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International Journal of Social, Politics & Humanities ISSN: 2797-3735, Volume 1, Issue 1, page 195 - 208

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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.


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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.


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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


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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?


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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


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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


Professional


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


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


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


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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


Professional


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


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.


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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


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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


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


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


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


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


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


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


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.


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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


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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


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



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


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



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


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


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


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statement has the value of -1.010 and it is statistically insignificant. This shows that there is no


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.


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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.

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