comparative analysis of male and female principals role in ... · issn: 2797-3735, volume 1, issue...
TRANSCRIPT
International Journal of Social, Politics & Humanities ISSN: 2797-3735, Volume 1, Issue 1, page 195 - 208
Zambrut
Zambrut.com. Publication date, 25 October 2018.
Saeed, N. & Kayani, A. I. 2018. Comparative Analysis of Male and Female Principals ..................... 195
Comparative Analysis of
Male and Female Principals
Role in Prvision of Quality
Education at College Level (Case in District Kotli Azad Kasmir)
Nauman Saeed1 & Almas Ikram Kayani
2
1Nauman Saeed
1Department of Education Pir Mehr Ali Shah Arid Agriculture University (PMAS AAUR)
Rawalpindi Pakistan
2Dr. Almas Ikram Kayani
Associate Professor 2Department of Education Pir Mehr Ali Shah Arid Agriculture University (PMAS AAUR)
Rawalpindi Pakistan
Abstract: The primary focus of the research was to compare the role of both male and female
college principals in provision of quality of education in public colleges of District Kotli Azad
Kashmir. It was descriptive study in nature. All teachers of public colleges of District Kotli A.K
constituted population of the study. The study was delimited to four tehsils. Two tehsils were
selected for pilot testing and two for final study. Consecutive sampling technique was used to draw
the sample from population and sample was selected using L. R. Gay’s table of sampling. The data
obtained was analyzed by using SPSS software. The study explore that principals can play their vital
role in improving quality of education. Findings of the study were that both male and female
principals play their role in provision of quality education and If college principals are willing to
improve quality of education, they should maintain positive relationships with their staff members.
The study recommends that; College’s principals should take necessary steps to improve college
standard. Principals should cooperate with staff. The principals’ leadership should be democratic
and engage all staff members in any decision making process. There is dire need to pay more
attention towards quality enhancement training programs for females principals as compare to male
principals.
Keywords: Colleges, Principals, Principals Role, Male, Female, Quality Education.
International Journal of Social, Politics & Humanities ISSN: 2797-3735, Volume 1, Issue 1, page 195 - 208
Zambrut
Zambrut.com. Publication date, 25 October 2018.
Saeed, N. & Kayani, A. I. 2018. Comparative Analysis of Male and Female Principals ..................... 196
1. INTRODUCTION
Education is an essential determinant of economic and social development of any nation.
Education is the process through which we transfer knowledge and culture from one generation to
another generation. Education is also a primary source of all technological advances, innovation and
human comfort. Education is the way of planning socio-economic development of any nations
(Anjum, 2006). Principal‟s role impacts on quality of education. Both principals and teachers provide
with quality professional development and effective learning which leads to high student achievement
and improve educational quality. It is true the principal holds on important post in any institution
(Budde, 2011). The principals need to establish clear academic goals and ensure that all stakeholders share
their academic and instructional goals. According to Ramirez & Ovando (2007), role of principal‟s and
instructional leadership actions include setting clear expectations, monitoring instruction, and
providing suitable environment according to needs to improve quality of education.
Principals need to perform strong academic leadership and support teachers in achieving
academic excellent results for all students and improve the standard of education. As the instructional
leader of an institution the primary role of principal‟s is to support all teachers in their efforts to
develop their pedagogical skills and enhance knowledge while staying current in new research-based
strategies. The role of the principal as instructional leader should include support and train teachers
through effective professional development programs to make sure they have opportunities to learn
and develop their practices.
According to Harris (2002), when teachers were surveyed about the impact of the past three
years of professional training, less than 25% reported that professional training impacted their
instruction. The principal plays key role in provision of professional training of teachers which
promote their pedagogical skills and knowledge to increase student achievement, performance and
improve the quality of education. Therefore, principal plays vital role to improve the quality of
education through the professional training of his teachers and providing suitable teaching learning
environment for effective and purposeful teaching learning.
2. CONCEPT OF EDUCATION
Our country is a developing country and educational development is highly needed for the
progress and prosperity of the country. A nation develops us self-consciousness by sensitizing its
individual through education, social institution that provider mental, physical, ideological and moral
training. Education is a social activity on the globe along with the mankind. Education brings
understanding, discipline, and economic prosperity among the people.
It is the responsibility of the state to provide educational opportunities and facilities to its
masses so that they can become useful citizens. That is why education is placed at the top in the social
priorities of all the countries.
3. LITERATURE REVIEW
3.1 EDUCATION QUALITY
Now a day‟s education quality is the major issue to achieve the international standards. Virk &
Isani (2005), said that quality has many dimensions, which play a key role to increase the quality of
education. Lim (2001) remarked that quality indicates processes and policies for ensuring the
fortification and security of quality. In developing counties universities, it is require utilize
international standard of quality methods to enhance the quality of their programs (Lim, 2001).
Though, there is a massive difference in the social status and economic between developing and
developed countries, and it will be valuable to apply standards of quality into higher educational
institutions of developing countries. However, for successful procedures and plans, consideration must
be given to the utilization of best resources and infrastructure in developing countries.
International Journal of Social, Politics & Humanities ISSN: 2797-3735, Volume 1, Issue 1, page 195 - 208
Zambrut
Zambrut.com. Publication date, 25 October 2018.
Saeed, N. & Kayani, A. I. 2018. Comparative Analysis of Male and Female Principals ..................... 197
3.2 DEFINITION OF QUALITY IN THE CONTEXT OF EDUCATION FOR ALL (EFA) The Dakar Framework of Action 2000 defined that the quality of education in terms of
accepted and assessable education outcomes in particular in numeracy, literacy and indispensable life
proficiency. Article 42 of this action further explore that a quality of education is one the essential
learning needs and enhance the learner‟s lives and their total life experience.
The obligatory qualities which were recommended giving bellow:
a. Adequate facilities and learning materials
b. Healthy, well-nourished and motivated students.
c. Environment which enhance and encourages learning of students
d. A significant and appropriate curriculum
e. Authentic and exact assessment of teaching/learning
f. Comprehensive and clear definitions of teaching/learning outcomes
g. Engaging the local communities
h. Involvement authority and management
i. Using Information and Communication Technology (ICT) for basic and distance education.
j. Training of teachers‟ supported financially
k. Raising the standard and quality of teachers' professional tanning
The above guidelines have been drawn by Pakistani policy makers for the improvement and
enhancement of education quality from the international knowledge which declares on EFA from the
analysis of local circumstances. In Pakistan‟s National Education Policy 1992 it was visibly declared
the plan to take up special actions for the improvement of the quality of education. These actions
include; teacher‟s proper training, update curriculum, provide computers, books of sciences,
mathematics, general knowledge, and increasing the number of teachers as per institutional
requirement.
In the National Education Policy of 1998-2010 it has also stressed that try to make it possible
for sufficient quality inputs such as recruitment of teachers should be based on merit, both pre-service
and in-service training should be provided to the teachers, provision of occupational formation and
awards system and incentives like child centered instruction, improving the standard of textbooks and
enough availability of learning resources, improve curriculum standard, enough availability of
educational infrastructure and modifications of assessment/ exams system
3.3 QUALITY EDUCATION INCLUDES a. Pupils who are well-nourished, vigorous and prepared to take part in learning and supported by their
teachers, family members and communities in their learning process.
b. Healthy environments which are secure, protective and safe for learners and make available
satisfactory facilities and required resources for them.
c. Relevant content which is reflected in their curriculum and materials for the attainment of needed
essential skills particularly in the area of literacy and abilities for life, and knowledge.
d. Provision of well-educated and trained teachers who use child centered teaching strategies in well-
equipped class-rooms to achieve the maximum educational objectives.
e. Learning outcomes which covers skills, attitudes and knowledge that should be linked to national
educational objectives for the optimistic participation of learner in the society.
This type of definition also takes the relation with universal and global influences that boost the
debate of educational quality. While ensuring that nationwide and local educational contexts to
contribute to the definitions of quality of education in unstable countries (Adams,1993). Definitions of
the quality of education must be unlocked to the change and advancement should be based on
information, changing framework and latest perceptive of the scenery of educational challenges.
3.4 RAISING THE QUALITY OF EDUCATION
The National Education Assessment System of Pakistan (2007) has indicating the important
quality insufficiency and the discernment of poor quality of education in Pakistan. It is the need of
International Journal of Social, Politics & Humanities ISSN: 2797-3735, Volume 1, Issue 1, page 195 - 208
Zambrut
Zambrut.com. Publication date, 25 October 2018.
Saeed, N. & Kayani, A. I. 2018. Comparative Analysis of Male and Female Principals ..................... 198
time to improve education and as well as improve the quality. It is also need of time to improve
curriculum, teacher‟s education, pedagogy, textbooks, examination system, infrastructure, facilities
and learning of environment. The performance of the student relies on capabilities and quality of
teacher's leadership in the institution, which one is key factor. The majority of the input in the
organization has impacts on its quality. The basic input is finished by the sly necessary pillars. These
are teacher‟s assessments, textbooks, curriculum, teaching/learning environment in an institution and
importance of education for useful and practical life.
3.5 PRINCIPALS AS A LEADERS Hallinger & McCary (1990), stated that the knowledge and instructional leadership behaviors
and certain functions should be carry on without some sense of restrictions how and when to perform
them. Therefore, principals have to think logically for their role as instructional leaders. In the view of
Louis & Leithwood (2012) a principal‟s most of time is utilized by the many demands of
administrative functions, which takes time away from not visiting classrooms, planning for effective
teaching/learning programs, effective evaluation of teachers and being involved with curriculum and
instruction. Growing indication demonstrates that the significant role of the principal as the
instructional leader of an institution in sustaining and developing institutional improvement.
The role of college principal is crucial, especially when their role is considered as a leader, and
it is important for them to utilize their role to improve teaching practice and student output. Robinson
& Louise (2012) claimed that the role of the principals is focused on student performance. Though,
some of the leadership responsibilities and skills which are required for leaders to monitor student
performance and achievement, using data to recognize learners needs/demands and building teacher
capability to tackle those needs and demands. With the current accountability system, it is the massive
responsibility of principal as a leader to implement required reforms to improve the performance of the
institution. Honig, (2012) assumed that research on educational leadership has linked the importance
of principals working as a leaders and the importance of intensive job embedded professional
development to help them and build their capacity for such task.
Bolman & Deal (2003) proposed the four frame model which provide a structure to helps us to
understand the capacities of leadership and how several of the demands on principals could be met
through the utilization of this four frame model. The four frame model includes political, human
resource, structural, and symbolic domains of the leadership. For effective institutional leadership, it is
necessary for principal to serve as a great leader to promote the positive environment of the institution,
fulfils needs of his/her staff members, and try to improve symbolic and political aspects of the
institution.
Marzano (2005) stated that principals have a vital role in developing and promoting
institutional site, plan and implement efficient programs to improve quality instruction. It is also stated
that valuable and efficient principals should develop their strong team and allocate farm duties to the
team in an organized way. Posner & Kouzes, (2007) said that leaders motivate and set visions and also
select the right people for the right job to make the vision a reality. Perfect leaders facilitate others to
perform and they encourage cooperation and coordination by creating the sense of teamwork.
3.6 OBJECTIVES OF THE STUDY
The objectives of the study were :-
a. To compare the education level and experience of both male and female college principals and
teachers of district Kotli.
b. To compare the role of both male and female principals in promoting quality of education.
3.7 RESEARCH QUESTION a. Are male colleges providing better quality education from female colleges?
b. How both male and female principals perform their role in promoting quality of education?
International Journal of Social, Politics & Humanities ISSN: 2797-3735, Volume 1, Issue 1, page 195 - 208
Zambrut
Zambrut.com. Publication date, 25 October 2018.
Saeed, N. & Kayani, A. I. 2018. Comparative Analysis of Male and Female Principals ..................... 199
4. MATERIALS AND METHODS
4.1 POPULATION
The study is „Comparative Analysis of Male and Female Principals Role in Provision of
Quality Education at College Level in District Kotli Azad Kashmir so; the public colleges of the
district Kotli A.K were selected for this research and in this context public college teachers are
involved as the population of the study. There were total 32 colleges and 446 teachers in district Kotli
Azad Kashmir.
4.2 DELIMITATIONS OF THE STUDY
Following are the delimitations of the study:
a. The study is delimited to public colleges located at district Kotli Azad Kashmir;
b. Only the public colleges teachers from four tehsils of district Kotli Azad Kashmir were included in
this study.
4.3 SAMPLING
A sample can be selected from the population to work as a representative of the whole group.
Consecutive sampling technique was used. All twelve colleges from two selected tehsils are included
in final study. There are 196 teachers in both tehsils and sample was selected using L. R. Gay‟s table
of sampling. According to the L. R. Gay‟s table if there are 196 populations then, 130 would be the
sample from population and data collected from all selected public colleges of both selected tehsils of
district Kotli. Whole population is selected as a sample of the study.
4.4 RESEARCH DESIGN AND INSTRUMENTS
The descriptive approach is used in this study while the researcher addressed the problems
regarding to the Comparative Analysis of Male and Female Principals Role in Provision of Quality
Education at College Level in District Kotli Azad Kashmir. Quantitative type of research design was
used in this study. Questionnaire tool was used for data collection in this study. The researchers
prepared a well-structured Likert scale questionnaire to get firsthand knowledge from the teachers
belonging to mentioned study.
4.5 PILOT TESTING
To confirm the reliability and validity of questionnaire two tehsils of district Kotli was selected
to collect the data about pilot testing process and these tehsils were not included in final study. After
validity results further improvements or changes were made according to the results of validity.
4.6 DATA COLLECTION AND DATA ANALYSIS
The data was collected through likert scale questionnaires from teachers of the selected
colleges in district Kotli Azad Kashmir. The questionnaire was administered personally by the
researcher. The collected data from questionnaires was analyzed through Statistical Packages for the
Social Sciences (SPSS) software‟s. Appropriate statistical techniques were used in analysis.
5. RESULTS
5.1 DEMOGRAPHIC ANALYSIS OF PRINCIPALS
The purpose of this part is to get background information of the principals and teachers‟
demographics. In the questionnaire, it was asked from the participants regarding their qualification and
teaching experiences etc.
Table No. 01 Reliability Statistics
Cronbach's Alpha N of Items
.883 9
International Journal of Social, Politics & Humanities ISSN: 2797-3735, Volume 1, Issue 1, page 195 - 208
Zambrut
Zambrut.com. Publication date, 25 October 2018.
Saeed, N. & Kayani, A. I. 2018. Comparative Analysis of Male and Female Principals ..................... 200
Table No. 02 Academic Qualification
Male Principals Female Principals
Academic
Qualification Frequency
Valid
Percent Frequency
Valid
Percent
Graduation 0 0 0 0
Masters 07 77.8 03 100
MS/M.Phil 2 22.2 0 0
PhD 0 0 0 0
Total 9 100 03 100
Analysis: The analysis of academic qualifications of the principals shows that 7 male principals
(77.8 %) have a master degree; 02 (22.2 %) have a M. Phil degrees while all 3 female principals (100
%) have master‟s degree.
Table No.03 Professional Qualification
Male Principals Female Principals
Professional
Qualification Frequency
Valid
Percent Frequency
Valid
Percent
B. Ed 5 55.6 2 66.66
M. Ed 4 44.4 1 33.33
Total 9 100 3 100
Analysis: This Table presents the Professional qualification of the principals. The results shows
that 55.6. % (5) of the male principals have professional qualification of Bachelors in Education and
44.4 % (4) of the male principals have Masters in Education degree. While 2 female principals
(66.6%) have B.Ed. degree and 1 female principal (33.33%) has M.Ed. degree.
Table No. 04 Experience
Male Principals Female Principals
Teaching
Experience Frequency
Valid
Percent Frequency
Valid
Percent
1-5 Years 0 0 1 33.66
21-30 Years 9 100 2 66.66
Total 9 100 3 100
Analysis: This table shows 33.66 % female principal has between 1 to 5 years‟ experience,
while 66.66% female principals and all 9 (100%) male principals participants have teaching
experiences of more than 20 years.
5.2 DEMOGRAPHIC ANALYSIS OF TEACHERS
Table No.05. Academic Qualification
Male Teachers Female Teachers
Academic
Qualification Frequency
Valid
Percent Frequency
Valid
Percent
Masters 64 90.15 17 89.48
MS/M.Phil 07 9.85 02 10.52
Total 71 100 19 100
International Journal of Social, Politics & Humanities ISSN: 2797-3735, Volume 1, Issue 1, page 195 - 208
Zambrut
Zambrut.com. Publication date, 25 October 2018.
Saeed, N. & Kayani, A. I. 2018. Comparative Analysis of Male and Female Principals ..................... 201
Analysis: The analysis of academic qualifications of the teachers shows that 64 (90.15 %) male
teachers have a master degree and 07 (9.85 %) have a M. Phil degrees. While 17 female teachers
(89.48 %) have master degree and 02 female teachers (10.52 %) have M.Phil degree.
Table No.06 Professional Qualification
Male Teachers Female Teachers
Professional
Qualification Frequency
Valid
Percent Frequency
Valid
Percent
B. Ed 05 7 05 26.31
M. Ed 66 93 14 73.69
Total 71 100 19 100
Analysis: This Table presents the Professional qualification of the teachers. The results shows
that 05 male teachers (7 %) had professional qualification of Bachelors in Education and 66 male
teachers (93 %) had Masters in Education degree. While 05 female teachers (26.31%) had B.Ed degree
and 14 female teachers (73.69%) had M.Ed. degree.
Table No. 07 Teaching Experience
Male Teachers Female Teachers
Teaching
Experience Frequency
Valid
Percent Frequency
Valid
Percent
1 -5 Years 18 25.35 03 15.78
6 -10 Years 20 28.16 06 31.57
11 -15 years 13 18.30 05 26.31
16-20 years 03 4.22 03 17.78
21 -30 years 17 23.94 02 10.52
Total 71 100 19 100
Analysis: This table shows 25.5 % male teachers and 15.78% female teachers have between 1
to 5 years‟ teaching experience, 28.16 % male and 31.57% female teachers have experience of
between 6 and 10 years; 18.30 % male and 26.31% female teachers have more than 10 years‟ teaching
experiences. 4.22 % male teachers and 17.78% had experience between 16 to 20 years and 23.94 %
male participants and 10.52% female teachers have teaching experiences of more than 20 years.
International Journal of Social, Politics & Humanities ISSN: 2797-3735, Volume 1, Issue 1, page 195 - 208
Zambrut
Zambrut.com. Publication date, 25 October 2018.
Saeed, N. & Kayani, A. I. 2018. Comparative Analysis of Male and Female Principals ..................... 202
Table No. 08 Comparison the Role of Male and Female Principals
Analysis: The first statement shows the mean value of male respondent 3.8451 and its standard
deviation is 0.87 while mean value of female respondents is 4 and it has standard deviation of 1.15.
There mean value shows that most of the respondent were agreed that principals take correct decision
on time. Independent t-test to compare the mean of male and female respondents of first statement has
the value of -.640 and it is statistically insignificant. This shows that there is no difference between
value of male and female respondents. Both have almost same response about principal take decision
on the time and there is no significant difference between the role of both male and female principals.
The second statement shows the mean value of male respondent 3.8310 and its standard
deviation is 0.79257 while mean value of female respondents is 4 and it has standard deviation of 1.15.
There mean value shows that most of the respondent were agreed that principal planning facilitates the
implementation of policies to achieve educational goals.. Independent t-test to compare the mean of
male and female respondents of first statement has the value of -0.745and it is statistically
insignificant. This shows that there is no difference between value of male and female respondents.
Both have almost same response about principal planning facilitates the implementation of policies to
achieve educational goals.
The third statement shows the mean value of male respondent 4.0423 and its standard deviation
is 0.74521 while mean value of female respondents is 3.8421 and it has standard deviation of 1.21395.
There mean value shows that most of the respondent were agreed that principals using the participative
approach to decision making. Independent t-test to compare the mean of male and female respondents
of first statement has the value of 0.899and it is statistically insignificant. This shows that there is no
S.No Comparison the Role of Male
and Female Principals
Male Female t-test D
f
Sig.
Statement Mean S.D Mean S.D
1 Principal takes decisions in time
according the needs in learning
process.
3.8451 .87256 4.000 1.15470 -0.640 89 0.524
2 Principal planning facilitates the
implementation of policies to
achieve educational goals. 3.8310 .79257 4.000 1.15470 -0.745 89 0.459
3 Principal using the participative
approach to decision making. 4.0423 .74521 3.8421 1.21395 0.899 89 0.371
4 Principal coordinate with staff for
making teaching learning process
more effective. 4.1268 .65312 3.7368 1.28418 1.835 89 0.070
5 Your administration provide
sufficient budget to meet the
college requirements. 3.3380 1.22991 2.9474 1.71509 1.126 89 0.263
6 Principal create an atmosphere of
collaboration and trust among
students and teachers. 3.9296 .78055 3.7368 1.40800 0.791 89 0.431
7
Principal is caring about the
promotion of a good college
climate. 4.0423 .66411 4.1053 1.04853 -0.322 89 0.749
8 Making sure that a variety of
books, teaching methods, and
other materials are available to
teachers.
3.2254 1.14888 3.1053 1.37011 0.388 89 0.699
9 Principal talking with teachers at
the beginning of the college year
about the curriculum and its
implementation.
3.8592 .91489 4.1053 1.04853 -1.010 89 0.315
International Journal of Social, Politics & Humanities ISSN: 2797-3735, Volume 1, Issue 1, page 195 - 208
Zambrut
Zambrut.com. Publication date, 25 October 2018.
Saeed, N. & Kayani, A. I. 2018. Comparative Analysis of Male and Female Principals ..................... 203
difference between value of male and female respondents. Both have almost same response about
principals using the participative approach to decision making.
The fourth statement shows the mean value of male respondent 4.1268 and its standard
deviation is 0.65312 while mean value of female respondents is 3.7368 and it has standard deviation of
1.28418. There mean value shows that most of the respondents were agreed that principalscoordinate
with staff for making teaching learning process more effective. Independent t-test to compare the mean
of male and female respondents of first statement has the value of 1.835and it is statistically
insignificant. This shows that there is no difference between value of male and female respondents.
Both have almost same response about principals coordinate with staff for making teaching learning
process more effective.
The fifth statement shows the mean value of male respondent 3.3380 and its standard deviation
is 1.22991 while mean value of female respondents is 2.9474 and it has standard deviation of 1.71509.
There mean value shows that most of the respondent were disagreed that principals provide sufficient
budget to meet the college requirements. Independent t-test to compare the mean of male and female
respondents of first statement has the value of 1.126and it is statistically insignificant. This shows that
there is no difference between value of male and female respondents. Both have almost same response
about principals provide sufficient budget to meet the college requirements.
The sixth statement shows the mean value of male respondent 3.9296 and its standard deviation
is 0.78055 while mean value of female respondents is 3.7368 and it has standard deviation of 1.40800.
There mean value shows that most of the respondent were agreed that principal create an atmosphere
of collaboration and trust among students and teachers. Independent t-test to compare the mean of
male and female respondents of first statement has the value of -0.791and it is statistically
insignificant. This shows that there is no difference between value of male and female respondents.
Both have almost same response about principal create an atmosphere of collaboration and trust among
students and teachers.
The seventh statement shows the mean value of male respondent 4.0423 and its standard
deviation is 0.66411 while mean value of female respondents is 4.1053 and it has standard deviation of
1.04853. There mean value shows that most of the respondent were agreed that principal is caring
about the promotion of a good college climate. Independent t-test to compare the mean of male and
female respondents of first statement has the value of -0.322 and it is statistically insignificant. This
shows that there is no difference between value of male and female respondents. Both have almost
same response about principal is caring about the promotion of a good college climate.
The eight statement show the mean value of male respondent 3.2254 and its standard deviation
is 1.14888 while mean value of female respondents is 3.1053 and it has standard deviation of 1.37011.
There mean value shows that most of the respondent were little bit agreed that principals provide
variety of books, teaching methods, and other materials are available to teachers. Independent t-test to
compare the mean of male and female respondents of first statement has the value of 0.388 and it is
statistically insignificant. This shows that there is no difference between value of male and female
respondents. Both have almost same response about principals provide variety of books, teaching
methods, and other materials are available to teachers.
The ninth statement shows the mean value of male respondent 3.8592 and its standard
deviation is 0.91489 while mean value of female respondents is 4.1053 and it has standard deviation of
1.04853. There mean value shows that most of the respondent were agreed that principals talking with
teachers at the beginning of the college year about the curriculum and its implementation. Independent
t-test to compare the mean of male and female respondents of first statement has the value of -1.010
and it is statistically insignificant. This shows that there is no difference between value of male and
female respondents. Both have almost same response about principals talking with teachers at the
beginning of the college year about the curriculum and its implementation.
International Journal of Social, Politics & Humanities ISSN: 2797-3735, Volume 1, Issue 1, page 195 - 208
Zambrut
Zambrut.com. Publication date, 25 October 2018.
Saeed, N. & Kayani, A. I. 2018. Comparative Analysis of Male and Female Principals ..................... 204
6. FINDINGS
a. The data show that all male principals are highly qualified from female principals because two male
principals have M.Phil degree and other male principals have masters degrees but no one female
principals have M.Phil degree, they all have masters degrees which means male principals are
highly qualified from female principals.
b. All male and female principals have a professional degree like B.Ed, M.Ed etc which means they all
are professionally trained. The results show that male principals are better from female principals
because 44.4% male principals have the degree of masters in education while 33.33% female
principal having this degree. These results shows that there is a significant difference between male
and female principals having a professional degree.
c. This results shows that 33.66 % female principal has 5 years‟ experience, while 66.66% female
principals but at the other hand all 9 (100%) male principals participants have teaching experiences
of more than 20 years which means that the male principals are better from females principals
regarding the experience.
d. The results shows that 90.15 % male teachers have a master degree and 9.85 % have M. Phil
degrees. While 89.48 % female teachers have master degree and 10.52 % female teachers have
M.Phil degree. These results shows that male teachers are better from females regarding their
qualification because number of male participants was high from female participants.
e. The results shows that 07% male teachers had professional qualification of Bachelors in Education
and 93 % had Masters in Education degree. While 26.31% female teachers had B.Ed degree and
73.69% female teachers had M.Ed. degree. The results shows there is a significant difference
between male and female teachers regarding their professional qualification and male teachers are
better from female teachers.
f. The results shows that 25.5 % male teachers and 15.78% female teachers have between 1 to 5
years‟ teaching experience, 28.16 % male and 31.57% female teachers have experience of between
6 and 10 years; 18.30 % male and 26.31% female teachers have more than 10 years‟ teaching
experiences. 4.22 % male teachers and 17.78% had experience between 16 to 20 years and 23.94 %
male participants and 10.52% female teachers have teaching experiences of more than 20 years.
g. The result shows that the administration also effects on quality of education. If principal has good
attitude, decision making ability and takes decisions at right time, provide enough budgets to meet
the institutional requirements, coordination and cooperate with staff, create an atmosphere of
collaboration and trust among students and teachers, establish priorities and make short and long
term achievable plans then quality of education can be improved.
h. It was found in the first statement of the table no. 08 that the mean value of male respondent 3.8451
and its standard deviation is 0.87 while mean value of female respondents is 4 and it has standard
deviation of 1.15. There mean value shows that most of the respondent were agreed that principals
take correct decision on time. Independent t-test to compare the mean of male and female
respondents of first statement has the value of -.640 and it is statistically insignificant. This shows
that there is no difference between value of male and female respondents. Both have almost same
response about principal take decision on the time and there is no significant difference between the
role of both male and female principals.
i. The second statement of the table no. 08 shows that the mean value of male respondent 3.8310 and
its standard deviation is 0.79257 while mean value of female respondents is 4 and it has standard
deviation of 1.15. There mean value shows that most of the respondent were agreed that principal
planning facilitates the implementation of policies to achieve educational goals. Independent t-test
to compare the mean of male and female respondents of first statement has the value of -0.745and it
is statistically insignificant. This shows that there is no difference between value of male and female
respondents. Both have almost same response about principal planning facilitates the
implementation of policies to achieve educational goals.
j. It was found in third statement of the table no.08 that the mean value of male respondent 4.0423 and
its standard deviation is 0.74521 while mean value of female respondents is 3.8421 and it has
International Journal of Social, Politics & Humanities ISSN: 2797-3735, Volume 1, Issue 1, page 195 - 208
Zambrut
Zambrut.com. Publication date, 25 October 2018.
Saeed, N. & Kayani, A. I. 2018. Comparative Analysis of Male and Female Principals ..................... 205
standard deviation of 1.21395. There mean value shows that most of the respondent were agreed
that principals using the participative approach to decision making. Independent t-test to compare
the mean of male and female respondents of first statement has the value of 0.899 and it is
statistically insignificant. This shows that there is no difference between value of male and female
respondents. Both have almost same response about principals using the participative approach to
decision making. k. The fourth statement of the table no. 08 shows that the mean value of male respondent 4.1268 and
its standard deviation is 0.65312 while mean value of female respondents is 3.7368 and it has
standard deviation of 1.28418. There mean value shows that most of the respondent were agreed
that principals coordinate with staff for making teaching learning process more effective.
Independent t-test to compare the mean of male and female respondents of first statement has the
value of 1.835 and it is statistically insignificant. This shows that there is no difference between
value of male and female respondents. Both have almost same response about principals coordinate
with staff for making teaching learning process more effective.
l. The study explored in the fifth statement of the table no. 08 that the mean value of male respondent
3.3380 and its standard deviation is 1.22991 while mean value of female respondents is 2.9474 and
it has standard deviation of 1.71509. There mean value shows that most of the respondent were
disagreed that principals provide sufficient budget to meet the college requirements. Independent t-
test to compare the mean of male and female respondents of first statement has the value of 1.126
and it is statistically insignificant. This shows that there is no difference between value of male and
female respondents. Both have almost same response about principals provide sufficient budget to
meet the college requirements.
m. The study highlighted in the sixth statement of the table no. 08 that the mean value of male
respondent 3.9296 and its standard deviation is 0.78055 while mean value of female respondents is
3.7368 and it has standard deviation of 1.40800. There mean value shows that most of the
respondent were agreed that principal create an atmosphere of collaboration and trust among
students and teachers. Independent t-test to compare the mean of male and female respondents of
first statement has the value of -0.791 and it is statistically insignificant. This shows that there is no
difference between value of male and female respondents. Both have almost same response about
principal create an atmosphere of collaboration and trust among students and teachers.
n. The seventh statement of the table no. 08 shows that the mean value of male respondent 4.0423 and
its standard deviation is 0.66411 while mean value of female respondents is 4.1053 and it has
standard deviation of 1.04853. There mean value shows that most of the respondent were agreed
that principal is caring about the promotion of a good college climate. Independent t-test to compare
the mean of male and female respondents of first statement has the value of -0.322 and it is
statistically insignificant. This shows that there is no difference between value of male and female
respondents. Both have almost same response about principal is caring about the promotion of a
good college climate.
o. The eight statement of the table no. 08 explained that the mean value of male respondent 3.2254
and its standard deviation is 1.14888 while mean value of female respondents is 3.1053 and it has
standard deviation of 1.37011. There mean value shows that most of the respondent were little bit
agreed that principals provide variety of books, teaching methods, and other materials are available
to teachers. Independent t-test to compare the mean of male and female respondents of first
statement has the value of 0.388 and it is statistically insignificant. This shows that there is no
difference between value of male and female respondents. Both have almost same response about
principals provide variety of books, teaching methods, and other materials are available to teachers.
p. The ninth statement of the table no. 08 showed the mean value of male respondent 3.8592 and its
standard deviation is 0.91489 while mean value of female respondents is 4.1053 and it has standard
deviation of 1.04853. There mean value shows that most of the respondent were agreed that
principals talking with teachers at the beginning of the college year about the curriculum and its
implementation. Independent t-test to compare the mean of male and female respondents of first
International Journal of Social, Politics & Humanities ISSN: 2797-3735, Volume 1, Issue 1, page 195 - 208
Zambrut
Zambrut.com. Publication date, 25 October 2018.
Saeed, N. & Kayani, A. I. 2018. Comparative Analysis of Male and Female Principals ..................... 206
statement has the value of -1.010 and it is statistically insignificant. This shows that there is no
difference between value of male and female respondents. Both have almost same response about
principals talking with teachers at the beginning of the college year about the curriculum and its
implementation.
Finally, it can be concluded that both male and female college principals play their role for
improving quality of education.
7. DISCUSSION
According to Oluremi. F. (2013) a successful administration enables the discipline in the
school so as to develop teaching learning and improve performance of the schools. G. O. Oyinloye
(2010) remarked that good management of employees of school improves educational performance of
students. Findings of this research show that the administration also affects the quality of education.
According to Anderson & Togneri (2003), principals accountable for their role as leaders this
includes supporting teachers with their instructional needs. The findings of the study revealed that if
college principals are willing to improve quality of education, they should maintain positive
relationships with their staff members, try to provide in service training to them to improve their
teaching skills. The principal should also try to provide financial and material resources to their staff as
well as use various democratic strategies for promoting professional development of their teachers.
The principals should also coordinate and cooperate with the staff members and also engage them in
every discussion decision making process to create positive environment to improve quality of
education.
Today, principals role have been to see functions of the school and requirements of their jobs to
perform organizational and managerial duties. In this modern era recent many changes have been taken
place in system of education, because many process of decision making are shifted to the school level.
Now the role of the principals has been become more crucial and these changes demands that school
leaders produce good results (Blome & James, 1985). Some of the demands require principals to
oversee all school operational functions, develop community relations, ensure a safe environment for
students and teachers, and support and supervise classroom teachers (Richter et al., 2012). The
findings of this research also explore that principals must be professionally trained and have enough
experience to perform their role as a leader. They also must have adequate knowledge, skills and
experience in order to accomplish their duties and they must perform their responsibilities smoothly.
In these days, it is expect that principals act as the main leader at the institute and provide
required support to the staff members (Anderson & Togneri, 2003). Findings of this research show that
male principals and teachers are highly qualified from female principals and teachers. The result shows
that two male principals and seven male teachers have M.Phil degree while only two female teachers
have this degree. It was also found that all male principals have above twenty years‟ experience while
one female principal has only five years‟ experience. The results show that male principals and their
staff both are highly qualified and well experienced from female principals and teachers. These results
revealed that male principals can play their better role in promoting quality of education because they
all are highly qualified and well experienced from female principals. The staff members of male
principals are also well trained and well experienced from female staff. It can be concluded that both
male and female college principals play their role for improving quality of education.
8. CONCLUSION
a. The results show that male principals and their staff both are highly qualified and well experienced
from female principals and teachers. These results revealed that male principals can play their better
role in promoting quality of education. It can be concluded that both male and female college
principals play their role for improving quality of education but the results shows that male
principals play better role from female principals in provision of quality of education.
International Journal of Social, Politics & Humanities ISSN: 2797-3735, Volume 1, Issue 1, page 195 - 208
Zambrut
Zambrut.com. Publication date, 25 October 2018.
Saeed, N. & Kayani, A. I. 2018. Comparative Analysis of Male and Female Principals ..................... 207
b. The research explore that principals must be professionally trained and have enough experience to
perform their role as a leader. They also must have adequate knowledge, skills and experience in
order to accomplish their duties and they must perform their responsibilities smoothly.
c. Administration is the most important factor of any organization. The results of the study revealed
that that the administration also affects the quality of education if college principals are willing to
improve quality of education; they should maintain positive relationships with their staff members.
They must coordinate and cooperate better with their staff members.
9. RECOMMENDATIONS
The following recommendations need to be considered to improve the quality of education:
a. All principals and teachers should be provided needed and required facilities such as enough salary
packages, accommodation and transport facilities.
b. College‟s principals should take necessary steps to improve college standard.
c. Principals should cooperate with staff.
d. Principals should give respect to every staff member and also give importance to their opinions.
e. The principals‟ leadership should be democratic and engage all staff members in any decision
making process.
f. Managerial and administrative training should be provided to the principals.
g. Material and financial resources are assists in achieving educational goals. So, try to make it
possible to provide enough material and financial resources.
h. There is dire need to pay more attention towards quality enhancement training programs for females
principals as compare to male principals.
10. REFERENCES
Adams, D. (1993). Defining Educational Quality. Educational Planning, 9(3), 3-18.
Anjum, R. (2006). Comparative study of MA (Secondary Education) programs offered by formal and
distance education systems (Doctoral dissertation, AIOU).
Blome, A. C., & James, M. E. (1985). The principal as instructional leader: An evolving role. NASSP
Bulletin, 69(481), 48-54.
Bolman, L., & Deal, T. (2003). Reframing organizations: Artistry, choice and leadership. (3rded.). San
Francisco, CA: Jossey-Bass.
Budde, T. T. (2011). Iowa teacher quality professional development funding, professional
development strategies, and student achievement. Western Illinois University.
Framework, D. (2000). The Dakar Framework for Action. Retrieved October, 2, 2007.
Gay., L. R. (1987). Educational Research--: Charles E. Merill Columbus Ohio.
Government of Pakistan, “Literacy and Basic Education in Pakistan” Report of the Seminar National
Education and training Commission in collaboration with UNICEF, Islamabad.- 1992.
Govt. of Pakistan. 1998. National Education Policy (1998-2010).: Ministry of Education, Islamabad. P.
5, 39-41, 108-110.
Hallinger, P., & McCary, C. E. (1990). Developing the strategic thinking of instructional leaders. The
Elementary School Journal, 91(2), 89-108.
Harris, A. (2002). Effective leadership in schools facing challenging contexts. School Leadership and
Management, formerly School Organization, 22(1) 15-21.
Honig, M. I. (2012). District central office leadership as teaching: How central office administrators
support principals‟ development as instructional leaders. Educational Administration Quarterly,
48(4), 733-774.
Isani, U. A. G., & Virk, M. L. (2005). Higher education in Pakistan: A historic and ISO . International
Organization for Standardization.
Kouzes, J. & Posner, B. (2007). The Leadership Challenge. San Francisco, CA: Jossey-Bass 73-83.
Leithwood, K. & Louis, K. S. (2012). Linking Leadership to Student Learning. San Francisco, CA:
Jossey-Bass.
International Journal of Social, Politics & Humanities ISSN: 2797-3735, Volume 1, Issue 1, page 195 - 208
Zambrut
Zambrut.com. Publication date, 25 October 2018.
Saeed, N. & Kayani, A. I. 2018. Comparative Analysis of Male and Female Principals ..................... 208
Lim, D. (2001). Quality assurance in higher education: A study of developing countries. Alder shot:
Ashgate.
Lynd, D. (2007). The education system in Pakistan: Assessment of the national education census.
Islamabad: UNESCO, 25.
Oluremi, F. (2013). Principals Organizational Management and Students Academic Achievement in
Secondary Schools in Ekiti- State Nigeria, Singaporean Journal Of Business Economics and
Management Studies, Vol. 2, No. 2, PP. 76–84.
Ovando, M. N. & Ramirez, A. (2007). Principals‟ instructional leadership within a teacher
performance appraisal system: Enhancing students‟ academic success. Journal of Personnel
Evaluation in Education 20(1-2), 85-110.
Oyinloye, G. O. (2010). Primary School Teachers Perception of Classroom Management and Its
Influence on Pupils‟ Activities, European Journal of Educational Studies, Vol. 2, No. 3, PP. 305
312.
Richter, M. M., Lewis, T. J., & Hagar, J. (2012). The relationship between principal leadership skills
and school-wide positive behavior support: An exploratory study. Journal of Positive Behavior
Interventions, 14(2), 69-77.
Santiago, P. (2008). Tertiary Education for the Knowledge Society: Special features: equity,
innovation, labor market, internationalization. Achieving equity (Vol. 2).OECD.
Seashore Louis, K., & Robinson, V. M. (2012). External mandates and instructional leadership: School
leaders as mediating agents. Journal of Educational Administration, 50(5), 629-665.
Zambrut Access
https://zambrut.com
https://zambrut.com/quality-education/
© Copyright 2018 International Journal of Zambrut | Scientific Researcher Group