please spare your precious time for filling the questionnaire. I assure you that the
information provided by you will be kept confidential and used only for the sole purpose
of research.
Please read the following carefully and Tick (√) one of the Following Options:
1. Strongly Agree (SA)
2. Agree (A)
3. Undecided (UD)
4. Disagree (DA)
5. Strongly Disagree (SDA)
Personal Profile
Name __________________
Name of Institution __________________
Academic Qualification __________________
Professional Qualification _________________
Working Experience as School Head (in years) _________________
Working Experience as School Head at this school (in years) __________________
Teaching Experience (in years) __________________
195
S/No
Statements
Str
on
gly
Agre
e
Agre
e
Un
dec
ided
Dis
agre
e
Str
on
gly
Dis
agre
e
1 School head is satisfied from her job
2 School head ensures to be punctual in school
3 Number of teaching staff is as per need of the
school
4 Number of supporting staff is as per need of the
school
5 Adequate funds are provided by the concerned
authorities to your school
6 School head implements School Improvement
Plan(SIP)
Academic Role:
7 School head ensures the implementation of annual
school calendar
8 Teachers utilize instructional time properly
9 School head guides teachers about class activities /
instructional process
10 Co-curricular activities are arranged in your school
11 School head helps in the provision of AV Aids.
12 School head provides opportunities for continuous
professional development of the staff
13 Fair examination is conducted in the school.
14 School head monitors students’ academic
performance/ test /exam scores
15 Progress report is shared with the students and
parents time to time
16 School Head plans to get distinction in board exams
Administrative Role
17 School head strives to keep discipline in school
18 School head assigns responsibilities to staff
according to their expertise
19 Political interference interrupts your school activities
and environment
196
S/No
Statements
Str
on
gly
Agre
e
Agre
e
Un
dec
ided
Dis
agre
e
Str
on
gly
Dis
agre
e
20 School head follows departmental rules for good
governance
21 School head ensures the best utilization of all
available resources (HR, money, material) to create
conducive environment
School Social Environment
22 Code of conduct is displayed
23 School head motivates staff members for better
performance
24 Teamwork and cooperation is observed in school
activities
25 School head recognizes staff’s good work
26 School head is problem solver
School Community Relationship
School Head
27 Coordinates with other school principals for school
improvement
28 Keeps links with NGOS to fulfill school needs
29 Collaborates with community to secure well being of
the students as well as generate resources for school
School Safety
30 School head ensures a healthy and hygienic
environment in the school
31 School environment is safe
School Physical Facilities
32 Sufficient rooms are available for students in school
33 School has laboratory facility
34 School Library is equipped with required material
35 Study rooms are equipped with learning facilities
36 Clean drinking water facility is satisfactory
37 Necessary medicines / First Aid facilities are
provided in school
38 School Head demands required school facilities from
the concerned authorities
39. In your valued opinion, please mention your plans for improving the conducive
environment in your school?
197
_______________________________________________________________
_______________________________________________________________
40. In your valued opinion, please provide more suggestions and support for
developing conducive environment in your school for effective teaching
learning process?
_______________________________________________________________
_______________________________________________________________
198
APPENDIX –IV
ANALYSIS OF THE ROLE OF SECONDARY SCHOOL HEADS
IN DEVELOPING CONDUCIVE ENVIRONMENT FOR
TEACHING AND LEARNING
QUESTIONNAIRE FOR TEACHERS
Personal Profile
Name _______________
Name of Institution _______________
Academic Qualification _______________
Professional Qualification _______________
Teaching Experience (in years) _______________
No
Statement
Str
on
gly
Agre
e
Agre
e
Un
dec
ided
Dis
agre
e
Str
on
gly
Dis
agre
e
1
You are satisfied from teaching learning
environment of your school
2 School head ensures to be punctual in
school
3 School teaching staff is as per need of your
school
4 School supporting staff is as per need of
your school
5 Adequate funds are provided by the
concerned authorities to your school
6 School head implements School
Improvement Plan (SIP)
Academic Role
7. School head ensures the implementation of
annual school calendar
8 Teachers utilize instructional time
properly
199
9 Co curricular activities are arranged in
school
10 Guidance is provided to teachers about
class activities
11 School head provides teaching learning
Aids as per class needs.
12 Teachers’ training / Continues
professional development is practiced
13 Fair examination is conducted in the
school
14 School head monitors students’ academic
performance/ test /exam scores
15 School head plans to show distinction in
board exams
Administrative Role
16 Disciplined environment is observed in
your school
17 School head assigns responsibilities to
staff according to their experience
18 All the available resources are utilized
properly in the school
19 Political interference interrupts your
school activities/ school effective
environment/ your performance
Social Role
20 School head is problem solver
21 School head motivates staff through
incentives
22 School head cooperates with staff in
school activities
23 School head recognizes staff’s good work
Community Involvement
24 School head coordinates with other school
principals for school improvement
25 School head calls parents meeting
regularly
26 Community is involved in school for the
well being of the students as well as
generate resources for school
200
School Safety
27 Students and staff feel safe and secure in
school.
28 Necessary medicines facility is available
in school
Physical Facilities
29 Classrooms have learning facilities such as
light, ventilation or furniture etc
30 School head tries to provide school
facilities
31 Clean drinking water facility is available
201
APPENDIX – V
OBSERVATION CHECKLIST FOR SCHOOL FACILITIES,
INFRASTRUCTURE AND DOCUMENTS FOR USE BY
OBSERVER ONLY
Date
(mm/dd/yy) Time
1. Information about the School
1.1 Name of the school for the bottlenecks assessment:
1.2 Location school targeted for the assessment (CHECK ALL THAT APPLY):
1. Urban
2. Rural
Physical
Facilities
Adequate Fairly
Adequat
e
Inadequate Not
Available
School building is available
Classrooms
Science Laboratory
Library
Computer Lab
Play ground
Sport Goods
Examination Hall
Head teacher’s office
Staffroom
Lighting availability
Ventilation of Learning
Rooms
202
Furniture Facility
Clean Drinking Water
Facility
Conduction of Co
Curricular Activities
Complete Teaching Staff
AV Aids Facility
Teachers’ Planners
Safety Measurement
First Aid Facility
Clean Environment
School Improvement Plan
Class Observation Record
Teachers’ Meeting Minutes
Parent Teacher Meeting
Record
203
APPENDIX –VI
Department of Elementary & Secondary Education,
Government of Khyber Pakhtunkhwa.
JOB DESCRIPTIONS
For the
PRINCIPALS/HEADMASTERS/HEAD MISTRESSES
Government Higher /High Secondary Schools
Elementary & Secondary Education
N . W . F . P
204
ROLE OF PRINCIPALS/HEADMASTERS/HEAD MISTRESSESAS
TEACHER, ADMINISTRATOR, COORDINATOR AND
LEADER IN THE SCHOOL SYSTEM;
He/She will
i. Ensure to contribute effectively in the development and promotion of
professional efficiency amongst the teachers.
ii. Promote a sense of commitment and belongingness.
iii. Assure optimal utilization of resources.
iv. Enhance general awareness about education and society.
v. Establish institutional linkages with other institutions in the society.
vi. Ensure the smooth functioning of the system.
vii. Correlate education and human resources needs.
viii. Prove him/herself as an academician.
ix. Makes others feel that He/she is a leader to the teachers in all academic
and related activities in the school.
x. ProveHim/herself as a good planner and encourage participatory
planning, Monitoring and supervision of the work of the school
effectively.
xi. Keep good relation with the community.
xii. Keep healthy relationship with the Administrative Department.
205
CHECK LIST
Daily
Check cleanliness in classrooms, Wash room, offices, lawn ,Hostel,
ground etc
Attend Morning Assembly along with staff and address assembly when
necessary
Arrange fixture for teacher on C/leave daily etc during Nazra time.
Arrange best utilization of Nazra time.
Signs Monitor Diaries/ General Attendance register and take measure to
avoid absenteeism/Late comers.
Visit during day to different class rooms and see that classes are being
taught properly and A-V-aids are used, Written work andobserve that
student/teacher are not leaving the classroom without Dire need
Attends different visitors coming to school for school relating affairs
Recess/periods are changed properly as per schedule.
Fixture periods are properly attended by assigned teachers.
Check quality of education.
Get feedback from teachers and students regarding text books and teaching
methodology.
School is being closed at proper time with all windows closed and all
registers are in safe custody
Monthly
All students/ teachers attendance are properly closed with average
attendance/ leave Account/ Teachers Diaries/work Books are properly
completed and got signed.
Observe work assigned /work done and practicals of science classes
Admission Withdrawal and funds register are properly completed.
Bazm-i-Adab Committee holds its meeting.
Submission of Statement of Expenditure (Reconciliation) to EDO
Submission of Staff statement to EDO.
All term- exams are properly conducted.
Check library register/Stock register.
Annually
Submission of Staff result statement to EDO.
Submission of Statement of Expenditure (Reconciliation) to EDO
Submission of Staff statement to EDO.
Submission of 1st list statement to EDO.
Submission of 2nd list statement to EDO.
Submission of Pupil fund statement to EDO.
206
Recommend proposal for the improvement of education in the light of feed
back from teachers and students regarding text books and teaching
methodology
Prepare school inventory report.
Checking & physical verification of the following stock registers:
Permanent Stock Register
Perishable Items Stock Register
Stationery Stock Register
Science Stock Register
Library Stock Register
Sports Stock Register
Signing/counter signing of cash book fund register
PTC Register
Red Crescent Register
Boys Scout/Girls Guide Register
Check all type of school assets register.
Annual School Census report (EMIS)
Check library register/Stock register.
Exam (internal)
Home exams responsibilities are properly performed, result record properly
prepared/announced and parents are properly informed
Supervise and co-ordinate with teachers in developing date sheet, marking
papers and preparing result.
Check award list along with script that marking has been done reasonably,
total is correct, no portion is left unmarked, .
Visit to class rooms during exam and check that exam is conducted
properly.
To check that class teachers are properly recording the awards in
examination Registers and students files/Personal records and results is
conveyed to parents
Educate teacher how to prepare Question Peppers and check them before
going to press Arrange internal exam
Supervise and coordinate with teachers in developing date sheet, setting
papers, Printing, Conduct ,Paper checking, Preparing result:supervise and
coordinate for announcing exams results.
BISE exam
Facilitate Board and University in conducting exams and
provide duty staff for exam and discourage
habitual teacher for exam duty.
Registration of 9th class and new comer’s migration is made in time.
Complete Admission from of 9th/10th class are submitted to board in time
after proper attestation.
207
Deposit Board affiliation fee/Gazette fee in time and also arranges to collect
gazette /DMC from board
work as resident Inspector , mobile Inspector supdtt: , paper setter and mark
papers
Communication
Monitor teachers and provide them guidelines, Convey and implement
directions Received from higher authorities and give feedback:
Increase enrolment and decrease dropout. Take random lecture in different
classes
Co-curricular Activities
Arrange co-curricular activities i.e., Bazam Adab scouting/Girl Guide,
camps Walk, celebration of National days.
Provide advice to staff in arranging co curricular activities.
Supervises the arrangements of supports quizzes. i.e. completion both in
school and District level. Study tours, fun fairs. Melad and fare well
function .
Co –operation with EDO office in tournaments District/ provincial and
work as sports secretary/member of executive body field Jewry etc and
prize distribution functions
Financial Management
Work as Drawing and Disbursing Officer (DDO).
Prepare school annual budget
Take guide line/advice from higher authorities.
Provide advice to subordinates:
Monitor data collection from teachers and clerks:
Monitor and supervise the compilation of financial data,
Submit the annual budget to EDO:
Reconciliation of accounts on monthly bases: Issue arrears bills: Arrange
annual audit of the institution and address the audit pharos.
Work as custodian of land, building and equipment:
Utilization of school funds according to rules and regulation
Human Resource Management
Maintain staff record such as
Leave. Posting/ transfer, training etc:
Take disciplinary actions and form disciplinary committees:
Conduct annual performance review on prescribed Performa PER/ACR:
identify employee training need.
Arrange and conduct employee/ refresher courses.
Participate in professional development programs Deal with employee
association
Work as appointing authority of class IV employees hold enquires of class
IV employees:
208
perform any other HR function assigned by the government/higher
authorities
school Administration
Maintain school discipline:
Monitor and coordinate for the fresh admission distribution of free text
books. School leaving certificate, Character and board certificates, Student
enter/leave register, annual stock taking of library books. Annual cheek up
of the school building and report to the higher authorities, Plan for new
class/ sections and their places, Work as secretary of school council: work
as protocol officer or nominate one on any official visit:
Public dealing
Meet with parents to discuss the child status such as absenteeism, learning
etc: Meet with school council/ community members to discuss the physical
condition of the school
1. Monthly meeting is properly held and progress is recorded in
concerned register.
2. Funds generated/accorded by govt is properly utilized
3. work as secretary of Parents teacher council.
4. Sends expenditure goshwara of PTC to EDO office.
Discusses school problems with PTC in meetings
National Services
Make sure school staff performs census duty: election duty: referendum
duty and polio duty: Meet the concerned authorities and assign duties to
eligible person.
Admission Withdrawal register
1-That admission withdrawal register is properly maintained
2. Admission of newly entered students is properly recorded and SLCs
brought are properly ordered/signed
3. Application of students /parents applying for SLC are properly honored
and SLCs are properly checked
4. Every entry of Ad/withdrawal register is properly initialed.
5. Local checking of Ad/withdrawal is made after completion of new
Admission annually
6. Proper entries are made for students who had completed education or
took SLC.
Time Table
Monitor staff and class time table.
209
APPENDIX –VII
Classroom Observation Form
Teacher Name: Observer Name:
Institution: Date:
Subject: Class:
Total number of learners: Time:
Number of learners present:
Content of lesson:( Copy of the lesson to be attached)
Competency Levels Key:
Level 1: Attention needed, a number of shortcomings in key areas
Level 2: Satisfactory, Shortcomings balanced by good features
Level 3: Good in most respects
Level 4: Very good, many good features, some outstanding
Level 5: Excellent, many outstanding features
(A) Planning & Preparation Level
Comments 1 2 3 4 5
Prepares the lesson effectively
Designed instructional materials
and activities
Prepared a lesson plan
Preparation of contents on the
bases of students learning level
Total Score 20 Possible Score:
(B) Presentation 1 2 3 4 5 Comments
Smiles on entering the classroom
Exchanges Islamic greetings
Knows and uses student given
names
Treats all students equally
Links the lesson to the previous
knowledge
Introduces the lesson or
instructional activity and
specifies learning objectives
210
Body language & gestures
White/Black board usage with
standing side
Writes clearly on board
Lesson Plan followed completely
in consideration of time, material
and displays
Provides relevant examples and
demonstrations to illustrate
concepts and skills
Defines and explains terms,
concepts, and principles
Uses humor appropriately to
strengthen retention & interest
Gives satisfactory answers to
student questions
Encourages the students to ask
questions
Maintains student interest
Presents topics with a logical
sequence
Summarizes major points of the
lesson
Paces lesson to allow time for
note taking
Total Score 95 Possible Score:
(C) Classroom Management &
Leadership 1 2 3 4 5 Evidence/Comments
Class Room Control
Effective students sitting
arrangements
Students Teacher Relation
Visual Presentation of displays
Students Corner
Time Management
Class Room Cleanliness
Appropriate accommodations for
special needs students
Strategies for slow learners
211
Total Score 45 Possible Score:
(D) Documentation 1 2 3 4 5 Evidence/Comments
Attendance Register
Assessment Record
Maintain of Planner
Maintain of Students
Diary/note books
Exam papers preparation and
correction
25 Possible Score;
(E) Assessment and
evaluation 3 2 3 4 5 Comments
Asks questions to monitor
students’ progress during and
or at the end of the lesson
(oral/written)
3
Provides relevant written
assignments (homework) 3
Ensures proper checking of
homework
Total Score 15 Possible Score:
Aspect of lesson Possible Score Score % Comments
(A) Planning & Preparation 80-100 Excellent
(B) Presentation
60-79 Good
(C) Classroom Management &
Leadership 50-59 Average
(D) Documentation Below 50 Poor
(E) Assessment and evaluation
Actual Score 200 Possible
Grade/%:………………………
………. Possible Score
Observer's Comments/Recommendations:( Teaching Methodology )
Observer's Signature:___________________Teacher's
Signature:______________________________
Name of School ____________________
Name of Principal ____________________
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