impact of administrative styles of...
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IMPACT OF ADMINISTRATIVE STYLES OF SECONDARY SCHOOL HEADS ON TEACHERS’
PERFORMANCE IN NWFP
Tariq Mehmood Regd. No. 1094-406008
Faculty of Education Preston University, Kohat
2011
IMPACT OF ADMINISTRATIVE STYLES OF SECONDARY SCHOOL HEADS ON TEACHERS'
PERFORMANCE IN NWFP
Tariq Mehmood Regd. No. 1094-406008
Submitted in partial fulfillment of the requirements for the Doctor of Philosophy degree in Education
At the Faculty of Education Preston University, Kohat
Supervisor ………………………….. September, 2011 Prof. Dr. M. Aslam Asghar Co-Supervisor ……………………………. Prof. Dr. Muhammad Rashid
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DEDICATED
TO
MY BELOVED PARENTS
WHO HAD ALWAYS BEEN KIND AND A SOURCE OF INSPIRATION
FOR ME
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DECLARATION
I, Tariq Mehmood, Son of Abdul Jabbar Khan Registration No.1094-406008 a student of
Ph.D. (Education) at the Preston University, Kohat KPK, do hereby solemnly declare that the
thesis entitled, “Impact of Administrative Styles of Secondary School Heads on Teachers’
Performance in NWFP” submitted by me in partial fulfillment of Ph.D. Degree in Education, is
my original work, except where otherwise acknowledged in the text, and has not been submitted
or published earlier and shall not, in future, be submitted by me for obtaining any degree from
this or any other university or institution.
Signature: _____________________
Tariq Mehmood
Dated: 13 September, 2011
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ACKNOWLEDGEMENTS
The researcher is deeply thankful to all those who facilitated him directly or indirectly in
the completion of this research work.
I am greatly indebted to my supervisor Professor Dr.Muhammad Aslam Asghar Dean,
Faculty of Education Mohi-ud-Din Islamic University, Nerian Sharif A J & K. His constant
guidance and expert help made this research successful. I am deeply acknowledged to him for
the useful suggestions, timely assistance and immeasurable contribution. His positive approach
provided me the incentive to overcome the obstacles and hurdles.
Researcher is especially thankful to Professor Dr.Muhammad Rashid, Dean of Education,
and Doctoral Studies, Preston University Islamabad for providing valuable advice, scholastic and
sympathetic attitude for the completion of this study. I am thankful to Dr.Mehrajuddin Bhatti for
his expert guidance and providing valuable suggestions for the study.
Importantly, the researcher is indebted to Prof. Muhammad Nawaz, Government
Postgraduate College, Haripur for his help in tabulation, data analysis and its interpretation.
Researcher is also thankful to Mr. Shahzad Saleem who provided computer support for the
typing of his research report.
Moreover, researcher also pays gratitude to Mr.Khizar Hayat Khan, Vice Principal
GCMHS Turbela Township, Haripur and Mr.Muhammad Iqbal, Ex. incharge Principal,
Government High School, Chamhad, Abbottabad for their valuable critical debate and
brainstorming on various dimensions of this study.
I am also thankful to Mr.Shafqat Iqbal Principal Bright Vision College, Haripur,
Muhammad Azmat, and Noor Muhammad for their help in proofreading of the subject matter of
this study. I would like to thank my wife, kids Azfar Jabbar, Ashar Jabbar, and Zawish Jabbar for
their prayers for the completion of the study. I salute to all those who have been ever supportive
to me for completion of Ph.D. (Education).
Tariq Mehmood
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ABSTRACT
Title Impact of Administrative Styles of Secondary School Heads on Teachers’
Performance in NWFP
Researcher Tariq Mehmood
Registration No 1094-406008
Supervisor Dr. Muhammad Aslam Asghar
Co-Supervisor Dr. Muhammad Rashid
University Preston University Kohat, KPK, Pakistan
Year 2011
Pages 221
Subject Area Education
Degree Ph.D.
The major objective of the research study was to identify the administrative styles used by the
heads of institutions and their impact on teachers’ performance at secondary level in NWFP. Ten districts
out of twenty four districts were selected on the basis of law and order situation as identified by the
concerned provincial department.
There were a total of 666 Government Secondary Schools randomly selected in the ten sampled
districts of NWFP and of these 133 Government Secondary Schools (20%) of the population were taken
as a sample for the study. All the heads of 133 sampled Government Secondary Schools were taken as a
sample which included 100 Government Boys Secondary Schools out of which 17 were urban and 83
rural, and 33 Government Girls Secondary Schools out of which 11 were urban and 22 rural using
proportional allocation balancing gender and urban rural status. 430 teachers teaching Physics, Chemistry,
Biology and English to class X were also taken as a sample, on random basis.
Two questionnaires, one for the heads of institutions (male and female) and the other for teachers
teaching the subjects of Physics, Chemistry, Biology & English to class X, were designed to carry out
this research study. All the heads were requested to respond about their own administrative style. 430
teachers of the sampled government secondary schools also responded about the administrative styles of
their respective heads of institutions.
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The questionnaires and the result proformas were handed over to the heads of institutions
personally for providing class X results of the sampled teachers in respective subjects and administering
the questionnaires to the teachers. The responses of the heads, teachers, and SSC results for two years i.e.
2007-08 & 2008-09 for class X were tabulated, expressed in terms of frequencies, percentages, mean
scores, standard deviation, t-test and correlation coefficient were used to find out the administrative styles
and their impact on teachers’ performance.
There was a high correlation (p value ˂ 0.001) between the responses of the heads of institutions
and respective teachers for determination of administrative styles (p value ˂ 0.005). It has been concluded
that results of schools under democratic administrative style are significantly higher than the other two
styles. Therefore, democratic administrative style has positive impact on overall performance of teachers.
The subject-wise performance of the teachers in urban as well as rural area schools is better (p value
0.019) under democratic atmosphere than autocratic or laissez faire.
The major findings of the study were that, there was no significant (p value ˃ 0.586) difference in
overall results of the schools as regards the qualification and experience of schools heads. There was a
significant difference (p value ˂ 0.005) in overall performance of the schools heads and subject-wise
results of teachers. The female heads and teachers showed better performance (p value ˂ 0.001). There
was also a significant difference (p value 0.019) in overall results of school as well as subject-wise results
of teachers between urban and rural schools. The results of urban areas were significantly better (p value
0.019). Moreover, a significant difference (p value ˂ 0.001) was found in average subject-wise results of
the teachers performing under different administrative styles. The views of the heads of institutions were
cross checked through teachers’ opinions. It is recommended that measures may be taken to bring the
performance of rural urban schools at par by providing necessary inputs to be identified after a study.
Since democratic administrative style has been shown to result in better performance of teachers and
heads, the heads of institutions may be given intensive training in this style. In-service courses in
assessment techniques may be arranged for the secondary school teachers to raise the achievement level
of students through feedback.
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TABLE OF CONTENTS
Chapter 1 Title Page
Introduction 1 1.1 Background 1 1.2 Autocratic style 9 1.2.1 Leader 9 1.2.2 Group members 9 1.3 Democratic style 9 1.3.1 Leader 9 1.3.2 Group member 10 1.4 Laissez-faire style 10 1.4.1 Leader 10 1.4.2 Group members 10 1.5 Teacher performance 11 1.6 Statement of the problem 13 1.7 Objectives 13 1.8 Hypothesis 14 1.9 Significance of the study 15 1.10 Delimitations 16 1.11 Methodology 16 1.11.1 Research design 16 1.11.2 Population 17 1.11.3 Sample 17 1.11.4 Development of instrument 18 1.11.5 Data collection 18 1.12 Analysis of data 19 Chapter 2 Review of related literature 2.1 Education 20
2.2 Secondary education 22 2.3 Structure of education system in Pakistan 22 2.3.1 Elementary education 22 2.3.2 Secondary education 23 2.3.3 Tertiary education 25 2.4 Importance of secondary education 25 2.5 Objectives of secondary education 27 2.6 Financing of education 30 2.7 Administrative structure 33 2.8 School management 39 2.9 Organization 40 2.9.1 Organizational behavior 40 2.9.2 Organizational structure 41 2.9.2.1 Work specialization 41 2.9.2.2 Departmentalization 41 2.9.2.3 Chain of command 41
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2.9.2.4 Span of control 42 2.9.2.5 Centralization and de-centralizing 42 2.9.2.6 Formalization 42 2.9.2.7 Process 43 2.9.2.8 Organization technology 43 2.9.3 Characteristics of an organization 43 2.10 School as an organization 44 2.11 Discipline 45 2.12 Teacher 45 2.13 Teaching methods 46 2.14 Teacher education in Pakistan 47 2.15 Teacher competence 50 2.16 Administration 51 2.17 Educational administration 51 2.18 Importance of educational administration 55 2.19 Difference between administration and supervision 55 2.20 Management 56 2.20.1 Educational management 57 2.20.2 Management functions 57 2.20.3 Management roles 58 2.20.3.1 Interpersonal roles 58 2.20.3.2 Informational roles 59 2.20.3.3 Decisional roles 59 2.20.4 Management skills 59 2.21 Difference between administration and management 60 2.22 Leadership 61 2.23 Human resource management 62 2.24 Employee appraisal 62 2.24.1 Main responsibilities 63 2.24.1.1 Communication 63 2.24.1.2 Team work and collaboration 64 2.24.1.3 Responsive to change 64 2.24.1.4 Quality driven 64 2.24.1.5 Support of the mission 65 2.25 Administrative styles 65 2.25.1 Autocratic style 66 2.25.2 Democratic style 67 2.25.3 Laissez-faire style 69 2.26 Head of institution 71 2.27 Community participation 73 2.28 Administrative roles of the head of institution 74 2.28.1 Time management 74 2.28.2 Communication 75 2.28.3 Decision making 77 2.28.4 Problem solving 78 2.28.5 Conflict management 79
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2.28.6 Team building 81 2.28.7 Stress management 83 2.28.7.1 Environmental factors 84 2.28.7.2 Organizational factors 84 2.28.7.3 Personal factors 85 2.29 Teacher performance criteria 86 2.30 Factors affecting teacher performance 87 2.30.1 Attitude and behaviors 87 2.30.2 Climate 87 2.30.3 System 88 2.30.4 Feedback 88 2.30.5 Supervision/management 88 2.30.6 Motivation 88 2.30.7 Skills 89 2.30.8 Training 89 2.31 Review of related studies 90 Chapter 3 Method and procedure 96 3.1 Population 97 3.2 Sample 98 3.3 Procedure 100 3.3.1 Instruments 100 3.3.2 Validation of questionnaires 101 3.4 Data collection 101 3.5 Analysis of data 107 Chapter 4 Analysis of data 110 4.1 Analysis of items included in questionnaire for heads of
institutions 111
4.2 Analysis of items included in questionnaire for teachers 134 4.3 4.4
Overall comparison of questionnaires Discussion
155 177
Chapter 5 Summary, findings, conclusions and recommendations 180 5.1 Summary 180 5.2 Findings 182 5.3 Conclusions 184 5.4 Recommendations 185 5.5 Suggestions for further study 186 Bibliography 187
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LIST OF TABLES
S.No. Title Page
1.1 Comparison of enrollment and schools 2
2.1 Level of education with age at entrance to various classes 24
2.2 Financial allocation for education for 2005-06 in NWFP 31
2.3 Expenditure on education by the government of NWFP 31
3.1 Total government secondary schools 98
3.2 Sampled government secondary schools 99
4.1.1 Monitoring for in time completion of a task 112
4.1.2 Involvement of teachers’ in preparation of work plan 112
4.1.3 Carrying out different tasks without staff support 113
4.1.4 Quality work through project management technique 113
4.1.5 Freedom for teachers to work on their own 114
4.1.6 Determination of priorities of tasks by the head 114
4.1.7 Directing teachers on new tasks 115
4.1.8 Effective communication with the teachers 115
4.1.9 Timely communication regarding teachers’ responsibilities 116
4.1.10 Permitting teachers to set their own standards for their work 116
4.1.11 Regular contact with parents and students 117
4.1.12 Freedom of expression by the teachers 117
4.1.13 Decision making by the head 118
4.1.14 Letting teachers define own responsibilities 118
4.1.15 Strict administration key to success 119
4.1.16 Consultation in decision making 119
4.1.17 Avoiding taking decision by the head himself 120
4.1.18 Maintaining final decision making authority 120
4.1.19 Ensuring teachers’ inputs 121
4.1.20 Disregarding interpersonal relationship in decision making 122
4.1.21 Delaying in solving problem 122
4.1.22 Disregarding others’ feelings 123
4.1.23 Consulting teachers for solution 123
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4.1.24 Creating change 124
4.1.25 Non interference in resolution of differences 124
4.1.26 Resolving conflicts by control 125
4.1.27 Settlement of conflicts under stress 125
4.1.28 Listening advice from faculty 126
4.1.29 Non acceptance of criticism from the staff 126
4.1.30 Involving teachers in conflict resolution 127
4.1.31 Preference for the dictatorial administration 127
4.1.32 Delegation of powers to teachers 128
4.1.33 Cooperation for success 128
4.1.34 Organizing activities by the head 129
4.1.35 Giving free hand to teachers for self direction 129
4.1.36 Setting of priorities by teachers independently 130
4.1.37 Dealing of teachers through individual approach 130
4.1.38 Focus of teachers on work 131
4.1.39 Encouragement of teachers by positive feedback 131
4.1.40 Disallowing recreational activities 132
4.1.41 Non provision of emotional support to teachers 132
4.1.42 Discussing stress factors 133
4.2.1 Monitoring for in time completion of a task 134
4.2.2 Involvement of teachers in preparation of work plan 134
4.2.3 Carrying out different tasks without staff support 135
4.2.4 Quality work through project management technique 135
4.2.5 Freedom for teachers to work on their own 136
4.2.6 Determination of priorities of tasks by the head 136
4.2.7 Directing teachers on new tasks 137
4.2.8 Effective communication with the teachers 137
4.2.9 Timely communication regarding teachers’ responsibilities 138
4.2.10 Permitting teachers to set their own standards for their work 138
4.2.11 Regular contact with parents and students 139
4.2.12 Freedom of expression to teachers in meetings 139
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4.2.13 Decision making by the head himself 140
4.2.14 Letting teachers to define own responsibilities 140
4.2.15 Strict administration of head 141
4.2.16 Consultation with teachers in decision making 141
4.2.17 Avoiding taking decision by head 142
4.2.18 Maintaining final decision making authority 142
4.2.19 Ensuring teachers’ inputs 143
4.2.20 Disregarding interpersonal relationship in decision making 143
4.2.21 Delaying solving problem 144
4.2.22 Firmness for implementing a decision 144
4.2.23 Consulting teachers for solution of the problem 145
4.2.24 Creating change 145
4.2.25 Resolution of differences of teachers 146
4.2.26 Resolving conflicts by control 146
4.2.27 Settlement of conflicts under stress 147
4.2.28 Listening faculty advice 147
4.2.29 Non acceptance of criticism from the staff 148
4.2.30 Involving teachers in conflict resolution 148
4.2.31 Preference for the dictatorial administration 149
4.2.32 Delegation of powers to teachers 149
4.2.33 Cooperation for success 150
4.2.34 Organizing activities by the head 150
4.2.35 Giving free hand to teachers for self direction 151
4.2.36 Setting of priorities by teachers independently 151
4.2.37 Dealing of teachers through individual approach 152
4.2.38 Focus of teachers on work 152
4.2.39 Encouragement of teachers by positive feedback 153
4.2.40 Disallowing recreational activities 153
4.2.41 Non provision of emotional support to teachers 154
4.2.42 Discussing stress factors 154
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4.3.1 Section-wise averages of scores of heads of institutions and the teachers 156 alongwith the correlation coefficient and t-values 4.3.2 Averages of scores (combined sections) of heads of institutions and 157
the teachers alongwith the correlation coefficient and t-values 4.3.3 Determination of styles by teachers 159
4.3.4 Section-wise analysis of variance for the identification of 161 administrative style by teachers
4.3.5 Qualification wise distribution of teachers with regard to their results 163
4.3.6 Performance of teachers according to qualification 164
4.3.7 Length of service and subject-wise distribution of teachers 165
4.3.8 Length of service/ subject-wise ANOVA 166
4.3.9 Subject and gender-wise distribution of teachers and their results 167
4.3.10 Subject/location-wise distribution of teachers and analysis of their results 168
4.3.11 Style and subject-wise distribution of teachers with their average results 169
4.3.12 Style / subject-wise ANOVA 170
4.3.13 Qualification-wise average result of the schools heads 171
4.3.14 ANOVA for average results of schools with regard to qualification 172
of heads of institutions
4.3.15 Length of service of heads of institutions and school results 172
4.3.16 ANOVA for school results and length of service of heads 173
4.3.17 Gender and overall average results of schools 174
4.3.18 Location/subject wise average results of schools 175
4.3.19 Important suggestions 176
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LIST OF FIGURES
S.No. Title Page
2.1 Administrative structure of elementary & secondary education
department at district level 34
2.2 Administrative structure at Directorate level of
elementary & secondary education department 36
2.3 Administrative structure for the provincial Secretariat of
elementary & secondary education department 38
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LIST OF APPENDICES
Appendix Title Page
A Letter of Director E&SE regarding SSC results of heads of institutions (overall school results) and teachers (subject-wise)
196
B Letter of Director E&SE regarding SSC results of teachers Subject-wise (showing less than 40% results)
197
C Letter of Director E&SE regarding SSC results of heads of institutions (showing 100% results)
198
D Letter of Home Department Govt. of NWFP 199
E List of sampled Govt. secondary schools and districts 200
F List of questionnaire’s experts 204
G List of discarded items of questionnaire for heads of institutions 205
H List of discarded items of questionnaire for the teachers 206
I
Letter by the researcher to supervisor for cooperation in data collection
207
J Letter of Supervisor to Director E&SE NWFP for cooperation 208
K Letter of Director to the EDOs E&SE NWFP for cooperation 209
L Letter of EDOs to the heads of institutions for cooperation in data collection.
210
M Questionnaire for heads of intuitions 211
N Questionnaire for the teachers 215
O Result Proforma for (Boys) Schools 220
P Result proforma for (girls) schools 221
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ACRONYMS
AEPAM Academy of Educational Planning & Management
AIOU Allama Iqbal Open University
B A Bachelor of Arts
B Ed Bachelor of Education
B Sc Bachelor of Science
CCB Citizen Community Board
CT Certificate of Teaching
DIE Diploma in Education
Director (E&SE) Director (Elementary & Secondary Education)
DO(F) District Officer ( Female)
DO(M) District Officer ( Male)
EDO(E&SE) Executive District Officer (Elementary & Secondary Education)
EMIS Educational Management & Information System
GHS Government High School
GGHS Government Girls High School
GNP Gross National Product
GOP Government of Pakistan
HEC Higher Education Commission
HSSC Higher Secondary School Certificate
M A Master of Arts
M Ed Master of Education
M Phil Master of Philosophy
M Sc Master of Science
MS Ed Master of Science in Education
NEMIS National Educational Management & Information System
NGO Non Government Organization
NWFP North West Frontier Province ( Now renamed as Khyber
Pakhtunkhwa KPK )
PTA Parents Teacher Association
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PTC Parents Teacher Council
SMC School Management Committee
SPSS Statistical Package for Social Sciences
SSC Secondary School Certificate
SST Secondary School Teacher
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CHAPTER 1
INTRODUCTION 1.1 Background
Education is popularly conceived as an instrument of social change and national
development. The social and economic development of a country relates very much with
the availability of literate and technically trained manpower. Education is an obligation of
every Muslim. The Holy Prophet (SAW) laid great emphasis on education when he told the
Muslims, that seeking of knowledge was the duty of every Muslim, man and woman. Chandler,
J. N. (1991, p.11), says that "education is considered as an instrument for human
resource development, which would ultimately contribute to economic, industrial and
scientific development of a nation.”
Nazir, A. (1984, pp.41-42), while stating the pre-independence status of education
in Pakistan mentions that, “for a total population of 30 million, there were 8,413 primary
schools, 2,598 secondary schools, two engineering colleges, two medical colleges and
two universities.”
After independence, Government of Pakistan placed much emphasized on
education. In spite of meager resources, reasonable funds were allocated for the
development of education in Pakistan, including establishment of primary, secondary,
higher secondary schools, colleges and universities, up-gradation i.e. enhancing the level
of institutions from secondary to higher secondary of schools, appointment of teachers
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and enrollment of students therein. The reports published by the Government of NWFP
(1986, p.55), and the Academy of Educational Planning and Management (2007-08, pp.
6-7), highlighted the development of education in connection with enrollment and
schools at primary, and secondary level in Pakistan during the years 1948-49 to 2007-
2008 are shown below in table 1.1:
Table 1.1
Comparison of enrollment and schools
Level Enrollment Schools
1948-49 2007-08 Increase in %age
1948-49 2007-08 Increase in %age
Primary 830,000 11,880,673 93.01 9073 137,225 93.38
Secondary 284,000 1,668,6,20 83.00 2,585 9,587 73.00
Sources: Government of NWFP Statistics 1986 & Pakistan Education Statistics 2007-08, pp. 43-45
Table 1.1 shows the positive trends towards the increase in both the number of
schools and the enrollment at primary and secondary levels.
The National Education Policy (1979, p.79) indicates that the structure of
education system in Pakistan consists of three tiers namely “elementary, (Class I to VIII);
secondary (Class IX to XII); and higher education (Class XIII onwards).”
According to Raja, S. H. (1998, p.9), the required age for admission to class VI is
10 plus. Transitionally, middle classes comprise class VI to VIII which are the part of
elementary education. The secondary education consists of class IX to XII. For the time
being the terms ‘secondary’ and ‘higher secondary’ are prevalent where secondary mean
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classes IX-X and higher secondary stage though part of secondary stage, consists of
classes XI-XII. Education policies introduced in Pakistan, from time to time, urge that
classes XI and XII, presently known as higher secondary classes, should ultimately be
merged into the secondary stage. Originally, the idea was conceived to arrange
instruction for class IX to XII in order to introduce 3-tier education system in the country.
According to the National Education Policy (2009, p.28), “English shall be employed as
the medium of instruction for sciences and mathematics from class IV onwards.”
According to the National Education Policy (1998-2010, p.37), the duration of
secondary education in Pakistan spreads over a period of four years, starting from class
IX and lasting for four years. Upon completion of class X, students are expected to take
examination, administered by a regional Board of Intermediate and Secondary Education
(BISE). Upon successful completion of this examination, they are awarded a Secondary
School Certificate (SSC).
The Academy of Educational Planning and Management (2006-07, pp.12-15), in
its report highlighted the development of education in Pakistan that at national level,
there were 6,068 government high schools for boys, 2,990 for girls and 289 mixed
schools in the year 2006-07. So far as NWFP is concerned, there were 1,115 high schools
for boys and 385 for girls.
Enrollment at national level was 1,572,956 in Government High Schools which
included 970,638 boys and 602,318 girls. As for NWFP, the enrollment was 265,314 in
government high schools which included 188,582 boys and 76,732 girls. During the same
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period, teachers at national level were 163,634 in government high schools, which
included 108,749 males and 54,885 females. As regards NWFP, there were 20,523
teachers in government high schools which included 16,008 males and 4,515 females
(AEPAM, 2006-07).
The educational institutions are managed and administered by the heads.
Educational administration, involving the school as an organization and the human
resource including faculty and support staff for service to the student population, is
closely related to human element. It is an art which is helpful in coordinating human and
material resources to achieve the goals set for a school. A school administrator is
expected to establish an ideal coordination between human and material resources.
School administration has to present an example of efficiency, harmony and economy.
Sidhu, K. S. (2006, p.5), has said that “the term administration has been derived from the
Latin word ‘minister’ which means service rendered to others for their welfare.” He
further cited Oxford Dictionary which explains administration as the “management of
business, management of public affairs, government…”
Gupta, L. D. (1987, p.2), has elaborated the concept of administration which
indicates that good control is the feature of all successful activity. It is not only academic
knowledge, but the knowledge of all other related matters that is important to those who
are responsible for administrative affairs. The function of management, according to
Terry, G. & Franklin, S. G. (2000, p.4), "management is a distinct process consisting of
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activities of planning, organizing, actuating and controlling, performed to determine and
accomplish stated objectives with the use of human beings and other resources.”
In addition to the above mentioned activities, the management brings order to
endeavours by combining isolated events into meaningful relationships. According to
Rue, W. and Byars, L. (2000, p.4), "management is a form of work that involves
coordinating an organization's resources - land, labour, and capital - to accomplish
organizational objectives.”
Administrative leadership, according to Afridi, A. K. (1998, p.174), is based upon
the following aspects:
1. Personal aspect
a. Good health and personal energy.
b. A sense of mission, purpose and self confidence.
c. A sense of friendliness and concern for others.
2. Political aspect
Political aspects mean the responsiveness of the officer which must reflect
the political attitudes and traditions of the country.
3. Institutional aspect
Administrative leadership must also fulfill the conditions necessary for the
institutional well being or the administrative agency which he/she has to direct.
Explaining the importance of leadership, Whisler, T. L. (1984, pp.1-11), has stated that
there are some rules for the leaders which he termed as rules of the game. The rules
include no fighting, support your leader, no crusades, do your home work and participate.
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The leadership styles are also termed as administrative styles. The styles include
personal, political and institutional aspects of leadership. It also gives direction to leaders
or administrators to act in accordance with organizational rules and regulations. Although
the administrative styles are individual related, they influence employees’ productivity
and performance.
Administration is the machinery through which an organization or institution can
be managed. In other words, it is a means or set up for a smooth and efficient working of
an organization, including educational institutions. Educational administration provides
direction, control and management of all matters pertaining to school affairs. Leadership
available in the school system and within the community provides direction, while
control and management help as means for realizing educational purposes. According to
Sidhu, K. S. (2006, p.5), while quoting Encyclopedia of Educational Research,
educational administration can be described as follows:
The process of integrating the efforts of personnel and of utilizing appropriate material, in such a way as to promote effectively the development of human qualities. It is concerned not only with the development of children and youth but also with the growth of adults and particularly with the growth of school personnel. Administration is very vital for education sector. Without proper administration
and coordination of all the participants in the field, it is impossible to even imagine the
achievements of goals and objectives setup in the beginning of a project. An
administrator is like a supervisor who keeps an eye on everything so that nothing goes off
the track. He/She tries to find out all such elements that are obstacle in the way of the
objectives setup in the beginning. According to Mohanty, B. (1990, p.5):
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Educational administration is always concerned with management of things as well as human relationship, basing on a body of basic principles and aiming at educating the children and the youth. Educational administration has to undertake a number of functions like planning, organizing, directing, motivation, control, coordination, decision-making, evaluation, recording and reporting etc. in order to make the education process more effective. The basic purpose of educational administration is to provide a conducive
environment to enhance teaching and learning process. The management is responsible
for organizing all the educational activities in the institution in order to achieve desired
goals. Education is considered vitally important by every developed nation. That is why
educational planning is a very serious business for those who are involved in it and it is
equally essential to involve experts from all sectors. It should not be a job of only
education related experts, when the national or provincial plans are implemented at the
institutional level.
The head of an institution plays a vital role as an administrator in achieving the
goals set for the organization. The extent to which an administrator succeeds in attaining
the objectives and fulfilling the principles depends on how skillfully a suitable
administrative style is developed and used in a specific context. The administrative style
is defined by Rue, W. & Bayars, L. (2000, p.20), as “the sum total of all the traits,
behavioral tendencies, and characteristics of a person in an administrative position.” The
particular administrative style will affect the institutional tone either positively or
negatively. According to Thierauf, R. J., Klekamp, R. C. & Geeding, D. W. (1977, p.490),
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“the democratic, group - oriented leader provides general rather than close supervision
and his/her concern is the effective use of human resources through participation.”
There are various types of leadership styles and each one is successful in a
specific situation. Therefore, administrative style may be adopted in accordance
with the situation.
Musaazi, J. C. S. (1988, pp.64-65), has described administrative styles as types of
leadership including autocratic, democratic and laissez faire. These are the three basic
administrative styles. The main difference among various administrative styles depends
normally on the manner in which the decision is made in any situation. It is a common
trait of an autocratic leader to make decisions for the whole group without seeking any
inputs; whereas the laissez-fair leader shows policy of non interference. As a result, the
group makes all decisions independent of the leader. The democratic leader consults
his/her group for arriving at important decisions. Administrative styles have been
discussed by Rue, W. and Byars, L. (2000, pp. 4-10). They have also categorized the
styles as autocratic, democratic and laissez faire. Important points, related to each style
with reference to the characteristics of the leader and the group members, are briefly
discussed as under:
1.2 Autocratic style
A person with an autocratic style considers himself omnipotent and feels more
superior to the people around. In relation of autocratic style, a description of leader and
group member is given as follows:
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1.2.1 Leader: The leader behaving in an autocratic style has the following
characteristics:
The person is egoistic and status conscious.
He does not have trust on the capacity of the members of the group.
He believes in material rewards for work and ignores relations and other soft
incentives for motivating members for higher performance.
He demands complete compliance to the orders without seeking any feedback
or comments.
1.2.2 Group members: The group members under an autocratic style demonstrate the
behavior as follows:
No ownership of the results and tasks is assumed and they work passively.
Looking busy but doing nothing causes slackness in productivity effort.
1.3 Democratic style
A person with a democratic style has a balance between his/her preference for the
work and the people who do that work. In relation of the democratic style, a description
of leader and group members is given as under:
1.3.1 Leader: The leader behaving in a democratic style has the following
characteristics:
Decision making process is mutual among the leader and the group.
Complete picture of the scenario and enough explanation is given to the group
when any decision is made independent of the group.
Criticism and appreciation are made fairly.
10
1.3.2 Group members: The group members under a democratic style demonstrate the
behavior as follows:
Innovation is openly exchanged.
Ownership is felt within the group.
Results are up to the mark.
Success is commonly owned and celebrated.
1.4 Laissez-faire style
A person with Laissez Faire style wants to please every one around and ignores
the tasks. In relation of the laissez faire style, a description of leader and group members
is given as follows:
1.4.1 Leader: The leader behaving in a laissez faire style has the following
characteristics:
He has doubts about his/her own capacity to perform independently.
He never defines goals and performance standards to the group.
1.4.2 Group members: The group members under a laissez faire style demonstrate the
behavior as follows:
Decisions are made by fits and starts.
Performance is at average level and pace is slow.
There is no deep interest or love for the work.
The engagement is short and no extra effort is made.
11
1.5 Teacher performance
The performance of a teacher comprises of different aspects. The capabilities,
competencies, results, effects and outcomes of an individual under given circumstances
are called his/her performance. When it refers to a teacher, it means that how does a
teacher perform his/her professional duties in the school. Sultana, N. (1998, p.34), has
defined the terms ‘performance’, ‘tendency’, ‘capability’ and ‘competency’ as under:
Teacher performance refers to observable behaviors, both verbal and nonverbal. Activities refer to what the teacher typically does in the average or normal teaching situation. Capacity refers to what the teacher is able to do when trying his best. The competency includes those attitudes, understanding, skills and behaviors believed necessary to facilitate the intellectual, social, emotional and physical growth of the children. The teaching behaviour of the teacher is sometimes measured by the results or
students’ achievement, although the students' achievement is not considered as sum total
of the performance of a teacher. It may be considered as one of the important aspects of
teachers' performance because there are so many other variables which contribute to the
students' achievement.
All the verbal and non-verbal behaviour of a teacher concerned with his/her
professional duties and deeds, are included in his/her performance. The teacher has to
convert and change the behaviour of the learners in a positive and desirable way. The
performance has dimensions, parameters and indicators. The teacher is, wherever he/ she
is, always a teacher. How does he/ she plan the lesson, teach the students, control the
class, treat the students, guide and facilitate the learners and motivate the students for
learning, behave with his/ her colleagues and parents of the learners, etc. all are the
12
parameters, indicators and criteria of teacher's performance. McBride, K. & Grant, L.
(2006, p. 6) have presented Teacher Performance Standards. These performance
standards are divided into seven different categories and each category is well defined in
accordance with its characteristics, i.e. (1) Data-Driven Planning, (2) Instructional
Delivery, (3) Assessment Learning, (4) Environment, (5) Communication, (6)
Professionalism and (7) Student achievement (http://www.bedford.k12.va.us).
The researcher linked performance of the teachers with the administrative style of
their heads. The performance of an employee which, in this particular study means
teachers, hence many factors including attitude towards pupils, interpersonal
relationships, school community relationship, dealing with the pupils, and the
examination results shown by them. Many other details can be added but in this study the
results of the examination conducted by the Boards of Intermediate and Secondary
Education have been used as criterion for performance. The teacher performance, as
considered by the E & SE department NWFP, was measured on the basis of the level of
achievement of the students in the SSC (annual) Board examination ( Appendices-A, B &
C). For this purpose SSC (annual) results of the respective Boards of Intermediate and
Secondary Education in the subjects of Physics, Chemistry, Biology and English for class
X for the years 2007-8 and 2008-9 were taken as criteria of evaluating teachers’
performance for an academic year. In order to measure performance of the heads of the
institutions, the overall school results in the SSC (annual) examinations for class X were
used as criterion for their performance.
13
The study was designed to look at the management styles of heads of institutions
of secondary schools in NWFP and its relationship with the performance of the teachers
working under them. In order to proceed, it was necessary to provide the background of
the problem, so as to provide necessary understanding of the problem. It is worth
mentioning that studies relating to the effect of administrative styles on teachers’
performance in the Pakistani context are very few and this area of research has scarcely
been touched by researchers. Therefore, the researcher felt a need to undertake this study.
1.6 Statement of the problem
The study was designed to find out the ‘Impact of Administrative
Styles of Secondary School Heads on Teachers’ Performance in NWFP.’
1.7 Objectives
The main objectives of this study were to explore the administrative styles
practiced by the principals and their impact on teachers’ performance at secondary level.
The specific objectives are listed below:
To identify the administrative styles of heads of institutions as perceived
by subject teachers.
To identify the administrative styles as practiced by the heads of
institutions.
To compare the perception about the administrative styles by the subject
teachers and the heads of institutions.
To compare performance of subject teachers under various administrative
styles.
14
To find out relationship between qualification and experience of teachers
and students’ achievements.
To find out the difference in teachers’ performance with reference to their
gender, qualification and experience.
To find out the effect of qualification, experience, rural urban division of
the head of institutions on their performance as measured by school results
of SSC.
1.8 Hypotheses
The following hypotheses were framed and tested:
The administrative style of the heads of institutions, deduced from the
responses of the heads themselves as well as those of the teachers, is the same
as regards (i) the time management, (ii) communication, (iii) decision making,
(iv) problem solving, (v) conflict resolution, (vi) team building and (vii) stress
management.
The administrative style as identified from the responses of the heads of
institutions as (i) autocratic, (ii) democratic and (iii) laissez-faire are the same
as deduced from the responses of the teachers.
The averages of scores of the teachers regarding each section of the
questionnaire for the autocratic, democratic and laissez-faire styles are the
same.
Teachers’ performance in the subjects of Physics, Chemistry, Biology and
English is same under different styles used by the heads.
15
The subject-wise performance of teachers remains the same irrespective of the
(i) level of qualification, (ii) length of service, (iii) gender and (iv) urban rural
status.
The subject-wise performance of teachers remains the same irrespective of the
administrative styles of the heads.
The performance of heads of institution is independent of their (i) level of
qualification, (ii) experience, (iii) gender, and (iv) urban rural status.
The performance of the heads of institutions is independent of their
administrative styles.
1.9 Significance of the study Identification of administrative styles will lead to training and re-training of heads
of institutions for a better administrative style. It will be helpful in skill development of
the heads of institutions for better administration in secondary schools. Moreover, it may
provide sound footing for uplifting the standard of administration in education
department and overcoming the shortcomings. This study will also be beneficial for
policy making, planning and decision making at appropriate levels. It will be beneficial
for teacher training institutions for teachers and heads of secondary schools. It will lead
to adoption of better administrative styles by the head of institutions at secondary
education in NWFP. Consequently, it might lead to the improvement in teachers’
performance.
16
1.10 Delimitations
The study relates to the secondary schools, of NWFP both male and female. As
such it required a lot of time and resources. Therefore, the study was delimited to the ten
district of NWFP where law and order situation was normal to a large extent as indicated
by in the letter issued by Home Department Govt. of NWFP (Appendix-D). The study
was further delimited to the following:
All Government secondary schools (male and female) of ten identified
districts of NWFP.
Result of SSC for the academic sessions 2007-08 and 2008-09.
Teachers teaching Physics, Chemistry, Biology and English to class X.
Heads of institutions who have been in that school for a period of at least
one year. It included all those who are working as In-charge.
Teachers who have been teaching in a particular school for a period of two
years.
1.11 Methodology
1.11.1 Research design
For this research study, the descriptive type research method was used. James, P.
(1997), has highlighted the importance of descriptive research design as quoted below:
Descriptive research is used to obtain information concerning the current status of the phenomena to describe "what exists" with respect to variables or conditions in a situation. The methods involved range from the survey which describes the status quo, the correlation study which investigates the relationship between variables, to developmental studies which seek to determine changes over time (http://www.okstate.edu).
17
1.11.2 Population
The population of the study is as follows:
Heads of 666 government secondary schools.
2561 teachers teaching the subjects of Physics, Chemistry, Biology and
English in the 666 government secondary schools.
1.11.3 Sample
Samples were taken by applying multistage random sampling technique.
Sampling is the process of selecting units (e.g. people, organizations) from a population
of interest so that by studying the sample we may fairly generalize our results back to the
population from which they were chosen (http://www.socialresearchmethods).
There are 24 districts in NWFP and in 14 of them law and order situation was not
normal and only 10 districts were declared near normal by the Home Department
Government of NWFP and all those were used as primary sampling units (i.e. 42% of the
whole population). Then from these districts 133 secondary schools (Boys and Girls) as
secondary sampling units were selected making a proportion of 20%.
133 (20%) government secondary schools (Boys and Girls) were selected by
using table of random numbers by balancing gender, rural and urban institutions. All the
heads of 133 sampled schools were included in the study. 430 (20%) teachers teaching
Physics, Chemistry, Biology and English to Class X in the 133 sampled government
secondary schools were selected randomly as the sample. Moreover, the SSC (annual)
results of class X of concerned BISE’s of NWFP namely Abbottabad, Mardan, and
Peshawar were obtained.
18
1.11.4 Development of instrument
After going through the relevant literature, questionnaires were developed, within
the perspective of the problem and the hypotheses formulated to investigate in the study.
Shah, Z. A. (2007, p.67), says that “a questionnaire is the major instrument of research
for the collection of data from varied and scattered sources in descriptive study.”
Therefore, the researcher used the questionnaires for this research study.
Two questionnaires were prepared one for the heads of institutions and the other
for the teachers. A copy of each questionnaire is given in Appendices-M&N. Both
questionnaires were developed keeping in view all the important aspects. Statements of
both the questionnaires were developed on five- point rating scale (Likert Scale) except
last item of each questionnaire which was an open-ended item.
After drafting the questionnaires, the content validity from the experts was
ensured. The researcher conducted a pilot study in one boy and one girl government
secondary schools in district Haripur to improve the questionnaires by administering it to
20 subject teachers and two heads of institutions out of the population but not included in
the sample. The tools were improved on the basis of the feedback from the respondents.
The statements of each questionnaire were typed in such a manner that statement should
become clear and legible. Sufficient space was left for comments by the respondents.
1.11.5 Data collection
The questionnaires were delivered in person to the respondents along-with
forwarding letter and self-addressed stamped return envelope for those respondents who
19
were not able to fill in the questionnaires on the spot. Non respondents were requested
through telephone, reminders and e-mails. A copy of the questionnaires and result
proformas along-with self addressed stamped return envelops were also given to the
heads of institutions.
1.12 Analysis of data
The data were tabulated in terms of frequency. The frequencies were converted
into score by assigning the following scale value for the five responses:
SA ≡ Strongly Agree 05 points
A ≡ Agree 04 points
UC ≡ Uncertain 03 points
D ≡ Disagree 02 points
SD ≡ Strongly Disagree 01 point
The collected data were analyzed by using Statistical Package for Social
Standards (SPSS) to identify administrative styles used and its impact on teachers’
performance. The correlation coefficient, t-test and analysis of variance techniques were
used to analyze the performance of teachers under different administrative styles. The
data collected through open-ended questions were analyzed by using priority frequency
of responses. The findings and conclusions were drawn from data analysis and
recommendations were made.
20
CHAPTER 2
REVIEW OF RELATED LITERATURE
2.1 Education
Education is the process of improving knowledge and skills through teaching,
training and learning. Schools as an agency, performs its social function for the
development of the inborn potential and talent of an individual within the cultural
context. Farooq, R. A. (1994, p.106), says “the traditional goal of education is
transmission of culture, the preservation of the past and present, and development of
the intellect.” In its wider meaning, education helps in the all round development of
an individual through brining about permanent changes in the behaviour. These
changes include physical, mental, social, emotional, and spiritual transformation of
the personality of the child.
Not only education prepares the child to earn his livelihood in future, but it
also makes him a productive member of the community. In this context, Kirk, G.
(2011, p.1), mentions that “the most important function at any level is to develop the
personality of the individual and the significance of his life to himself and to others.”
In addition education is a means to preserve, transmit and transform the customs and
beliefs, art, way of life and social organization of a particular country or group.
The society, being a progressive and dynamic system of beliefs and customs,
revitalizes and survives itself through education considering the social purpose of
education, Zafar, F. & Ahmad, I. (1996, p.9), mention that “education is basically a
social function, so by default, it serves the society which maintains it. Its first and
21
foremost role is to conserve the existing culture by transmitting it from generation to
generation.” The child is a part of the society and it is the social environment which
shapes and grooms the personality of the child. The old traditions and customs
undergo transformation with the evolving challenges and situations. Education works
like a catalyst to help the society adapt to innovation in the field of science and
technology.
Education is a life-long process. Life itself is rich with a diversity of
experiences which according to Anees, S. M. (2006, p.83), “bring about the growth
and development of an individual, from within his/her physical, mental, emotional
and spiritual abilities.” Therefore education helps the individual to reconstruct the
experience to find out meaning and ensuring adaptability to the changing
environment. Pervaiz, I. (2010, p.10), says that “secondary education plays an
important role in the development of personality of an individual on one hand and
national development on the other.”
Education also inculcates the moral and social values like justice, equity,
cooperation, tolerance, sympathy, positive feelings, love, affection, respect towards
elders, and helping the down trodden individuals. The revealed knowledge has given
the Muslims certain unchangeable beliefs such as oneness of Allah, prophet hood life
hereafter etc. However the acquired knowledge in science and technology helps to
adjust to the new demands (http://www.presevearticles.com).
22
2.2 Secondary education
The secondary stage of education is considered very crucial for the youth.
During the vital period of secondary education the objectives should be more
inclusive embracing the needs and problems of adolescent life during this most
critical stage of personal development of the individual.
2.3 Structure of education system in Pakistan
Pakistan follows centralized system of education and there is a statutory
requirement for all schools and colleges to follow the national curriculum. The report
by the AEPAM (2005, pp.2-3), has discussed the distinct stages of the three tier-
structure of education system in Pakistan in great details which is summarized below:
2.3.1 Elementary education
The elementary education comprises two distinct stages- Primary and Middle.
The primary stage (Classes I-V) extends over five years (age 5+ to 10+). The AEPAM
(2009, p.xi), has reported 71% net primary enrollment in the year 2007-08. The
medium of instruction in most of the schools is Urdu i.e. the national language. There
are some English-medium schools in public and private sectors as well. However, the
curriculum for primary classes is almost the same throughout the country. The major
focus of this stage is on basic mathematical and literacy skills, appreciation of
traditions, values and socialization. Promotion to next class depends on the result of
the school examination. Importantly, making primary education compulsory through
appropriate legislation is also under active consideration of the government.
23
The middle stage (Classes VI-V11I) is of three years duration and is offered in
middle or secondary schools. The curriculum includes compulsory subjects and
elective subjects. However, the curriculum for all the subjects is common. The focus
of this stage is to strengthen foundations of first and second language, mathematics
and science and developing understanding of family, community, environment, health
and nutrition. Provincial Education Departments as well as schools conduct terminal
examination at this stage. The AEPAM (2009, p.xii), has reported 58% enrollment at
middle level in the year 2007-08.
2.3.2 Secondary education
Secondary education comprises of two stages- Secondary and Higher
Secondary. The secondary education is of two years duration comprising classes 1X-
X. It covers 13-15 years old cohort of children. There is a Secondary Schools
Certificate (SSC) annual examination at the end of the ninth and tenth classes which
are conducted by the respective Boards of Intermediate and Secondary Education
throughout the country. The medium of instruction in most of the schools is Urdu
except English medium schools. Streaming of children starts at this stage. Students
opt for a group of their choice such as Science and Humanities. Urdu, English,
Pakistan Studies, Islamic Studies and Mathematics are compulsory subjects. A group
of three elective subjects determines the specified stream. The AEPAM (2009, p.xii),
has reported 41% enrollment at secondary level in the year 2007-08.
The higher secondary education (Classes XI-XII) is imparted at intermediate
colleges and higher secondary schools. The students follow two years program of
study at higher secondary level which leads to the Higher Secondary School
Certificate (HSSC) and is a pre-requisite for entrance to the first degree at a university
24
or an institution of higher education or professional education i.e. medical,
engineering, accountancy, management courses/program. The medium of instruction
in science subjects is mostly English. The Boards of Intermediate and Secondary
Education conduct the examinations for Higher Secondary School Certificate at the
end of XI and XII class.
Division of students takes place at various levels of school education. After
the middle stage, students can follow either academic courses in secondary schools or
certain trade courses at vocational institutions. After secondary school stage, students
can enter into intermediate colleges or higher secondary schools for HSSC or can join
vocational institutions for a trade certificate or join polytechnics to take up three-year
diploma program in a particular branch of technology. After Higher Secondary School
Certificate (HSSC), one can either join general universities or professional
universities or institutions such as agricultural, engineering and medical institutions.
Table 2.1 shows entrance level with age at various classes.
Table 2.1 Level of education with age at entrance to various classes
Level/Stage Class Duration Age on entry
Elementary Primary I-V 5 years 5+ years
Middle V1-V11I 3 years 10+ years
Secondary Secondary 1X-X 2 years 1 3+ years
Higher Secondary XI-XII 2 years 1 5+ years
Tertiary Undergraduate XIII-XIV 2 years 17+ years
Postgraduate XV-XVI 2 years 19+ years
Source: Academy of Educational Planning and Management (2005, p. 3)
25
2.3.3 Tertiary education
Recognizing the significance of human resources, the Government of Pakistan
has reorganized the higher education in the country. To meet the challenges of higher
education and devising policies, Higher Education Commission (HEC) has been set
up. Accordingly, focus of higher education has been determined and institutions of
higher learning are being strengthened academically as well as financially. New
specialties and sub-specialties have been planned and are being implemented. Special
incentives have been provided for professional growth of the faculty and research.
Universities in Pakistan offer undergraduate, graduate and postgraduate
programs of studies in general and professional areas. Bachelor degree programmes in
arts and science (B.A & B.Sc.) in most of the universities for the time being are of
two years. Efforts are underway to reorganize the two years degree programmes and
extend the first degree programme i.e. Bachelor to four years. Masters, M. Phil and
Ph.D. degree programme in various disciplines are being offered by a majority of
universities and degree awarding institutions. According to the report published by the
Ministry of Education (2005, p.1), “during the year 2003-04, 806480 students at all
levels were enrolled in universities. Out of these 744594 (92%) were enrolled with
public universities whereas 61886 (8%) were enrolled with private universities.”
2.4 Importance of secondary education
Secondary education has an important role in accelerating the pace of national
development. It must consistently meet the needs and aspirations of our youth,
simultaneously taking into consideration the rapid rate of scientific, technological,
economic and social change occurring elsewhere. According to the National Education
26
Policy (2009, p.37), “the secondary and higher secondary school system prepares
young people for life. It has two important roles in this respect – providing skills to the
labor market as many students leave formal schooling at this time; and providing input
to the tertiary system for those who go on to this level of learning.”
Recognizing importance of secondary education as a terminal stage, relevance
and productivity needs should be focused more specifically today than ever before.
Therefore, traditional secondary education must be replaced by a more productive and
responsive secondary education which can cater to the changing needs of the society.
Secondary education emphasis needs to be placed on human resource development
wherein students must serve as a valuable resource for contributing to national
development. Secondary education, therefore, has to be so organized that
productivity is increased by establishing strong links between secondary schools and
factories/farms/community projects. Raja, S. H. (1998, p.8), has highlighted the
importance of secondary education in these words:
Most of the developed countries like the United States, U.S.S.R., China, and some other European nations have realized the importance of secondary school level. They have carried out extensive research to find solutions to all the problems related to this level. It is the proficiency grooming level for most of the skilled manpower. The quality of education at this level actually determines the quality of higher education later on. Even the character of the students and their leadership skills are enhanced at this level. Thus, it is a very influential and formative stage.
Importance of secondary education described by Khan, A. N. (1983, pp.7-11),
expects that secondary stage must cater to the needs of the society in general and of
the child in particular. For proper study of education at this level, due focus must be
given to the social and cultural values. It is, therefore, imperative to understand the
dynamics of culture and sub culture at national level before designing any educational
27
intervention. Similarly, the process of learning must also be taken into account. It
must be set in the international educational perspective. To save an education system
from becoming obsolete and outdated, it is necessary to keep an eye on the new
researches and trends in international education scenario.
The National Educational Policy (1998-2010) discusses the importance of
secondary education stage. Secondary and higher secondary level plays an important
role for the society by providing skilled workers to the market and suitable talented
youth for higher education. This stage, at one side completes education for those who
leave school and go for jobs whereas on the other hand it opens gates of higher
education to others. It needs a broad base by introducing new vocational subjects
according to the market needs i.e. secondary education must be market oriented.
The policy action plan of the National Education Policy (1998-2010) is a
comprehensive set of guide lines for making things happen on the ground. It provides
setting up a model school at each district level. Each model school will provide
vocational courses at secondary level. According to National Education Policy (1998-
2010, p.37), each and every potential boy and girl is expected to be admitted in this
school. It also recommends that the technical and vocational base be broadened as
well as matriculation (Technical) be introduced on pilot basis. For this purpose,
vocational high schools are planned to be set up and multi textbooks are thought out
to be introduced.
2.5 Objectives of secondary education
Government of Pakistan at various times introduced different education
policies and plans for uplifting the secondary education. However, many of these
28
policies had been partially implemented. Shakoor, M. (1991, p.12), has stated the
objective based education policies, action plans and reports which can be summarized
as under:
1. To equip students intellectually, physically, morally and vocationally for a full life.
2. Full development of the individual by relating teaching to the needs and interests of adolescent, having a common core of subjects for imparting certain basic skills and develop character through new concept of teaching which instead of emphasizing memorization leads to development of mental skills, aesthetic and spiritual values, and focuses on character building .
3. Creation of a spirit of nationhood in all Pakistanis. 4. Provision of technical and vocational streams in high schools to make them compre-
hensive in nature. 5. Integration of general and technical education so as to equip secondary students for
gainful employment including self employment. 6. Provision of meaningful options to enable the students to select courses
suited to their aptitudes, interests and requirements.
The National Education Policy (2009, pp.37-38), lists the following policy
actions for secondary and higher secondary education:
1. Provision shall be expanded, particularly in the rural areas and to the schools
dedicated for girls. Priority shall be given to those locations where the ratio of
secondary schools is low.
2. Student support shall be increased to prevent students from dropping out of
school for financial reasons.
3. Schools shall introduce more student-centered pedagogies.
4. Counseling facilities shall be made available to students from the elementary
level onwards in order to utilize their energy constructively, to deal with any
displays of aggression amongst young students and to address any other
psychological distress that a student may be in by suggesting a suitable
remedy.
5. Life Skills-Based Education (LSBE) shall be promoted.
29
6. Sports activities shall be organized at the Secondary and Higher Secondary
Levels.
7. Counseling at higher secondary level must also address the career concerns of
young students and encourage them to take up studies as per their aptitude
other than the “accepted” fields of study, be it technical, vocational or any
other areas of study.
8. Schooling shall also be made more attractive by adding community service
programmes.
9. Class XI and XII shall not be part of the college level and shall be merged into
the school level forming part of existing secondary schools.
10. A system for ranking of primary and secondary educational institutions across
the country shall be introduced with rankings based on result outcomes,
extracurricular activities and facilities provided to the students, in order to
encourage healthy competition between schools.
11. To create an order for excellence in the country, a “National Merit
Programme” shall be introduced to award bright students.
The Government of Pakistan is keen to extend the basic facilities for the
provision of secondary education. There is a dire need to build more schools
especially for the females to reduce the high drop out rate. Bilquees, F. & Saqib, N.
(2004, p.29), found that dropout rate in rural areas is higher than the urban areas
which is 24.6% and 17.0% respectively. Nevertheless the dropout rate of urban and
rural males is almost equal to the rural females which is 23.7% and 23.5%
respectively. The reason of high dropout rate of urban and rural male may be related
to the economic reasons. The high dropout of females in rural areas may be the result
of government’s low interest in promoting educational facilities in the rural set up.
Parents in rural areas may be reluctant to let their daughters get educated due to their
social taboos; as in rural areas education is not considered necessary for girls. Hidaya
30
Trust (2005) found that, in District Shakarpur, out of 2500 girls only 250 (10%)
continued until completion of their studies (http://www.hidayatrust.org).
Murtaza, A. (2011), has quoted Asian Human Rights Commission report
(2011), “students in Pakistan dropout of education system due to corporal
punishment” (http://www.humanrights.asia). “ It has been found that many parents
give priority to arrange marriage for their daughters instead of completing of
secondary level education and this is reckoned as one of the main causes of dropout of
female students” (http://www.hubpages.com).
Moreover, counseling, mentoring and coaching sessions may be introduced at
secondary level and onwards for tapping the true potential of the youth for the
sustainable development in the 21st century where global citizenship is an emerging
trend.
2.6 Financing of education
The education sector in Pakistan suffers from insufficient financial input.
Memon, G. R. (2007, p.48), says that financial crunch has crumbled the system at all
levels resulting in low levels of efficiency for utilizing available funds and poor
quality of management, monitoring, supervision and teaching. As a result, Pakistan
has not only one of the lowest rates of literacy in the world but is also the lowest
among countries of comparative resources and social and economic situations.
Usmani, S. R. (2007, p.5), has highlighted total financial allocation NWFP which is
presented in the table 2.2.
31
Table 2.2
Financial allocation for education for 2005-06 in NWFP (Rs. in million)
Budget Allocation % age
Recurring 18,617.061 85.88
Developmental 3,060 14.12
Total 21,677.061 100
Source: Finance Department. Government of NWFP. (2007, pp.2-4)
The report further indicated that annual non-salary allocation through District
Governments for Primary, Middle and Secondary schools was Rs.11, Rs.53 and Rs.53
per student respectively.
Farooq, R. A. (1994, p.13), has observed that, “Federal Government provides
funds to the provinces to meet the development expenditure. The recurring
expenditure on education is borne by the respective provincial governments. The
responsibility for the implementation of education policy and organization, administration
and management of public school system rests with the provinces.” According to the
report published by the Ministry of Education, (2006, pp.33-34), the expenditure made by
the government of NWFP during the years 2003-04 to 2005-06 is given in table 2.3
below:
Table 2.3
Expenditure on education by the government of NWFP (Rs. in million)
Level 2003-04 2004-05 2005-06
Secondary 2755.669 3333.668 3863.505
Higher Secondary 1019.316 1257.090 1368.590
College Education 396.201 443.630 489.540
Administrative Exp. 204.456 227.597 209.020
Total 4375.642 5261.985 5930.655
Source: Government of Pakistan, Ministry of Education (2006, pp.33-34)
According to AEPAM (2002, p.53), “financing to supplement governmental
funds for secondary education, some practical actions are necessary to share the burden of
32
financing secondary education and to meet a part of the development and non-
development expenditure of improving facilities and quality of teachers.”
Various governments in the past made promises to increase the budget of
education sector but unfortunately none of them fulfilled their commitment. Ahmad, S. F.
(2006, p.ii) has said, “ the attainment of targets will not be feasible if spending on
education at all levels of governments does not reach 4% of the GNP.” According to
Bajarani, M. H. K. (2009):
Government is taking keen interest in uplifting the educational standards in country and will enhance its budget for education to 3% of the GNP in the next financial year i.e. 2010, but it cannot be increased in the current year due to financial constraints as a result of shifting funds for coping with the terrorism in the country.
Memon, G. R. (2007, p.48), has further commented on the level of financial
allocations for education in Pakistan in the past:
Extremely low level of public investment is the major cause of the poor performance of Pakistan’s education sector. Public expenditure on education remained less than 2 percent of GNP before 1984-85. In recent years it has increased to 2.2 percent. In addition, the allocation of government funds is skewed towards higher education so that the benefits of public subsidy on education are largely reaped by the upper income class. Many of the highly educated go abroad either for higher education or in search of better job opportunities. Most of them do not return and cause a large public loss.
The GNP allocation for education sector has further being updated by Komal,
A. (2010, p.5), analyzing the expenditure on education in Pakistan.
Public expenditure on education as percentage to GNP is lower in Pakistan as compared to other countries of the South Asian Region. According to official data, Pakistan allocated 2.5% of GNP during 2006-07, 2.47% in 2007-08, 2.1% in 2008-09, and 2.0% in 2009-10 which shows persistent declining trend.
33
It is evident that the financial constraints are one of the major obstacles in
improving performance of education sector. It is required that the budget for education
sector may be enhanced to at least 4 percent of GNP as proposed by the UNESCO.
2.7 Administrative structure
The constitution of Pakistan 1973, lays down the distribution of various social
and administrative functions for the federal and provincial governments. According to
the constitution 1973 education is a provincial subject for the purpose of administrative
control and policy implementation. Pakistan inherited its education system from colonial
period at the time of independence in 1947. The administrative structure of each province
included Director Public Instruction (colleges and schools), Divisional Inspector of Schools,
District Inspector of Schools and Assistant District Inspector of Schools.
The NWFP Local Government Ordinance, promulgated in 2001 devolved certain
powers at lower level i.e. district level in various departments. In its report, the Ministry of
Education (2006, p.1), has stated that “the Local Government Ordinance 2001 is based on
five fundamentals: devolution of political power, decentralization of administrative
authorities, de-concentration of management functions, diffusion of the power-authority
nexus, and distribution of resources to the district level.” Education department was also
devolved to the District Government under the said ordinance. The province of NWFP is
comprised of 24 administrative districts and educational setup in public sector in each
district is headed by EDO (E&SE). All the primary, middle, secondary and higher
secondary schools are under the administrative control of concerned Executive District
Officer, who is assisted by District Education Officers (DEOs), Deputy District Education
Officers (DDEOs) and Assistant District Education Officers (ADEOs). EDO has authority
to appoint and transfer employee from BS-1 to BS-14. He/She is responsible for
34
inspection and supervision of all government schools including higher secondary,
high, middle and primary boys and girls schools. Moreover, he/she is also responsible
for carrying out feasibility for up-gradation of schools, audit, and allocation of budget
for PTCs/ SMCs. The EDO (E&SE) is also responsible for the dissemination of
directives and information from directorate to schools. The administrative structure at
district level in the province is shown at Figure 2.1.
Figure 2.1
Administrative structure of elementary & secondary education department at district level
Source: Elementary & secondary education department, Govt. of NWFP (2008, p.41)
Executive District Officer (BS-19)
District Officer (M) (BS-18)
ADO Sports
District Officer (F) (BS-18)
ADO Est. (BS-16)
Dy DO (M) (BS-17)
ADO Est. (BS-16)
Dy DO (F) (BS-17)
ADO P&D (BS-16)
ADO’s Circle (M) (BS-16)
ADO (B&A) (BS-16)
ADO’s Circle (F) (BS-16)
35
There is a Directorate of Elementary and Secondary Education at provincial
level which is headed by Director of Elementary and Secondary Education and is
assisted by Additional Directors, Deputy Directors and Assistant Directors. Director
Elementary and Secondary Education is responsible for communicating policies,
issuing directives and decisions made by Minister for Elementary and Secondary
Education and Secretary Elementary and Secondary Education to the EDO’s (E&SE)
of the province. He/She is empowered to make inter district postings/ transfers of
officials up to BS-16 and deal with the settlement, appointment and retirement cases
of SSTs/ officials of BPS-16. The cases for promotion to BS-17 and above are also
initiated by the directorate. Moreover, this office is also responsible for the up-
gradation, audit and inspection of offices and institutions throughout the province.
The administrative structure at Directorate level is shown in Figure 2.2.
36
Figure 2.2 Administrative structure at Directorate level of elementary and secondary education
department
Source: Bashir, M. & Arif, M.(2007, p.219). Educational management and
supervision, code No.6502. Islamabad: AIOU
Director BS-20
Additional Director Est. (BS-19)
Additional Director P&D (BS-19)
Dy. Director Est. (BS-18)
Dy. Directress Est. (BS-18)
Asstt. Director. General. (BS-17)
Asstt. Directress (BS-17)
Asstt. Director. Extension (BS-17)
Asstt. Directress Physical (BS-17)
Dy. Director P&D. (BS-18)
Asstt. Director.
SNE. (BS-17)
Asstt. Director.
P&D (BS-17)
Asstt. Director.
Stats (BS-17)
Asstt. Director F&A (BS-17)
Asstt. Director Audit (BS-17)
Dy Director F&A (BS-18)
37
At provincial level education department is headed by Minister for Elementary and
Secondary Education and assisted by Secretary, Special Secretary, Additional Secretary,
Deputy Secretary Elementary and Secondary Education and Section Officers. Khan, M. A.
(1993, pp.64-93), has discussed the functions of ministry of education which are
summarized below:
Although, Pakistan is a Federation of four Provinces: Punjab, Sindh. North
West Frontier Province (NWFP), and Balochistan and constitutionally education fall
under provincial domain and under constitutional amendment the concurrent list has
been abolished and the respective departments transferred to the provinces by 30th
June, 2011.
The provincial departments of education are actually the counterpart of the
federal ministry of education. Federal Minister for education has a counterpart in
provincial Minister for education. At Federal level, the Federal Minister for Education
is responsible for educational matters and policy and at provincial level, the
Provincial Minister. They advise and give recommendations to federal and provincial
cabinets respectively. The Prime Minister and Chief Minister give final approvals at
the two levels.
The provincial Secretary has a counterpart in the Federal Ministry of
Education. The functions of respective Education Departments within each province
include:
1. Promotion of education.
38
2. Evaluation of educational system and formulation of educational policies
accordingly along with coordination of educational activities for the
province.
3. Implementation and monitoring of the educational policies.
It is evident from the above discussion that the purpose and functions of
Departments of Education are more or less similar in all the provinces except some
adjustments relevant to the local conditions and needs. The administrative structure
for the provincial Secretariat is shown at Figure 2.3.
Figure 2.3
Administrative structure for the provincial Secretariat of elementary and secondary education department
Source: Elementary & secondary education department, Govt. of NWFP (2008, p.41)
39
At the time of devolution in 2001 elementary and secondary education departments
were named as Schools and Literacy department were renamed as Elementary and
Secondary Education Department NWFP in 2005 (http;//www.nrb.gov.pk).
2.8 School management
Schools are not islands. They are affected not only by what is happening in the
school but also by what is happening in the rest of the society. Population changes,
technological advances, economic ups and downs, political shifts, and social
transformations directly influence the schools in one way or the other. According to
Malik, N. A. (2008, p.1), “the school management is a process consisting of planning,
organizing, controlling and evaluating the work of students, teachers and non-teaching
staff. It is a process of validating purpose and allocating resources to ensure maximum
attainment of objectives by minimum utilization of resources. School management is
the cooperative process of using individual and group power of school and
community in order to develop socially desirable learning experiences for children
and youth.”
There are three phases, which are basically essential for any system of
education to work efficiently and successfully. Firstly the planning phase, which
involves fundamental question of the aims, goals and aspirations of the community to
be educated. The planning phase is dealt with policies framed at the highest level in
the field of administration. Secondly, the organization, as no plan can work
effectively until and unless the organization is sound, and is formulated after giving
careful thought to all aspects of the plan. Thirdly, is the administration or
40
management by which resources are utilized for the achievement of organizational
objectives.
2.9 Organization
Organization is pivotal for running any educational system efficiently and for
properly implementing education policies. An organization is nothing but a group of
people that work together to achieve some common aims and objectives. It is the
coordination and proper working environment which makes the organization to run
effectively and efficiently to achieve its goals. For this purpose, only a democratic
organizational structure will help achieve the targets. Feedback mechanisms must also
be made consistent for the improvement of the organization. When all the component
parts of the organization work together, only then it functions smoothly
(http://www.gemi.org).
2.9.1 Organizational behaviour
Organizational behavior (OB) is actually the study and application of
knowledge about how people, individuals, and groups behave in organizations. In
studying organizational behavior, a comprehensive approach is adopted. Individual
behaviours are interpreted in terms of the wholeness. Its purpose is to build better
interpersonal relationships by achieving all sorts of objectives i.e. human,
organizational and social objectives. Ready, J. (2004, pp.1-4), says that
“Organizational behaviour is the result of interaction and inter-dependency between
formal organization and human factors variables.” Structure, process and technology
are the three basic elements that are interdependent and that interact in a formal
organization.
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2.9.2 Organizational structure
An organizational structure is mainly a hierarchical concept of subordination
of entities that collaborate and contribute to serve a single goal. Robbins, S. P., Judge,
T. A. & Sangi, S. (2008, pp.590-596), define organizational structure in terms of how
job/tasks are formally divided, grouped, and coordinated. There are some key
elements that managers need to address when they design their organization’s
structure. These are work specialization, departmentalization, and chain of command,
span of control, centralization and decentralization, formalization, process and
organization technology. All of these important elements are briefly discussed in the
following paragraphs:
2.9.2.1 Work specialization
Expertise and task specialization is the first and foremost element of an
organization. It is believed that work specialization can help in increased productivity.
However, more important than increased productivity is the economy that it provides.
But if this work specialization is extended too far, it can create problems. Some
companies rely on high work specialization to do their business. However, there are
examples in which some companies have had great success by focusing on
broadening the scope of jobs and reducing specialization.
2.9.2.2 Departmentalization
The basis by which jobs are grouped together is called departmentalization
which is essential for coordination among different tasks.
2.9.2.3 Chain of command
An organization needs a single line of authority all across hierarchy to be run
effectively and efficiently. This is called as chain of command.
42
2.9.2.4 Span of control
In the same way, an organization is divided into different levels so that the
managers can handle them. This is called span of control. It is believed that if an
organization has a greater span, it will be more efficient.
2.9.2.5 Centralization and decentralization
Centralization actually stands for the degree to which decision making is
concentrated at a single point in the organization. The concept is based upon formal
authority. It is based upon the belief that rights are inherent in one’s position.
Conventionally, the key and all-important decisions are made by top management.
There is very little or no input by low ranks in this decision making. This is a
centralized organization. On the other hand, in a decentralized organization, more
people provide input into decisions. In such organizations, any action can be taken
quickly to solve day to day problems. Moreover, decisions making process is bottom
up. As a result, employees at the lower ranks feel more empowered as they are part of
the decisions that affect their working environment. This is a sort of benefit for
democratic style of decision making.
2.9.2.6 Formalization
The jobs in every organization must follow some set standards on the basis of
which the performance of the workers is measured. This process of setting standards
for jobs within an organization is called as formalization. In case of a highly
formalized job, the job incumbent has a minimum amount of discretion over what is
to be done, when it is to be done, and how it is to be done. The job description of
teachers in the schools is a formalization of the process.
43
2.9.2.7 Process
The term process means a series of actions, changes, or functions bringing
about a result (http:// www.thefreedictionary.com/process).
2.9.2.8 Organizational technology
Organizational technology helps in aligning different elements of the
organization and improving how they support each other. It is an open fact that
organizations evolve and grow over time. New technologies allow us to let go the
control and still be in command. It is because better and affordable communication
tools give us the ability to be closely in touch with what is happening around with
employees.
2.9.3 Characteristics of an organization
An organization is a social arrangement which pursues collective goals, and
controls its own performance, and has a boundary separating it from its environment
(http://www.hianswer.com).
Fullerton, S. A. (2001, p.10), has listed important characteristics of an
organization including size, resources, influence and security which are discussed
below (http://www.eros.thanatos.com).
Size: The largeness of organization is called as its size.
1. Resources: The physical assets and material goods and equipment at the
disposal of an organization are called its resources.
44
2. Influence: Influence refers to the measure of how powerful an
organization is to make people and societies at large behave in a particular
way politically.
3. Security: Security covers all the activities involved in protecting the
secrets, interests and physical assets of organization.
2.10 School as an organization
In the early times when the social life was very simple, the family provided
the child with all the activities and experiences he/she needed. The children learnt
by imitating the work and life process of their parents and neighbors. However, as
the society became more complex with the rapid growth of civilization, home or
family and other informal agencies of education were found insufficient for the
efficient transmission of cultural heritage to the future generation. Thus arose the
necessity of a formal agency of education, called the school. Gradually, the
knowledge and skills secured by the children became so complex that it became
rather impossible for the home to transmit the same to the children. Thus education of
children became a specialized occupation of those persons who were highly learned
and qualified for discharging this function efficiently. These persons began to be
known as teachers, and the agency through which the teachers imparted education to
children came to be known as school which has assumed a very comprehensive role in
the recent times.
Farooq, R. A. (1994, p.13), says that “the schools are expected to prepare the
youth for occupation that will be available to them in an industrial system. Here the
task of the school is seen not as one of stimulating changes in occupation but as one
of the keeping up with the change already occurred as the result of other forces. The
45
school has to play its role as a democratic organization. In this context, teaching
methods, discipline, teacher’s competence are the important aspects which are
discussed below:
2.11 Discipline
School discipline, in simple words, is a system of rules, punishments and
behavioral strategies suitable to the regulation of children and the maintenance of
order in schools. The goal of school discipline is to create a safe and conducive
learning environment in the classroom. A teacher who is weak in class control and
discipline can not facilitate the learning process (http://www.adprima.com).
Discipline consists of more than punishment at the hand of the authority for
wrong doing. It includes self discipline; the regulation by a man of his/ her own heart
and mind, the cultivation of discernment, virtue and noble tastes and sentiments and
the suppression of unbalanced passions, vice and mean dispositions. Discipline,
therefore, is a way of life. Discipline is necessary for all achievements, especially
great achievements. Discipline goes hand in hand with hard work. Discipline makes it
possible for a man to endure the rigour of hard work. Discipline directs work, making
it fruitful and excellent. On the other hand, discipline is fruitless without work
(http://www.adprima.com).
2.12 Teacher
Teachers are one of the main pillars of a sound and progressive society. By
virtue of their role, they bear the weight and responsibility of creating, disseminating
and utilizing knowledge. It is obvious that the education of a country is as good as its
teacher. The National Education Policy (1998-2010, p.47), has emphasized that
46
teacher’s role is vital in the implementation of educational reforms. No doubt
teacher’s personal, academic and professional profile affects the teaching learning
process. Teacher is a role model and a change agent. He/ She is, thus, supposed to be
committed to his/ her profession. It is the teacher who enhances the quality of
education and sets high standards.
2.13 Teaching methods
The selection of an effective teaching method is a requisite for a good teacher,
whether borrowed, innovative, a good teaching method is the one that addresses
student’s needs.
Teaching methods are mainly to achieve learning objectives through various
strategies and techniques. They fall into two main modes; direct and indirect.
However, every method has some merits as well as demerits. It is up to the teacher as
to how he/ she maneuvers his/ her task. The effectiveness of a teaching method
depends on to what extent it takes into account students’ age, previous knowledge,
available resources and the context (http://www.adprima.com).
Singh, R. P. & Rana, G. (2004, pp.1-3), have discussed the teaching method.
They commented that teaching is both an art and a science. Able teachers always find
ways and means to improve their teaching techniques. With the change in time, the
teachers are asked to employ newer methods of teaching their pupils more effectively
so that they must be able to cope with the demand of the age. The improvement of the
teacher by employing newer methods of teaching and the latest techniques of teaching
is the need of the hour. The educational system of any nation is like a mirror, through
which the image of the nation which is being shaped, or likely to be shaped, can be
47
seen. Education has been and will continue to be the major cause of change in any
society. It is with the help of education that the manpower for different levels of the
economy is developed.
Singh, R. P. & Rana, G. (2004, pp. 1-3), have reported that current researches
conclusively support the principle that the best way to assist individuals to acquire the
knowledge, understandings, attitudes, and the appreciations and to live in a
democratic society is through school practices, which epitomize democratic
procedures. Democratic method constitutes an all-pervasive force, which must
permeate the entire social climate of the school.
2.14 Teacher education in Pakistan
Teacher education refers to the policies and procedures designed to equip
prospective teachers with the knowledge, attitudes, behaviors and skills they require
to perform their tasks effectively in the classroom, school and wider community
(http://www.en.wikipedia.org).
Education is one of the greatest services provided by teachers. Due to the
significance of the role of teachers, we can safely call them nation builders. Teachers
are the main contributors to good education in the sense that they transfer and pass on
knowledge and values to children and prepare them for higher education and for
fulfilling life. Teachers lay the foundations for building character, and inculcate
values, attitudes and behaviors in children right from their entry into the school.
Teachers are one of the main pillars of a sound and progressive society in the
sense that they create new knowledge and produce solutions for the problems faced
48
by the society. In other words, they bear the weight and responsibility of teaching,
and apart from parents, are the main source of knowledge and values for children.
The role of teachers becomes very important because they mould the students. As
teachers have pivotal position, everything primarily depends on them. In any case, if
students perform well, the appreciation is of the school and the teachers; if their
performance is bad, the blame ultimately falls on the teacher.
The teacher education equips teachers for teaching at various levels. For this
purpose they undertake different professional programs. According to a research
study by AEPAM (2005, p.4), “Primary Teaching Certificate (PTC) consists of one
year and is intended for teaching at primary level. Its main requirement is completion
of SSC. Certificate of Teaching (CT) is also one year program for teaching at middle
level and its main requirement is HSSC completion. Now both PTC and CT are
merged into three-years Diploma in Education (DIE) after SSC. BEd program consists
of one year and it requires a BA/ BSc degree; three years’ BS Ed, which is now
offered after FSc. MEd is one year program after BEd; whereas MA Education
comprises two years after BA/ BSc.”
Teacher training institutes are required for brushing up skills of the
prospective teachers. Shah, D. (2003, p.5), has described that in Pakistan teacher
training for PTC and CT teachers is offered in 90 colleges of Elementary Education.
For SST’s, there are 16 colleges of education which offer BEd program whereas for
masters level teacher education programs, 9 universities provide their services. For in-
service teachers, four institutions impart training. Apart from these, various teacher
training programmes are offered by AIOU on distance learning basis with an annual
total enrollment of 10,000 students of which 7000 students get through every year.
49
The National Education Policy (2009, p.10), has listed following Action Plans
for improving quality of teacher education in Pakistan:
1. Teaching at elementary level will require a bachelor degree with BEd
whereas for secondary and higher secondary level teaching, a master
degree + BEd will be required. PTC’s and CT’s will be encouraged to raise
their qualification but new staff will be recruited on advanced criteria.
2. Teacher education curriculum will be made compatible to school
curriculum and scheme of studies.
3. A new cadre of specialized teacher trainers will be introduced.
4. Government will take strict measures to observe merit in recruitment,
development and promotion of teachers.
5. Teachers’ recruitment and training will be done at district level to check
teacher’s non-participation from remote places.
6. In-service training shall be widened to provide training to teachers in
different areas like pedagogical skills, testing and evaluation, supervision
etc.
7. Government will take effective measures to raise teachers’ image by
increase in salaries, introduction of separate teaching cadre, professional
development and performance-based rewards.
8. The views of teachers’ associations will be given importance in decision
making regarding teachers’ collective issues.
9. To improve teaching under the comprehensive national program the
resources of International Development Partners will also be integrated
and developed through inter-tier joint enterprise.
The education system of a country plays a vital role in its socio-economic
development. Under-developed countries, therefore, lag behind due to their poor
system of education. With reference to the low standards of education in Pakistan, the
government has taken some serious steps in raising the quality, capacity, coverage and
scope of education. But there is still a very large grey area in terms of the quality and
number of teachers. Unless an appropriate investment is made on teachers’
50
professional development, our education system cannot meet the challenges of the
modern times.
Like students, teachers also need to be educated/ trained continuously
throughout their careers. Each year, teachers are faced with the advent of new
technologies. Changes in the society at large and new discoveries force them to adapt
their strategies and techniques to cater the changing needs of the students. Therefore,
it is critical for professional teachers to have ongoing and regular opportunities to
learn from each other and through institutions. Ongoing professional development
keeps teachers abreast with new research on how children learn. The best professional
development is ongoing, experiential, collaborative, and connected to and derived
from working with students and understanding their culture. Ashraf, M. (2008, p.114),
in his research study recommended that, “refresher courses for secondary school
teachers may be arranged to keep them aware of new challenges and educational
strategies.”
2.15 Teacher competence
Davey, B. (1991, pp.121-32), has said that the foremost responsibility of
teacher is to mould the lives of the young and to groom them. This very responsibility
gives teachers immense pleasure and boosts up their morale. All teachers should,
therefore, try to achieve the identity of a ‘good teacher’. A good teacher is the one
who always motivates students to realize their full potential and, in this regard, he/she
also makes learning creative and fascinating. The life of a child is shaped, to a great
extent, due to a positive or negative mark that a teacher leaves on it in formative
stages of students’ development.
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The National Education Policy (1998-2010, p.47), has recommended “making
the teaching profession attractive to the young talented graduates by institutionalizing
a package of incentives.” Rizwana, S. (2005, p.20), quoted Aggarwal, “the social and
economic status of teachers and the level of appreciation of their role are important
for the quantitative and qualitative development of education.”
Teachers are respected because of the responsibility they have owned for
shaping the impressionable young children. Therefore they must try hard to become a
role model for the society. An amazing teacher can be defined as someone who
always encourages his/ her students to their best while at the same time he/ she tries to
make learning enjoyable and creative for them (http://www.freeessays.cc).
2.16 Administration
The function of administration in a country is to manage and execute all those
departments of the state that are so relevant to the country's progress. It is the
administration that basically runs the country while the political machinery keeps
changing every year now and then. It, therefore, can easily be concluded that
administrative machinery is like the veins that provide vital blood to the body of the
country.
2.17 Educational administration
The encyclopedia of education (1971, p.68), mentions that “educational
administration is concerned with the overall direction and support of the students. It
includes the leadership of the school. The head of an institution is expected to possess
the specialized skills related to management, curriculum, coordination, staff
52
utilization, scheduling and supervises all mother activities carried out under the school
banner.” Administration is very vital for education sector. Without proper
administration and coordination of all the players/ stakeholders in the field of
education, it is impossible to even imagine the achievements of goals and objectives
set in the beginning. According to Verma, R. (2005, pp.2-3), “educational
administration is composed of two words viz educational and administration. The first
word ‘educational’ means the activities performed for educating an individual, the
second word ‘administration’ is a sort of service being rendered for educating an
individual.” An administrator is like a supervisor who keeps an eye on every thing so
that nothing goes off the target. He/ She tries to find out all such elements that are in
clash with the objectives set in the beginning. According to Mohanty, B. (1990, p.5):
Educational administration is always concerned with management of things as well as human relationship, basing on a body of basic principles and aiming at educating the children and the youth. Educational administration has to undertake a number of functions like planning, organizing, directing, motivation, control, coordination, decision-making, evaluation, recording and reporting etc. in order to make the education process more effective.
Educational administration is a key function for the successful achievements of
educational objectives. The Report of Commission on National Education (1959, p.
321), has clarified educational administration, its nature and function as under:
Education is a complex and highly specialized field, and its efficient administration requires technical competence, administrative ability, and understanding of educational developments in different countries of the world. On the professional side the educational administrator must be familiar with the specialized skills required in teaching, with the special knowledge needed for sound curriculum development and the accurate evaluation of teachers and students, and have an intimate knowledge of the operation of educational systems elsewhere. The administrative procedure of recruiting, promoting, and transferring the staff of schools involves a specialized ability to evaluate the professional competence of persons
53
engaged in teaching. If educational administration is to operate effectively, it must be organized and staffed in such a way as to respond to problems not only with efficiency but also with professional competence.
An administrator whether of education or any other field, must be well-
conversant with the profession that he/ she is part of. An educational administrator,
therefore, needs to be a person who himself has been a teacher and has extensive
experience of the profession. He/ She must be constantly in touch with latest
developments in the fields all around him and in the world. Personal aptitude matters a
lot in this regard. More experience, training and knowledge can give better results if
they are coupled with personal passion and aptitude. Ahmad, S. (1999, p.88), has stated
that:
In a l l fields of activities, good administration is the key to success. This equally applies to education. Hence educational administration should not only be well versed in educational process but also highly motivated to the cause of education and should be well trained in managerial abilities of running educational institutions.
Good control is the feature of all successful activities. It is not only academic
knowledge, but the knowledge of all other related matters that is important for those
who are responsible for administrative affairs. A little bit of self-initiative and effort to deal
with matters efficiently can produce positive results. An educationist or teacher should
know all that is necessary to be known. An active approach can be very useful.
Administrative knowledge and expertise is likely to yield the desired output.
According to Kochhar, S. K. (2006, p.3), “educational administration is a
comprehensive effort intended to achieve some specific educational objectives and it
deals with the educational objectives. Educational administration deals with
54
educational institutions right from the schools and colleges to the secretariat. It is
concerned with both human and material resources.”
“Educational administration is a discipline within the realm of education that
examines the administrative theory and practice of education in general and
educational institutions and educators in particular. This field ideally distinguishes
itself from administration and management through its adherence to guiding
principles of educational policy.” (http;//www.wikipedia.org/educational
administration).
This is an emerging science of administration in which common practices and
generalizable theories are applied to business, government, military, church, or
education. Donald, T. & Orlosky (1984, p.6), have stated the following about
the educational administration:
A rapidly expanding technology, highly useful across many types of organizations, is associated with organization. However, there is much that is unique to educational organization; the mission, the socio-economic and political conditions, the clients served, the programs offered, the functions performed and the organizational structures that result.
The scope of educational administration is very vast. It includes everything
regarding the efficient functioning of the educational institutions, securing the greatest
benefits to the greatest number through an adoption of practical measures. It interprets
activities of an educational program in fruitful relationships and also harmonizes their
mutual action. It ensures sound educational planning, good direction and efficient and
systematic execution.
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2.18 Importance of educational administration
The purpose of educational administration is to enable an organization or
an institution to carry out its functions with maximum efficiency. It also enables the
right pupils to receive the right education and from the right teachers at a cost which
should be within the means of state, and which wil l enable the pupils to profit
from their learning. The basic purpose is to bring students and teachers together
under such condition which will successfully promote the ends of education. The
major purposes of educational administration are stated by Sultan, A. & Arif, M. (2003,
pp.8-9):
1. To frame policies and programs so that teaching learning situation results in the growth and development of human beings.
2. To make use of appropriate materials to bring about the effective development of human qualities.
3. To execute the programs and activities of the organization so that its objectives may be achieved.
4. To assure the growth of children and adults and all the people involved in the management.
Sultana, N. & Bashir, M. (2005, pp.8-9), have described achievement of goals,
economy, and conservation of resources and optimum use of resources as important
purposes of educational administration.
2.19 Difference between administration and supervision
Supervision is a service activity to help teachers to grow professionally and to
do their jobs better. Sultana, N. & Bashir, M. (2005, p.64), state that “supervisory
service is particularly concerned with instruction and its improvement. It is directly
concerned with teaching and learning process whereas, administration is responsible
for providing school buildings, books, instructional supplies, selection and
appointment of teachers, etc.”
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2.20 Management
The management is a process designed to ensure clarity of goals and
cooperation, participation, interventions and involvement of people in the effective
achievement of set goals and objectives. Tein, B., & Martin, M. (2003, pp.5-6), have
described the management “as the achievement of goals by engaging in the four major
functions of planning, organizing, leading and controlling.’ This definition recognizes
that management is an ongoing activity, entails goals attainment and involves
knowing how to perform its major functions. Arif, R. A. (2008), defines management
as "the process of working with and through others to achieve organizational objectives
in a changing environment. Central to this process is the effective and efficient use of
limited resources."
Management is generally defined as the art and science of getting things done
through others. This definition emphasizes that a manager plans and guides the work
of other people. Rue, W. & Byars, L. (2000, pp.6-9), have defined management as “a
form of work that involves coordinating an organization’s resources, land, labour, and
capital to accomplish organizational objectives. Management concepts apply equally
to private or public, small or large organizations.” Rue, W. & Byars, L. (2000, pp.6-
9), have further discussed that the following six management principles are equally
useful to all types and sizes of organizations:
1. The organization or institutions like school and its managers must set a
special code of values for the public. 2. Its management is to ensure order and discipline in an institution. 3. Managers settle the criteria for competition with other institutions or
organizations. 4. It is the responsibility of the managers to monitor the tasks assigned to all
concerned in order to achieve the goals in terms of the development of the institution.
5. The first priority of management is to achieve the goals set for organizational development.
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6. It is managers who must first act as the role models with respect to moral standards.
2.20.1 Educational management
Being applied in its nature, educational management is basically a branch of
the management science. According to Shami, P. A., Hussain, K. S. & Waqar, A.
(2007, p.24):
“academic management is a process which deals with the academic matters such as development and delivery of curriculum, conduct of examination, monitoring of classroom activities, appraising teachers, providing adequate feedback to teachers and creating conducive teaching-learning environment to improve the quality of education in schools.”
Educational management thus builds up the capacity of the head of an
institution for shouldering the overall responsibility for managing school effectively,
and carrying out his functions such as management and motivation of staff,
supervision and support of pedagogic issues, personnel development, team building,
time table, assessment and evaluation, efficient use of available resources and
community liaison. According to the international encyclopedia of education (1985, p.
75), “the functions of educational management may include responsibility for
curriculum and finance; the selection, promotion, and assessment of teachers and the
relationships with the higher authorities and community.”
2.20.2 Management functions
Rue, W. & Byars, L. (2000, pp.6-9), have discussed functions of a manager as
given in the following lines:
1. Planning: To decide what targets to focus on in future and what line of
action to adopt to achieve these targets.
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2. Organizing: To devise various activities and to do delegation and
supervision of activities.
3. Staffing: To recruit and train the staff for capacity development.
4. Leading: To provide a direction to human endeavor to achieve objectives.
5. Controlling: To check performance against targets, to find out the pitfalls
and to devise remedies.
2.20.3 Management roles
A role is an organized set of behaviors that belongs to an identifiable job.
Mintzberg, H. (1973), identifies ten managerial roles which are divided into three
major groups i.e. interpersonal, informational and decisional roles (http: //www.
catalog. eBay .com/native-managerial.wo) and are discussed below:
2.20.3.1 Interpersonal roles
The interpersonal roles of a manager or head of an institution or department
include the following:
1. Figurehead: Managers represent the organization unit in all matters of
formality.
2. Liaison: The head of institution interacts with peers and other people
outside the organizational unit to gain information and favour.
3. Leader: Manager provides guidance and motivation to work groups and
defines atmosphere of the workplace.
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2.20.3.2 Informational roles
The informational roles of a manager or head of an institution or department
include the following:
1. Monitor: Managers serve as a receiver and collector of information.
2. Disseminator: Manager transmits special information within the
organization.
3. Spokesperson: Manager disseminates the organization’s information into
its environment.
2.20.3.3 Decisional roles
The decisional roles of a manager or head of an institution or department
include the following:
1. Entrepreneur: Manager initiates change.
2. Disturbance handler: Management must assume this role when the
organization is threatened, such as when conflicts arise between
subordinates, a subordinate departs suddenly, or an important customer is
lost.
3. Resource allocator: Manager decides where the organization will expend
its resources.
4. Manager assumes this role when the organization is in major, non-routine
negotiations with other organizations or individuals.
2.20.4 Management skills
The skills required by a manager or head of an institution to play his/her
different roles effectively are as follows:
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1. Conceptual skills: They comprise understanding the inter and intra
relationships of an organization, decision making, planning and devising
various managerial activities.
2. Human relations skills: They refer to an understanding of how people
work in collaboration within an organization.
3. Technical skills: They suggest the ability to understand and do the
mechanics of various jobs in an organization.
Management, therefore, depends upon the above mentioned four major
functions. Firstly, there must be some goals set in the beginning and the procedure be
laid down to achieve these goals in the most efficient way. Secondly, proper
utilization of human and non human resources is also an important aspect of
management or principal in an educational institution. Thirdly, a strong leadership is
also required to influence others to get things done timely and effectively. Finally,
organizational regulations play a vital role to achieve results according to the desired
standards.
Educational management is defined as a structured set of operations to achieve
goals. According to Shami, P. A. et al. (2007, p.6), "management is an administration,
involves planning, designing, initiating actions, monitoring activities and demanding
results on the basis of allocated resources. The management process consists of four
functions i.e. planning, organizing, directing/ leading and controlling.”
2.21 Difference between administration and management
The terms administration and management are sometimes used
interchangeably with overarching shades of meanings. According to Gupta, L. D.
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(1987, p.9), “the management's function is mainly a policy making and it does not do
things. The management's job is thus largely a job of projecting the future on to the
present.” It is “the systematic process of performing a set of activities on a set of
resources in order to achieve a set of objectives. Administration on the other hand can be
seen as a process of mobilizing and allocating public resources in order to achieve public
goals.” (http;//www.hianswer.com).
Management is concerned with policy making whereas administration
executes the policy and looks to its continuation and effectiveness.
2.22 Leadership
Leadership is the capacities to get people do work without the use of any
force. In Newstrom, W. (2007, p. 59), view “leadership is a process to inspire others
to work zealously in order to achieve objectives. It is the drive that impels a person to
get the desired goals.”
Leadership is a blend of three relative factors i.e. the personal, the situation,
and the task. Leadership may be a collective enterprise towards achievement of
targets keeping in view the content, and human, material and time resources.
However, the nature of task which the personnel undertake also determines the type of
leadership for providing a line of action to the people concerned.
There is a wide range of leadership styles from democratic to authoritarian. No
doubt, a democratic leader is more successful in many situations, but some specific
situations demand an eclectic approach. To determine which leadership style is
effective in a situation, an analysis of content, task and personnel is very necessary.
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Leaders should also take into account various implications related to the achievement
of objectives.
2.23 Human resource management
Principal in an educational institution, being a leader, is to manage the human
resource available to him. Dessler, G. (1998, p.2), defines human resource
management as “the practices and policies a manager needs to carry out the people or
personnel aspects of the management positive including; recruiting, screening,
training, and appraising.” He further describes human resource (HR) management
functions which include:
1. Knowing each employee’s nature of job. 2. Finding out the labour required and staffing accordingly. 3. Picking the right person for the right job. 4. Providing training to new employees. 5. Ensuring payment of wages and salaries to employees. 6. Giving remunerations and rewards. 7. Lauding performance. 8. Making dialogues (sharing, counseling, guiding). 9. Grooming and developing. 10. Infusing the spirit of commitment.
2.24 Employee appraisal
The performance of a teacher is appraised by different parameters, among
which the result in SSC (annual) Board examination for class X is also included.
Performance appraisal is important for employees at all positions throughout an
organization. The parameters, the characteristics and the standards for evaluation may
be different, but the fundamental principles for appraising the performance remain the
same (http;//www.google.com).
The performance appraisal, employee appraisal, performance review, or
(career) development discussion is a method by which the job performance of an
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employee is evaluated (generally in terms of quality, quantity, cost, and time)
typically by the corresponding manager or supervisor. A performance appraisal is a
part of guiding and managing career development. It is the process of obtaining,
analyzing, and recording information about the relative worth of an employee to the
organization. Performance appraisal is an analysis of an employee's recent successes
and failures, personal strengths and weaknesses, and suitability for promotion or
further training. It is also the judgment of an employee's performance in a job based
considerations other than productivity alone (http;//www.google.com).
Following are important parameters to appraise the employee performance;
2.24.1 Main responsibilities
Basic requirement of the job position should be determined. In this regard,
there should first be an agreement on the main requisites of the job position between
the reviewer and the employee. The main job requisites include communication, team
work, and collaboration responsive to change, quality driven and details are discussed
briefly hereafter.
2.24.1.1 Communication
The employee
1. Shows good comprehension and listening skills.
2. Possesses impressive expressions.
3. Gets others sufficiently informed.
4. Interacts shrewdly with others.
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2.24.1.2 Team work and collaboration
The employees in this situation
1. Act as a cooperative team members to achieve collective goals.
2. Develop harmony of views to approach problem in order to get them
resolved subsequently.
3. Take initiatives as a dynamic team member.
4. Prefer collective interests to personal benefits.
5. Develop positive working relationships.
2.24.1.3 Responsive to change
The details of the above mentioned responsiveness include
1. Assimilates and accommodates to environment around.
2. Adopts a dynamic approach towards work.
3. Devotes oneself to continuous learning by enhancing capacity and
polishing expertise.
4. Probes deep into problems to get their required solutions.
5. Takes a logical individual stance when required.
2.24.1.4 Quality driven
The person
1. Is quality conscious and results driven through continuous betterment of
process?
2. Removes obstacles in the way of performance.
3. Caters for school needs.
4. Does self-evaluation and gets honest feedback?
5. Ensures effective management by reducing the cost and raising the
outcome level.
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2.24.1.5 Support of the mission
Support of the mission is provided by an employee when he/she
1. Values, supports and models institutional objectives including: service,
collaboration, quality, diversity and respect for all individuals
2. Exhibits personal integrity, honesty, zeal and compassion
(http://www.google.com/parameters+employee+appraisal).
Evaluating the performance of an employee is a critical responsibility of the
supervisor which is used to determine continued employment, promotion, transfer,
bonuses, and pay raises to improve communications among employees and
supervisor. Therefore, appraisal serves a good purpose of quality control and
enhances the performance of both employees and the organization.
2.25 Administrative styles
An administrator is a person who is responsible for running an institution or
organization. The administrator may have the qualities of decision making, problem
solving, conflict resolution, and cooperation for team building for the achievement of
set goals of the institution with the cooperation of his/ her team.
Administrative style is the sum total of all the traits, behavioral tendencies,
and characteristics of a person in an administrative position. An important dimension
of administrative style is the extent to which he/ she is willing to delegate
responsibility and encourage input from his/ her team.
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There are three common administrative styles namely, autocratic, laissez-
faire, and democratic. Administrative styles have been discussed by Rue, W. &
Bayars, L. (2000, p.20), as summarized below:
2.25.1 Autocratic style
In autocratic style the leader is very conscious of his/her position and uses
his/her power and authority to get the job done. He/ She uses coercion as his/ her best
tool to control others. He/ She has little trust and faith in members of the group. The
leader believes pay is reward for working and it is the only reward that will motivate
employees. In autocratic style, orders are issued to be carried out, with no questions
allowed and no explanation given. In this style, no responsibility is assumed for
performance as people merely do what they are told to do.
Chandramohan, A. (2007, pp. 242-244), has discussed autocratic style, its
merits and demerits as summarized below:
Autocratic is that type of system where decisions are streamlined and
centralized by a single individual, and then its appropriate implementation and in-time
execution is being efficiently carried out by others. Most of the people prefer this type
of system because it provides them a strong sense of contentment and satisfaction. In
other words, whatever is being directed by the heads is effectively being processed by
the subordinates, while, on the other hand, it has also some drawbacks, because those
individuals who have a strong moral ground, sensitivity and acute sense of
responsibility do not prefer such rules and regulations, because they are aware of the
facts and figures. Then such frustrated and suffocated atmosphere badly affects their
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commitment level and organizational performance of an individual, and resultantly
the entire system collapses.
2.25.2 Democratic style
Democratic administrative style exhibits the characteristics of being
democratic. The administrator who adopts democratic style of administration
consults other team members while taking decision. Decision making is shared
between the leader and the group. When the leader is required or forced to make a
decision, his/ her reasoning is explained to the group. Criticism and praise are given
objectively. There is a pleasant impact of this style on the performance of group
members as, “new ideas and change are welcomed. A feeling of responsibility is
developed within the group. Quality of work and productivity generally are high. The
group generally feels successful”.
The findings of Khan, M. A. (1993, p.574), research study show that with the
growing interest in pragmatism, with its great emphasis on democratic values it had a
considerable influence in bringing about a revolt against autocratic school of
administration. He opines that democratic type of administrators are significantly
more satisfied with their work at all levels. Hussain, N. (2005, p.105), in his research
study concluded that democratic style has a positive effect on the performance of the
institution. Therefore, he recommended that head of institutions adopt a democratic
style of management.
A democratic leadership style may deliver some of the key motivational
triggers. A democratic leader develops a plan to help his/her employees to improve
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their performance and job satisfaction. He/ She also encourages employees to share
his/her decision-making processes and recognizes quality performance. It is best
applicable when the organization houses a higher level of highly skilled employees or
when problems need to be solved. Democracy encourages team building and
participation and can benefit the organization in allowing increased creativity and
morale (http://www.Degree-essays.com).
Patrick, J. E. (1995, p.5), in his study of correlation between administrative
style and school climate has stated that:
In democratic administrations, all the personnel of the schools must be fairly represented in policy-making and appraisal. People are assigned to tasks in which their special aptitudes may be utilized most effectively and that the facilities should be arranged to serve best the needs on the entire community.
This administrative style has received the attention of researchers. Siama,
A. (2007, p.30), in her study discussed the democratic administrative style as
under:
The democratic leader or management style makes decisions by consulting his team, whilst still maintaining control of the group. The democratic leader allows his team to decide how the task will be tackled and who will perform which task.
Democratic style and its advantages have been discussed by Chandramohan,
A. (2007, p.244), as summarized below:
Democratic administrative style is the name of such system where decisions,
suggestions and recommendations are collectively and jointly taken by the manager
and his/her team. Much more importance and significance is given to the consultation
and participation of the subordinates. Trust from the manager enhances emotional
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involvement of the employees towards their responsibilities, and they wholeheartedly
and sincerely do their duties, while there are certain employees in every organization,
who do not want maximum interaction with their managers because they are of
reserved nature. Thus, this style encourages the team for boosting of their morale.
The administrative style is the manner and approach of providing direction,
implementing plans, and motivating people for accomplishing organizational goals.
Although good administrator uses all the three styles, with one of them normally
being dominant, but leaders generally tend to stick with one style. A good
administrator uses a mix of all the three styles in varying proportion, depending on the
situation, characteristics of the team and the task at hand.
2.25.3 Laissez-faire style
The phrase laissez-faire is French and literally means "let do", but it broadly
implies "let it be", or "leave it alone.” The administrator having laissez-faire style has
little confidence in his/ her leadership ability. Such a leader does not set goals for his/
her group. The impact of this style affects the performance of group members as
decisions are made by the group members without any consideration. This results into
low productivity, inefficiency, and sloppy work. Individuals have little interest in
their work. Morale and teamwork generally are low. Employees are left to make their
own decisions with total autonomy. This method is effective when the skill level and
competence of employees is high or when employees are known to be trustworthy
and have a high level of pride in their own work. This style lends itself to a scenario
in which there is insecurity due to a lack of support and feedback (http://www.degree-
essays.com).
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Patrick, J. E. (1995, p.5), in his study of correlation between administrative
style and school climate has narrated that:
The opposite of authoritarian control is found in schools in which the principals’ practices of administration approximate laissez faire. These principals, in seeking to avoid the display of authority, frequently neglect to assume their proper responsibility. Laissez faire administration is usually characterized by lack of organization. The activities of the school are carried on largely without plan or direction from the executive head. They justify their practices on the ground of their disbelief in authoritarian control.
Siama, A. (2007, p.30), has further explained the laissez-faire administrative
style and commented that the laissez-faire administrator lets things go on at their
own, without personal involvement. He/ She leaves the team in the dark to find its
direction. At times, it may be an effective style, that is, when an administrator is
handling a team of highly professional individuals and expert workers.
It is, in fact, the best policy to avoid informing when the team is highly
motivated to get a work properly done and to delegate the task by empowering the
team is often rewarding. Chandramohan, A. (2007, pp.245), has described the laissez
faire administrative style in these words:
It means giving complete freedom to employee. Leader once determines policies, programmes, plans, and limitation for action and entire process is left to subordinates to perform everything. Leader nominally elected or appointed in this approach. Everyone can take decisions and implement the policies according to opinion and ideas. This type of style is suitable for some situations. This will help the subordinates to develop their leadership qualities and skills.
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2.26 Head of institution
The managerial role of the principal of an educational institution encompasses
a wider range of responsibilities. According to Sally, C., McPherson, R. & Bachr, M.
(1985, p.70), “the head of institution is most closely associated with the daily
operation of the school, with the implementation of its curricula, and with its
association with the community.” The head of institution in a government secondary
school in NWFP is called headmaster, headmistress or principal according to his/ her
pay scale. A head of institution working in BS-17 is called headmaster/headmistress
whereas those working in BS-18 and 19 are called principals. Husen, T. (1985, p.75),
mentions that “the principal works with and evaluates teachers, ensures that the
physical plant is maintained, supervises student scheduling and placement, and deals
with the local community individually or at their decisions and to receive information
about perceived problems or priorities.”
The functions and responsibilities of the principal are numerous in number.
According to Shukla, R. (2005, p.103), “the main responsibilities of principals are
providing leadership and ensuring high standard of education, development, planning
and performance management, managing and organizing staff and resources,
managing the curriculum and promoting good relationships with parents and the
community.” In order to measure performance of the heads of the institutions, overall
school results in the SSC (annual) examinations of class X were generally taken as
criterion for performance which is approved by the E&SE department NWFP
(Appendices-A, B & C).
The head of institution is responsible to take care of both academic and
administrative matters of the school. He/ She holds the key position and is responsible
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to plan, co-ordinate and organize different programs with the help of his/ her staff.
He/ She also ensures maintenance of discipline in the institution. He/ She also focuses
on the development of ethos, traditions and the reputation of the school as a seat of
learning. Sidhu, K. S. (2006, p.101), while elaborating the importance of the head of
institution says that “by virtue of his/ her position, he/ she is unchallenged ruler of his/
her estate and undisputed master of the show.” Stronge, J. H., Richard, H. B. &
Catano, N. (2008, p.1), describe the qualities of an effective principal which are
summarized below:
The principal fosters the success of all students by facilitating the
development, communication, implementation, and evaluation of a shared vision of
learning that reflects excellence. He/ She nurtures a positive and safe school
environment for stakeholders by advocating and sustaining values, principles and
bench marks. He/ She maintains effective human resource administration through
monitoring and tasks assignment. He/ She conducts meaningful, timely and
productive evaluations of teachers and other staff members in order to support
ongoing performance effectiveness and school improvement.
Hussain, N. (2005, p.195), in his research study recommended that the newly
appointed heads of institutions may be trained keeping in view the administrative
styles. The policy makers and educational planners may adopt democratic style as
more effective to improve the quality of education.
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2.27 Community participation
Community participation is essential for manipulating available resources to
enhance productivity and thus running the schools more efficiently. Shami, P. A. et al.
(2007, p.57), have described that community participation is an important concept
related to schools. As schools exist in society, so community participation is a must in
this regard. Education system is sound and solid only when it has contact with the
society that is related to it. The social feedback has great importance for raising the
standards of education. Therefore, the collaboration between different social groups
and schools makes education effective and meaningful. For this purpose, it is
important to establish partnerships between schools, parents, and communities
(http://www.en.wikipedia.org./wiki/community).
Huma, A. (2008), has defined community participation by quoting United
Nations (1981, p.5), “the creation of opportunities to enable all members of a
community and the larger society to actively contribute and influence the
development process and to share equitably the fruits of development.” The main
bodies functioning in Pakistan are Parent Teacher Associations (PTAs), Citizens
Community Boards (CCBs), School Management Committees (SMCs) and Non-
government Organizations (NGOs).
Community is the richest and easily accessible resource. The learning process
can be made effective with the combination of factors like teachers, students,
environment, learning material, community participation, etc. Jatoi, H. (2010, p.7),
highlights the importance of community participation and says that “it is important to
establish partnerships between schools, parents, and communities.” The report
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published by the AEPAM (2002, p. 53), has further stated that, “teacher community is
an important segment of the society whose contribution in nation building is beyond
any doubt.” In the NWFP province Parents Teachers Association (PTA) is named as
Parents Teachers Councils (PTCs) which are functional in all the government
primary, middle, high and higher secondary schools. Community participation can
play a vital role in educational development, financing, planning and organizing.
Shah, Z. A. (2007, p.95), found that majority (80%) of the heads of institutions agreed
that the role of PTAs is positive and productive in their institutions. Khatoon, S.
(2004, p.175), concluded that the interaction between teacher and community is a
helpful tool to understand the students problems in true perspective for which frequent
visits of student’s parents and guardians is considered necessary.
2.28 Administrative roles of the head of institution
The head of institution has many academic and administrative roles to play for
running a school or organization. Shami, P. A. et al. (2007, pp.12-17), have listed
various functions of an effective administrator such as: time management,
communication, decision making, problem solving, conflict management, team
building and stress management. These are described below under separate sub
headings:
2.28.1 Time management
A time management system is a designed combination of processes, tools and
techniques. Time management can be defined as a blend of skills, tools, and
techniques that are used to manage time when accomplishing specific tasks, goals,
and projects. This includes a wide range of activities for managing time efficiently. It
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includes: planning, allocating, setting goals, delegation, analysis of time spent,
monitoring, organizing, scheduling, and prioritizing. In the beginning, it was believed
that time management stood for only business or work activities. However, later on,
the meaning of the term changed. It broadened a bit. Now it also includes personal
activities (http://www.en.wikipedia.org./wiki/time management).
Time management is an art that is equally important for everyone. It is
indispensable for all successful students, teachers, factory workers, professionals, and
home makers. Perhaps, time management is the most crucial thing for a head who
monitors others. In time management, it is important to learn to look ahead. As it
happens that, sometimes, putting more time right at the earliest stage can lead to
successful time management for changing and re-organizing one’s life pattern. Time
management usually begins with workspace or home as a disorderly place can lead to
an inefficient handling of the work.
2.28.2 Communication
Communication is the most vital and fundamental element in management
process, as it is based on working with people. A leader can prove himself successful,
by the effective use of communication. Asadi, M. (2008, p.1), has defined
communication as a “process of transmitting and receiving verbal and non -verbal (both
written and documented) message.” According to Anwar, S. (2008, p.3),
“communication is a process which moves from source to destination.”
Communication is often defined as a process of conveying our ideas, emotions
and feelings to others to make others understand us. Communication is not a static
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process, rather it is dynamic. It keeps changing according to the purpose and nature of
the message to be conveyed. Communication requires great skills on the part of the
communicator. If communicator does not possess these skills, communication
effectiveness breaks down. And without effective communication, one cannot hope
for any real collaboration and cooperation.
Effective communication is actually the ability of a person to convey his/her
message clearly and unequivocally to others. Communication also stands for
receiving information with as little distortion and modification as possible. By
conveying the message successfully, one should deliver his/her thoughts and ideas
effectively to others. In the case of miscommunication, the thoughts and ideas sent by
the sender do not actually represent him. Shah, Z. A. (2007, p.95), found that 90% of
the heads of institutions were of the opinion that there are communication gaps
between principals and their high ups, regarding administration and finances of the
institutions.
Sen, L. (2004, p.45), commented that communication is a language
conversation process wherein one interacts with others either face to face or through
written medium. The appropriateness, words, the tone and message composition are
the important components of communication if it is to be effective. These skills make
the person a successful communicator. To be a real professional in this field, one
needs to adhere strictly to the principles of 6 Cs i.e. clarity of the written
communication is always subject to improvement or correction whereas the oral
communication can not be altered or corrected as replacement.
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2.28.3 Decision making
Decision making can be defined as the mental processes for selecting the best
course of action among several options. Every decision making process produces a
final choice which is considered as the output.
Basharat, M. (2009, p.38), while discussing the decision making of the
manager by quoting Shami, P. A., has stated that this is the most important
responsibility of a manager at all levels. Almost all aspects of the management
process involve decision making of one type or the other. There are many theories on
decision making and there are several classifications of decision making. The process
of decision making involves five components: (a) recognizing the problems (b)
defining and analyzing the problem (c) evaluating the alternative solutions (d)
choosing the most favourable solution and (e) implementing the approach chosen.
Hussain, N. (2005, pp.vi-vii), found that heads of institutions give due consideration
to the views of their staff members in decision making.
Din, N. (2008, pp.164-67), in his research study found that majority of
principals did not consult their teachers in academic matters which caused distrust and
frustration among teachers and recommended that heads of institutions might ensure
the participation of teachers in decision making in academic matters. Ashraf, M.
(2008, p.11), in his research study concluded that most of the heads of institutions
took decisions well in time and organized all the work of school properly.
An effective administrator should be able to make good decisions. If a leader
can learn to do this in a timely and well-considered way, then he/ she can lead his/ her
team to spectacular and well-deserved success. However, if a leader hesitates or
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makes poor decisions, the team risks failure and his/ her time as a leader will probably
be brutally short (http://www.mindtools.com).
2.28.4 Problem solving
Problem solving is an important skill required to meet the demands of daily life
especially when choices are challenging and demand careful thought and consideration. It
follows a step by step approach to reach a better solution. Among these steps, the first is the
problem orientation which is actually the process of recognizing that a problem exists and
solving it is a worthwhile endeavor. The second step is to define the problem to understand its
nature. After proper definition comes the third step of generating alternative solutions. The next
step is decision making where the person is ready to narrow down some of the options that have
been generated in the previous step. The final step is implementation and verification of the
solution.
Robbins, S. P. et al. (2008, p.591), have indicated that manager or administrator in all
walks of life are confronted with such problems for which there are no predetermined routine
principles, rules or procedures or precedents or solutions. In such cases, the administrator has
to look for alternatives. He/ She must reflect on his/ her personal experience, solutions of the
nearly similar problems in the past and the ways they were solved in the past. He/ She is
expected to look at various options before developing any solution. This process is called
decision making process. In other words, the process of decision making begins from the
somewhat familiar solution if available in his/ her stock of experience and moves to more and
more novel and unique alternatives till satisfying solutions are arrived at.
Basharat, M. (2009, p.39), has mentioned problem solving as a characteristic of an
administrator. This relates closely to such modern concepts as ‘conflict management’
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‘organizational development’ and in fact ‘decision making’. The classic process in problem
solving includes identification, analysis, facts (data) collection and setting up tentative
solution to the problem. A good head is not afraid of problems because he/she knows how to
solve them.
2.28.5 Conflict management
Conflict is a state of opposition, disagreement or incompatibility between two
or more people or groups of people. Mahindro, M. A. (2008, p.1), defines conflict
management as “a process that begins when one party perceives that another party has
negatively affected or is about to affect something that the first party cares about”.
Kreitner, R., Kinicki, A. & Buelens, M. (2002, p.579), describe conflict as the
situation in which one party perceives that its interests are being opposed or effected
by the action of the other party. The perception of conflict or issue may be real or
imaginative and conflict may increase or decrease over a period of time. Conflict
needs to be resolved by the administrator in its true context and even if not escalated,
it must be resolved by mediation through a democratic process or a third party
intervention. The head of institution as well as the employees need to understand the
dynamics of conflict and how to handle it effectively for the smooth running and
boosting up the efficiency of an organization.
Conflict and disputes are parts of life. Conflict may arise when people and
groups are engaged to meet goals differently. Conflict management refers to the
variety of ways by which people handle grievances - clashes of right and wrong. It
includes such diverse phenomenon as gossip, ridicule, terrorism, warfare, feuding,
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genocide, law, mediation, and avoidance. The general sources of conflict are facts,
data, resources, power, process, values, personality etc. Processes of conflict
resolution generally include negotiation, mediation, and diplomacy
(http;//www.wikipedia.org.).
Kreaitner, R. et al. (2002, p.379), have further indicated that conflict is a
natural product of three realities (1) wide variety of antecedents and personnel (2)
counter productivity of a little conflict and (3) lack of a single best way to avoid or
resolve conflict.
In view of these realities, a manager or administrator needs contingency
approach to manage conflict. He/ She needs to monitor antecedents of conflict and
actual conflict and if discovers signs of little conflicts such as apathy or lack of
creativity, he/ she may stimulate functional conflict. It will include nourishing
appropriate antecedents of conflict or programming conflict with advocacy method.
Appropriate conflict handling technique or style is needed to resolve conflict. Some
sort of training can best prepare the head of institution to use better alternative styles
to resolve the conflict.
When conflicting parties are unwilling or unable to resolve conflict, third party
intervention becomes necessary for integrative or added value negotiation to handle
conflict between the two groups or organizations. The third party job is to convince
both the conflicting parties to arrive on a just conclusion.
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Conflicts are a make or break phenomena depending upon how they are dealt
with. Conflict resolution can best be done when the conflicts are recognized, properly
defined and wisely resolved by including all parties. Hussain, N. (2005, pp.vi-vii),
found that majority of the heads of institutions try to solve the conflicts among their
staff by mutual understanding.
2.28.6 Team building
Leaders should not think of themselves as simply managers or administrators,
rather as "team leaders." This collaboration is to reach a shared goal or task for which
they hold themselves mutually accountable. A group of people is not necessarily a
team. A group, by definition, is a number of individuals having some unifying
relationship. A team is a group of people with a high degree of interdependence
geared towards the achievement of a common goal or completion of a task.
Newstrom, W. (2007, p.311), explained that in every organization, all the team
members collectively achieve the aims and objectives set for the organization. In case
of many teams inside an organization, all of them must cooperate and coordinate to
make effective teamwork possible. In such a case, the administrator has to play the
role of an integrator of team members. The administrator builds the team for effective
and efficient running of the organization. The purpose of all the team work is to
produce desired results.
Proper training can yield a very positive and encouraging result in this regard.
The guidance of an administrator can play a very important role in an organization.
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The administrator or head of institution can help team members use their skills more
appropriately and effectively to achieve the organizational aims.
Team is a group of individuals organized to achieve the common objectives of an
organization, agency or institution. Arif, R. A. (2008, p.3), lists six trust building
principles for a good head of institution: communication, support, respect, fairness,
predictability and competence. These principles are discussed in the following
paragraphs:
Communication performs important functions in an organization. It can help keeping subordinates well-informed. It can also help in providing accurate feedback for decision making. Proper communication can also explain decisions and policies to the subordinates so that there is a complete understanding and coordination.
Support stands for helping and coaching people. It is also another important
aspect of organizational functioning. Support is actually a show of concern for
subordinates. It actually gives the subordinate a sense of comfort by making them feel
that they can approach their heads in case of any problem or issue. It is to encourage
their ideas. It also stands for defending their positions.
Respect is another important part of living organizational life. Respect feeds on
itself. The most important form of respect is delegation of authority. In other words, it
stands for giving subordinates some say in organizational matters. Secondly, respect
means to listen to subordinates and to act on their opinions.
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Fairness is also an essential organizational principle. It stands for giving credit
where it is due. It means to be objective and impartial in performance appraisals. It also
means to praise subordinates open heartedly. The absence of fairness is called favoritism
and hypocrisy. It must be remembered that being unfair is unethical, and unethical
behavior is difficult to forgive. It destroys trust which is the foundation of team work.
Predictability is also important in an organization. Predictability refers to
behaving consistently and dependably. It ensures keeping all kinds of promises, direct,
indirect, open or hidden. A broken promise does a great damage.
Competence is also a pivotal concept in an organization. It means to
demonstrate technical and professional ability to perform a task. It also means to show
good sense of business. It is important to lead from the front. And for leading form the
front, the head of institution must be competent. Nobody wants a subordinate to be an
incompetent man. Competence earns respect that is so necessary for a leader.
2.28.7 Stress management
Robbins, S. P. et al. (2008, p.735), define stress as, “a dynamic condition in
which an individual is confronted with an opportunity, demand, or resource related to
what the individual desires and for which the outcome is perceived to be both
uncertain and important.” The most commonly accepted definition of stress (which is
mainly attributed to Richard S Lazarus) is that stress is a condition when a person
perceives that “demands exceed the personal and social resources the individual is
able to mobilize.” Robbins, S. P. et al. (2008, p.735), further state that “stress can be
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the product of many factors.” Such factors include environmental factors,
organizational factors and personal factors which are briefly discussed below:
2.28.7.1 Environmental factors
The school is an organization and the teachers are of the functionary in it.
Teacher is to educate the children in as many ways as possible in a school. The
society has assigned the teacher a very crucial role. On the other hand, the teacher is
also sensitive to the acknowledgement of his/ her services. It matters a lot for a
teacher whether the society acknowledges his/ her pivotal role or not. If he/ she is held
in high esteem and dignity by the society, it will motivate him and he/ she will be
encouraged to devote all his/ her energies to serve the society. In case, he/ she gets a
negative response from the society, it will dampen his/ her spirit which will negatively
affect his/ her services to society.
Environmental uncertainty can influence the design of an organization’s
structure. It can also influence stress levels among employees in the organization.
Political meddling, for example, can disturb the employees which may result in high
stress level. In the same way, terrorism has also emerged as an increasing source of
environment induced stress in the 21st century. Technological developments have
caused environmental pollution namely noise, water and solid pollution which is also
a major cause of stress.
2.28.7.2 Organizational factors
Stress may also be caused by factors within the organization. There are many
possible organizational factors that can cause stress for the employees. Professional
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competitions, for example, can put pressure on the employee that may result in stress.
Similarly, the pressures to avoid errors or complete tasks in a limited time can also
damage the ability to work normally and effectively. Work overload, a demanding
and insensitive head, and unpleasant coworkers are all contributory factors towards
stress.
2.28.7.3 Personal factors
Teacher as an individual performs his duties. The performance is influenced
by the fulfillment of his needs. The basic hierarchy of needs of an individual was
developed by Maslow in 1943 and these needs include physiological, safety,
belonging, esteem, knowing and understanding, need for aesthetic beauty, self-
actualization and transcendence (Tay, L. & Diener, E. 2011, pp.354-65).It can be said
that self esteem is the almost the same as self concept which may be defined as, “what
one understands about himself. It is the same as self image or self
consciousness.(http://www.more-selfesteem.com/self-concept.htm).It includes social
character or abilities, physical appearance, body image, and thinking of an individual
about himself. Self concept can change because one sees and understands things
differently depending on his/ her feelings, beliefs and attitudes.
The research reveals that an ordinary individual typically works for about 40
to 50 hours a week. The problems in the personal life of an employee can interfere
with his/ her ability to work normally. These personal problems include economic,
marital, and temperamental issues. They can spill over to the working hours of an
employee.
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In simple terms, stress is a person's psychological response to an external or
internal stimulus. Stress management, on other hand, is actually a technique that is
developed to reduce the impact of stressors in the workplace. Keeping in view all
these facts, it is important to develop techniques to counter stress to check its negative
effects. Stress management techniques help the head control his/ her stress. It is only
when a head of institution is healthy, happy and pleasant that he/ she can be in a
position to utilize his/ her abilities and energies for serving the society
(http://www.mindtools. com).
2.29 Teachers performance criteria
Teachers’ training (both in service and pre-service) is the treatment that is
launched and organized to enhance and uplift the standards and performance of the
teachers. All the verbal and non-verbal behavior of a teacher concerning his/ her
professional duties and deeds, is included in his/ her performance. The main duty of a
teacher is to educate, train and prepare learners for their future, their practical life and
life hereafter. The teacher has to convert and change the behavior of the learners in a
positive and desirable way. For the purpose, the school, classroom, teaching aids,
instructional and teaching methodology and curriculum are sources and means, which
are used by a teacher to perform effectively as a teacher.
The word performance is a vast and broad term. It has so many dimensions,
parameters and indicators. Kiani, K. M. (2006, p.35), says that a teacher’s duty is not
just to teach the students but to change their character and bring out a positive change
in their behavior by imparting them training and providing proper guidance. It is also
his/ her professional duty that how he/ she plans the lesson, teaches the student,
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controls the class, treats the students, guides, facilitates and motivates the students for
learning. All of these are the parameters, indicators and criteria of teacher’s
performance. He/ She is at the same time, a counselor, communicator, monitor,
conveyer, advisor, expert, helper, evaluator, guide, manager, resource person, planner,
educator, trainer, facilitator, motivator, leader and teacher in the class and school.
According to Stronge, J. H. & Tucker, P. D. (2003, p.10), “in the final analysis,
teacher evaluation is a process for determining how an individual is performing in
relation to a given set of circumstances. Teacher’s evaluation becomes irrelevant if
viewed as endpoint versus the beginning point of an ongoing dialogue between an
administrator and teacher.”
2.30 Factors affecting teacher performance
There are various factors which effect human performance. Roughton, J.
(2009), has identified eight factors which include: attitude, behavior, climate, system,
feedback, supervision/management, motivation, skills, training and
education(http;//www.ezinearticles.com). Detail of each factor is as under:
2.30.1 Attitude and behaviors
Teacher performance will be affected by negative attitude of people about his/
her job. Teacher’s own attitude towards his/ her job matters a lot and if he/ she feels
importance of his/ her responsibility assigned by the society to him, he/ she will try
his/ her best to come up to the expectations.
2.30.2 Climate
It includes working conditions of an organization or institution where
employees have to work. There are several conditions about the climate of the
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employees like whether employees are treated with respect, whether their problems
are properly and promptly resolved by their boss or head of institution, whether
working conditions are conducive to work and whether the individual enjoys due
respect in the organization
2.30.3 System
System has several components including objectives, structures, employees,
administrator, policies, procedures, and outcomes. The administrator is responsible to
integrate all these components to achieve organizational goals.
2.30.4 Feedback
It is information about functioning of an organization whether it is working
according to the objectives and procedures or not. If not going on the right track,
corrective measures are required to be taken by the head of institution. It will be
helpful in enhancing the efficiency of the employees as well as the organization.
2.30.5 Supervision
The administrator or manager has to ensure that all the personnel are
performing up to the required standards. By providing guidance to the employees, the
efficiency can be enhanced, whereas effective monitoring/ inspection ensures the
achievement of predetermined tasks.
2.30.6 Motivation
Persuasion is given for making an employee work whole-heartedly. It is
human nature to think how important is the duty he/ she is performing and if one does
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well, would one be rewarded or would have any share in his/ her achievement?
Reward or punishment measures are adopted to motivate the personnel in an
organization.
2.30.7 Skills
Skilled manpower contributes a lot and helps in achieving set goals of an
organization. Skilled personnel performed better and ensure good quality and quantity
of work. Otherwise set goals are difficult to achieve in time and performance of the
institution suffers.
2.30.8 Training
Training plays an important role in education by equipping a teacher with
skills. Training may include methods, strategies and tactics for better performance.
Akram, M. A. (2008, p.viii), has listed some other important factors which
affect the performance of teachers including the following:
Professional attributes including professional qualification, teaching
expertise, capacity building events attended, ability to influence the
students, modeling during teaching, sharing of thoughts with other
colleagues and effective planning before teaching.
Administrative factors which include workload, appreciation by the heads,
class size, fairness in timetable distribution, and oversight by the head of
institution.
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Domestic factors include family size, distance between residence and
workplace, prestige and image of the teacher in the society and financial
position.
To summarize the above discussion, it is worth-noting that teacher
performance is actually an outcome of several interdependent factors all influencing
teachers’ behavior, habits, attitudes, motivation, and personality in one way or the
other which finally result in either a superior or inferior quality of performance.
2.31 Review of related studies
Patrick, J. E. (1995, p.12), in his research titled "Co-relational study between
administrative style and school climate" has found that the most significant co-
relation between scores on school climate and gender of the principal. There was also
a significant co-relation between employee's experience and position and school
climate and between administrative style and school climate. Thus the administrative
style impacts the school climate.
Sealy, J. (1985, p.v), in research study “Leadership Styles of Principals in
Native Schools in Saskatchewan” found that principals saw themselves as having a
limited style range while teachers and heads of institutions were consistent in
ascribing a wide “style-range” to principals. With respect to demographic variables,
principals leadership styles did not vary clearly in respect to these variables. However,
principals with less professional training were perceived to have a more structured
style than those principals with more professional trainings. Regardless of
administrative experience, principals saw themselves as having a limited “Style-
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Range.” Subordinates perceived young principals to be more democratic in their
decision making process, while older principals were seen as more structured.
Shechtman, Z., Mahmoud, Z. S. & Katz, M. (1994, p.53), in their research
titled, “Principal Leadership Style and Teachers Feels and Behavior: Arab schools in
Israel”. Findings show that, the style of school leadership bears a direct impact on the
school climate and affects teachers as well as students. A democratic style of
leadership is based on the principles of equality, freedom and justice, and is
characterized by openness, friendliness, and cooperation. Democratic school
organization is often related to school effectiveness (Hallinger, P. & Murphy, J. 1986,
p.55). According to Winfield, L. F. & Manning, J. B. (1992, p.85), such a school
organization is characterized by shared decision making, cooperation and
coordination, and a sense of autonomy for teachers and students. In such organization,
there is a greater sense of community; teachers demonstrate higher sense of self-
efficacy and show a high level of discretionary efforts. The positive school climate
relating to democratic style will in turn induce positive self-concept, job satisfaction
and warm staff relationships (Lee, V.E., Dedrick, R. B., Smith, J. B. 1991., & Zak, I.
1975, pp.85-90). The open democratic leadership style means that teachers are
considered equal partners to whom power and responsibilities in decision making are
distributed equally, thus enhancing teachers self-esteem and job satisfaction
(Jenkinson, R., Champan, D. 1990. & Zak, I.1975, pp. 85-90).
Gardin, R. A. (2003), conducted research on, "Impact of Leadership Behavior
of Principals on Elementary School Climate." Findings reveal that, teachers and
principals of schools with positive climates have identified the specific leadership
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behaviors. Teachers and principals believed that climate was influenced by
acknowledging outstanding teacher performance to the community, nominating staff
for awards, and asking parents to praise teachers for their good work. Writing letters
of commendation and complimenting teachers personally for their performance were
also identified as important to climate. Teachers reported that they expected principals
to establish clear guidelines concerning school policies and procedures, and the
teachers wanted the principals to be consistent in enforcing them
(http;//www.proquest.uni.com).
The study by Somech, A. (2006, pp.746-67), shows that although the impact
of directive leadership on teacher’s performance was contingent in nature, the positive
effect of participative leadership on their performance was above and beyond the
specific conditions studied. Regarding the impact of directive leadership on teacher’s
performance, job structuring, and decision domain served as moderators in the
directive leadership-teacher’s performance relationship. He/ She further concluded
that leaders must have the capacity for participative and directive approaches alike
and for knowing when to employ each, they must be capable of identifying situational
demands and of selecting or designing appropriate ways of dealing with them, and
they must have the skills necessary to implement their choices.
Ashraf, M. (2008, pp.111-15), conducted a research study on "impact of
management on teacher's performance at secondary level in Punjab," and concluded
that the heads of institutions should promote teacher’s efficiency and use the
resources properly. Further, the head of institution should maintain favorable
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atmosphere in schools. It was also found that the head should take decision well in
time. Moreover, the democratic style of management brought fruitful results in
schools and produced better teacher’s performance. While autocratic and laissaz faire
style of management created problems and showed low level of teacher’s
performance. It was recommended that educational management adopt democratic
style of management in their schools so that the required objectives be achieved
timely.
Din, N. (2008, pp.164-67), in his study found that male principals were likely
to chide their teachers due to their authoritarian nature while female principals did not
chide their teachers much. He/ She further stated that constructive and optimistic
attitude enhanced the performance of teachers. Comparatively male teachers feel
significant change in performance due to constructive and optimistic attitude of
principals as compared to female teachers. The study also showed that the majority of
the principals were very strict in their dealing with the staff. He/ She concluded that
stiff dealing of heads, chide the teachers on their mistakes and discriminative in
assigning duties, were the techniques that negatively affected the performance of the
teachers.
Tareen, F. K. (2008, pp.101-2), in his research study concluded that
irrespective of difference in education, experience, locality, and management controls
majority of primary school teachers had positive attitude towards their educational
administrators. It was recommended that educational administrators may adopt the
administrative style according to the situation.
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Major findings by Rahman, F., Abiodullah, M. & Quraishi, U. (2010), indicate
that Authentic Leadership (AL) and its training is immediately needed in democratic
school context. Through Authentic Leadership, leaders can develop authentic
followership, and practice democratic style in schools. Furthermore authentic
leadership questionnaire (ALQ) was found to be a useful tool to identify areas for
continuous improvement as well as leadership development-training
(http://www.google.com.pk/search).
The study by Nakpodia, E. D. (2009), reveals that the dominant leadership
style identified by both the leaders and the students was the democratic-ideographic
leadership style and the prevailing principal-staff and principal-student relationship
identified by both the teachers and the students, was formal relations
(http://www.academic leadership.org.article/th).
Iqbal, M. (2005, p.317), in his research found that private schools’ heads were
task oriented and authoritative as compared to the public school heads. He/ She
further analyzed that male heads of private schools were more people-oriented and
democratic as compared to their female counterparts. Overall task oriented and
authoritative leadership style of public and private school heads had no difference of
leadership style.
Brog, E. (2006, p.7), in his study found that female students perform better
than male students as they make more efforts at home in spite of being engaged in
domestic activities, whereas the boys spend most of their time with peer groups in
social activities.
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Malik, M. A. (2006, p.175), found that female school heads showed better
results than those of male heads. This could be attributed to the fact that male heads
are more domineering and strict as compared to their female counterparts who provide
better environment in their institutions for quality work.
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CHAPTER 3
METHOD AND PROCEDURE
The purpose of the present study was to investigate the ‘Impact of
administrative styles of secondary school heads on teachers' performance in
NWFP.’ For carrying out the study, the descriptive type research method was the
proper choice. According to Gay, L. R. (2000, pp.249-50), “descriptive research
involves collecting data in order to test hypotheses or to answer questions, concerning
the current status of the subject of the study. Typical descriptive studies are concerned
with the assessment of attitudes, opinions, demographic information, conditions, and
procedures.” The data are collected through questionnaires, interviews, survey,
observation and socio metric techniques. Gay, L. R. (2000, p.254), further elaborates
socio metric technique as, “assessment and analysis of interpersonal relationship
within a group. In this technique members express their choices for other members of
the group. The choices so expressed are graphically shown in a diagram called
sociogram.”
This chapter deals with the method of study that covers population, selection
of sample, development of tools, their administration and statistical techniques used
for data analysis.
Keeping in view the related literature in Chapter 2 and objectives of the study,
two questionnaires and a result proforma were developed, pilot tested and improved,
administered and analyzed. The improved questionnaires were delivered and collected
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personally. Self-addressed stamped return envelopes were provided to those
respondents who could not fill in the questionnaires on the spot.
3.1 Population
The target population consisted of all the heads of secondary schools of
NWFP and the teachers teaching the subjects of Physics, Chemistry, Biology and
English, while the sampled population consisted of the heads of institutions and
teachers teaching the subjects of Physics, Chemistry, Biology and English to class X
of the sampled districts.
In view of the present law and order situation in the province, it was not
possible to conduct research in the whole province. Therefore, the researcher
approached the Home Department, Government of NWFP for obtaining guidance
regarding the conduct of research study in the peaceful districts. The Home
Department NWFP indicated ten districts where law and order situation was normal to
some extent (Appendix-D). Therefore, all the ten districts were included in the study.
Moreover, the population in these districts was demographically dispersed and it took
about six months to complete data collection from these districts. The population for
the study was composed of heads of secondary schools and teachers. The detail is
presented in table 3.1.
1. All secondary schools (Male and Female) of ten districts.
2. Heads of 666 Government Secondary Schools (Boys and Girls) of 10 districts
of NWFP.
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3. 2561 Teachers, teaching Physics, Chemistry, Biology and English to class X
of 666 Government Secondary Schools (Boys and Girls) of the 10 selected
districts of NWFP.
Table 3.1 Total government secondary schools
S.No. Name of District
Total Secondary Schools
Rural Urban grand total Male Female sub-total Male Female sub-total
1 Abbottabad 56 20 76 7 4 11 87
2 Battgram 22 1 23 0 0 0 23
3 Charsada 38 7 45 8 5 13 58
4 Haripur 55 12 67 8 3 11 78
5 Kohistan 11 0 11 0 0 0 11
6 Mansehra 75 25 100 1 2 3 103
7 Mardan 48 18 66 13 6 19 85
8 Nowshera 38 10 48 12 4 16 64
9 Peshawar 42 7 49 23 17 40 89
10 Swabi 41 17 58 5 5 10 68
Total 426 117 543 77 46 123 666 Source: EMIS. Government of NWFP 2008.
3.2 Sample
“Sampling is the process of selecting units (e.g. people, organizations) from a
population of interest so that by studying the sample we may fairly generalize our
results back to the population from which they were chosen”
(http://www.socialresearchmethods.net). The following were taken as a sample from
each category of population:
There were 666 Government Secondary schools in the ten districts of NWFP.
133 Government Secondary schools were taken as a sample using a random number
table by applying proportion allocation technique (Appendix-E). It comes to 20% of
the whole population. Gay, L. R. (2000, p.125), has quoted Krejcie and Morgan for
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guidance in sample size for a population around 2800. They suggested sample size for
the population is 338, whereas the sample size in this study is 430 for population of
2561 which is more than the given guidelines. According to multistage sampling
technique, all the 10 districts were considered as the primary sampling units; out of
these all the secondary schools as secondary sampling units while the heads of
institutions and the teachers teaching the subjects of Physics, Chemistry, Biology and
English as tertiary sampling units, which constitute the population. The detail is
shown in table 3.2.
Table 3.2
Sampled government secondary schools
Sample Secondary Schools S.No. Name of
District Rural Urban Grand
Total Male Female Total Male Female Total 1 Abbottabad 11 4 15 1 1 2 17 2 Battgram 4 0 4 0 0 0 4 3 Charsada 7 2 9 2 1 3 12 4 Haripur 11 3 14 2 1 3 17 5 Kohistan 2 0 2 0 0 0 2 6 Mansehra 14 3 17 1 2 3 20 7 Mardan 10 4 14 3 1 4 18 8 Nowshera 8 2 10 2 1 3 13 9 Peshawar 8 1 9 5 3 8 17 10 Swabi 8 3 11 1 1 2 13
Total 83 22 105 17 11 28 133
1. All the heads of 133 sampled Government Secondary Schools of ten selected
districts of NWFP were taken as a sample by using proportion allocation
balancing gender and urban-rural divide. The sample includes 100 (75%)
Government Boy Secondary Schools out of which 17 (17%) were urban and
83 (83%) rural and 33 (25%) Government Girl Secondary Schools out of
which 11 (33%) were urban and 22 (67%), rural.
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2. 430 teachers who were teaching Physics, Chemistry, Biology and English to
class X of selected 133 secondary schools were taken as sample.
3.3 Procedure
The following procedure was adopted for collection of data:
3.3.1 Instruments
A questionnaire is a formal, written, set of closed-ended and open-ended
questions that are asked to every respondent in the study. According to Gay, L. R.
(2000, p.256), “the questionnaire should be attractive and brief, and easy to respond.
Sloppy looking questionnaires turn people off, lengthy questionnaires turn people off,
and questionnaire requiring lengthy responses to each question really turn people off.
Turning people off is not the way to get them to respond.”
There were two types of respondents namely teachers and heads of institution.
After going through the relevant literature, two questionnaires, one for each sample
were prepared. A result proforma was also designed to obtain information about
annual SSC results of selected schools in the subjects of Physics, Chemistry, Biology
and English for the years 2007-08 and 2008-09 from the heads of institutions of the
selected schools.
The questionnaires were developed keeping in view all the important aspects
of the topic of the study. Statements of both questionnaires were developed on five-
point rating scale called Likert Scale except the last one of each questionnaire which
was open-ended.
101
3.3.2 Validation of questionnaires
For validation of the questionnaires, they were discussed with the experts. The
list of experts is given at Appendix-F. Best, J. W. & Kahn, J.V.(1992, pp.181-201)
have commented on improving and validation of questionnaire and observed that
“study other questionnaires, and submit your items for criticism to other members of
your class or your faculty, especially those who have had experience in questionnaire
construction.” The researcher conducted a pilot study using one boy and one girl
government secondary schools in district Haripur to improve the questionnaires by
administering it to 20 subject teachers and two heads of institutions out of the
population but not included in the sample. However, the questionnaire for the head of
institution was further pilot tested on 10 other heads of institutions of the same
province. On the basis of consultation with the experts, the researcher discarded 20
items of both the questionnaires and finalized them for administration (Appendices –
G & H). The statements of each questionnaire were typed in such a manner that
statement should become clear and legible. Sufficient space was provided for
‘marking’ by the respondents. Urdu translation of each item in both the questionnaires
was also given for ease and clear understanding. Moreover, the last statement of each
questionnaire was open-ended so that respondents could write their opinions.
3.4 Data collection
The researcher approached his supervisor to write a letter to Director (E&SE)
NWFP Peshawar for issuance of instructions to the EDO’s of the Districts for
cooperation in filling in the questionnaires and result information which included
overall results of the school and subject wise results of teachers teaching the subjects
of Physics, Chemistry, Biology and English for the years 2007-08 and 2008-09 to the
102
researcher (Appendices-I & J). The Director (E&SE) NWFP issued letter to the EDOs
concerned for cooperation in data collection (Appendix-K). EDO’s (E&SE) issued
instructions to the concerned heads of institutions for cooperation in providing
required information/ data to the researcher in their respective districts (Appendix-L).
The questionnaires for heads of institutions and subject teachers were delivered
personally to the concerned respondents (Appendices-M&N). A self-addressed
stamped envelope was also given to those respondents who were not able to fill the
questionnaire on the spot for reply. The Result Proformas (Appendices-O&P) were
also provided to all the sampled male and female heads of institutions for filling in
results of SSC (Annual) 2007-08 and 2008-09. Requests for quick reply were made
through cell phone, E-mails and reminders.
The data collection from the ten districts of NWFP was started in October,
2009. The researcher visited the far flung district of Kohistan personally and delivered
the questionnaires to two government secondary schools for boys as girls secondary
school did not exist in the district and both these schools were rural, as no urban area
existed in that district. It was not possible to reach both the schools on one day to
deliver the questionnaire and collect the result data on one day. Therefore, each
school was visited on different days, and the researcher returned home after data
collection from that school. The same activity was carried out the next day. In order to
see the selected teachers, a letter was written to the head of each school indicating the
date and time of the visit. The researcher collected the filled in questionnaires from
the respondents in person along with result proformas, on the same days.
103
Battgram was the second district which was also a backward and difficult in
terms of accessibility. The researcher approached the four boys government
secondary schools which were all situated in rural areas. The researcher distributed
the questionnaires and result proformas to the selected secondary schools and
collected the completed questionnaires in person from the respondents. The result
proformas were collected from the concerned heads of institutions.
The third district was Mansehra. The researcher approached the 20
government secondary schools of the district out of which fourteen boys and three
girls in rural areas, while one boys and two girls schools were situated in urban areas.
The researcher was assisted by the EDO (E&SE) Mansehra and a few heads of
institutions in data collection. The respondents were briefed about filling in the
questionnaires and result proforma regarding SSC examinations 2007-2008 and 2008-
2009 in the subjects of Physics, Chemistry, Biology and English and overall result of
the school for the same years. The questionnaires were delivered to the respondents of
each school personally and they were given enough time to complete the
questionnaires and results proformas accurately. The researcher, after one week,
visited the schools and collected those questionnaires which were completed in all
respects. The respondents, who were not able to complete, were given time to
complete them. The researcher again visited the concerned school and colleted the
remaining questionnaires.
The researcher then visited seventeen government secondary schools of
Abbottabad District, out of which eleven were boys and four, girls located in rural
areas, one boys and one girls institution were in the urban area. Help from the office
104
of EDO (E&SE) Abbottabad and a senior principal was sought in data collection. As a
matter of routine the respondents were delivered the questionnaires in person and
briefed about the filling in the questionnaires properly. The same were collected by
one of the senior principals of Abbottabad district and he checked all the entries of the
questionnaires and result proformas and then handed them over to the researcher after
15 days.
In Haripur, being the home district of the researcher, the schools were
relatively easily approachable. The sample size was seventeen out of which eleven
were boy and three girl of rural areas whereas two boy and one girl schools were from
the urban areas. All these schools were visited by the researcher in person and
respondents were explained the procedure of filling in the questionnaires and result
proformas. The questionnaires were collected in piece meals which took several days
for data collection.
Swabi was the sixth district, which was visited by the researcher personally
and questionnaires were delivered to thirteen government secondary schools which
included eight male and three female schools of rural areas while one male and one
female school of urban areas. All the respondents were briefed about the instructions
for filling in the questionnaires. Necessary help was taken from the office of the EDO
(E&SE) Swabi and principals of concerned institution in data collection, while the
researcher again visited the concerned institutions to collect the remaining
questionnaires.
105
Mardan was the seventh district, and eighteen government secondary schools
were included in the sample, out of which ten were male and four female of rural
areas. While three boy and one girl schools were urban. The researcher himself visited
the district of Mardan for distribution of questionnaires to the respondents.
Questionnaires were delivered personally and respondents were briefed about the
filling in the questionnaires. All the respondents were given self addressed stamped
envelops for reply. As the district was at a distance, they were requested to return the
filled questionnaires under registered cover. A few questionnaires were received
timely, while the remaining respondents were contacted through telephone with a
request for the return of the questionnaires. But due to delay in returning of
questionnaires, they were contacted in person. However, a few respondents misplaced
the questionnaires. They were provided another copy of the questionnaire for the
purpose. In this way data collection in this district was completed.
Charsada was eighth district and the researcher approached the 12 government
secondary schools out of which seven were boy and two girl schools of rural areas
while two boy and one girl institutions were in urban areas. The respondents were
delivered questionnaires in person and self addressed stamped envelops were supplied
for reply. All the respondents returned their questionnaires to the researcher through
mail within reasonable time.
Peshawar was the ninth district of the sampled schools. The total number of
selected schools from this district was seventeen government secondary schools out of
which eight boy and one girl schools were from rural areas while five boy and three
girl schools were from urban areas. The questionnaires were delivered personally to
106
all the respondents. Instructions were given on the spot to the respondents regarding
filling in the questionnaires. They were also provided self-addressed stamped
envelops for returning the questionnaires. Enough time was given to the respondents
for reply but delay in return of questionnaires was experienced. A reminder through
telephone was given for a quick reply. Cooperation from the respective heads of
institutions was sought in data collection for obtaining filled in questionnaires from
non-respondents. Some of them misplaced the questionnaires, so they were again
provided the questionnaires. A majority of the respondents returned the questionnaires
through mail and a few questionnaires had to be collected personally.
Nowshera was the tenth and the last district included in the study. The total
sampled government secondary schools included in the study from this district were
thirteen out of which eight were boy and two were girl schools from rural areas,
whereas two boy and one girl schools were from urban area. All the respondents were
approached personally. Cooperation from the office of the EDO (E&SE) was sought
in data collection. All the respondents were given self addressed stamped envelopes
for reply. A few questionnaires were collected through the office of the EDO (E&SE)
Nowshera, while the remaining were received through mail. In this way data
collection from district Nowshera was completed.
The data collection process was completed within a period of six months. It
was made possible with the cooperation of the respective office of the EDO’s
(E&SE), principals and heads of institutions of the respective ten districts.
107
3.5 Analysis of data
The data obtained was tabulated in terms of frequency. The frequencies were
converted into scores by assigning the following scale values of each of the five
responses (using Likert Scale) and these scores were used for determination of
administrative styles of the heads of institution under various parameters i.e. time
management, communication, decision making, problem solving, conflict resolution,
team building and stress management:
SA ≡ Strongly Agree 05 points
A ≡ Agree 04 points
UC ≡ Uncertain 03 points
D ≡ Disagree 02 points
SD ≡ Strongly Disagree 01 point
Gay, L. R. (2000, p.96), has described the importance of data analysis
techniques and emphasized that, “the research plan must include a description of the
statistical technique or techniques that will be used to analyze the data.” The collected
data were analyzed by applying percentages to calculate the proportions of different
types, e.g. sampled schools to total schools, male/ female, urban/ rural, length of
service of school heads and teachers, qualifications of school heads and teachers, etc.
The overall school results for the years 2007-08 and 2008-09 and also the subject wise
results were used for the analysis. The correlation coefficient was used for the
determination of administrative styles of the heads of institutions. The correlation
coefficient measures the extent of inter relationship between two variables. Here, it
was used to measure the coincidence of the scores assigned to different statements/
108
questions under different sections (i.e. time management, communication, decision
making, problem solving, conflict resolution, team building and stress management)
on the basis of the opinion of heads of institutions as well as the teachers. The t-test is
used to compare the averages of two variables as well as the sample average and
population average. In this study the t-test was used to find the significance of
correlation coefficients under the assumptions that the variables under consideration
are mutually independent. Also, it was used to compare the average results of urban-
rural and of boys-girls schools under the assumptions that ‘the average results are the
same with same variances’. The ANOVA is basically an extension of two sample t-
test. ANOVA was used for the comparison of average results according to length of
service, qualification, administrative styles, etc. The p values have also been shown to
indicate the significance. The analysis was made by using SPSS and presented in the
form of tables. The data collected through open-ended questions were measured as
per their frequency and converted into percentage for giving a clear view. The
findings and conclusions were drawn from data analysis and recommendations were
made. The formulae used are as under:
1. Percentage of an attribute = No of units possessing an attribute x 100 Total No. of units
2. Average result =Result of 2007-08 + Result of 2008-09 2
3 (a). Correlation co-efficient 1 1 2 2
12 2 2
1 1 2 2
( )( )
( ) ( )
x x x xr
x x x x
w w
w w
3 (b). For testing of correlation 2
2
1
r ntr
109
4. T-test for pair wise comparison of results 1 2
1 2
1 1
x xtsp
n n
where
1x = average result of one category
2x =average result of other category
sp=
12 2 2
1 1 2 2
1 2
1 1
1
n s n sn n
1n =size of sample of one category
2n =size of sample of 2nd category
2
1s =1
1
1n ∑ 2
1 1x x
2
2s =2
1
1n ∑ 2
2 2x x
and sx are the scores (average results ) of class X (in %age form)
5. ANOVA test based on F-test is given as: 2
2
sbFsw
where
2sb = 21
1 ix xk
2sw = 211 ), 1,2,.......i
i
ni s i kn k
and k= No. of
group under consideration for comparison.
ix average of i’th group
x overall average of all groups
6. P value: It is the probability of rejecting a true null hypothesis.
110
CHAPTER 4
ANALYSIS OF DATA
The main objective of the study was to investigate the ‘Impact of
administrative styles of secondary school heads on teachers' performance in
NWFP.’ This chapter consists of the presentation of results based on the data obtained
by the researcher. Data analysis was undertaken qualitatively and quantitatively. The
data were studied from as many angles as possible to explore the different dimensions
and trends of administrative styles of secondary schools heads.
The data obtained from the samples with the help of questionnaires was
tabulated, analyzed and interpreted in the form of tables. The focus of the data
analysis is to reduce and describe large volume of data to produce information that is
useful and meaningful for discussion and interpretation leading to findings,
conclusions and recommendations.
The analysis of data comprises seven sections of questionnaires namely, time
management, communication, decision making, problem solving, conflict resolution,
team building and stress management. These sections are based on the sections of the
data collection tool. The performance of the heads of the sampled schools has been
based on the average results, of the class X students of the public examination for the
sessions 2007-08 and 2008-09, conducted by the Boards of Intermediate and
Secondary Education NWFP. Similarly, performance of the teachers has been based
on the average results of class X students in the subjects of Physics, Chemistry,
111
Biology, and English taught by these teachers during the sessions 2007-08 and 2008-
09. Each segment of the data was analyzed by calculating average results in %ages,
correlation co-efficient and using t-test to compare the average results for two groups
of respondents i.e. heads and teachers. ANOVA was applied to compare the average
results for more than two characteristics i.e. qualification of heads and teachers,
length of service of heads and teachers, and sections of questionnaires for
determination of administrative styles and F-test was used for finding out the
significance. Similarly, t-test was applied to test the significance of the correlation
between groups and the differences in average results. The p values have also been
calculated to indicate the significance of different tests.
4.1 Analysis of items included in questionnaire for heads of institutions
The tables 4.1.1 to 4.1.42 present the different item analysis of questionnaire
of heads of institutions and tables 4.2.1 to 4.2.42 analysis of questionnaire for the
teachers by using the percentages and mean score. Mean score has been interpreted by
grouping the options in the scale as follows:
Agreement 3.50-5.00
Indecision 2.50-3.50
Disagreement 1.00-2.50
For the purpose of simplicity and convenience of description, the responses
SA and A have been combined as a single response, similarly the responses DA and
SDA have also been combined as a single response. For the sake of clarity the
researcher has categorized the term ‘majority’ as under:
Simple majority 50-69
Moderate majority 70-89
Large majority 90 & above
112
Table 4.1.1 Monitoring for in time completion of a task
Item No.
Statement Level Frequency %age Mean Score
1 I do not closely monitor the schedule to ensure in time completion of a task.
SA 9 7 2.06 A 24 18
UNC 23 17 DA 17 13
SDA 60 45
It can be deduced from table 4.1.1 that 25% respondents agreed to the
statement while 58% disagreed and 17% were uncertain. This indicates that a simple
majority of the respondents supports the opposite of the given statement i.e. majority
of the heads closely monitor in time completion of a task. The mean score of 2.06
falls within the level of disagreement with the given statement which is in consonance
with the results arrived at through the percentages of the responses on this item.
Table 4.1.2 Involvement of teachers in preparation of work plan
Item No.
Statement Level Frequency %age Mean Score
2 The desired objectives can be achieved through obtaining teachers' opinions during the preparation of the work plan.
SA 81 60 4.53 A 42 32
UNC 10 8 DA 00 0
SDA 00 0
Table 4.1.2 shows that 92% of the respondents agreed to the statement that
desired objectives can be achieved through obtaining teachers opinion while 8%
remained uncertain. This shows that a large majority of the heads of institutions is in
favor of the statement. The mean score of 4.53 falls within the level of agreement
with the statement. Both %age and mean score are confirmatory to each other,
therefore, the statement is held.
113
Table 4.1.3 Carrying out different tasks without staff support
Item No.
Statement Level Frequency %age Mean Score
3 I find it easy to carry out several complicated tasks at the same time without seeking support from staff.
SA 9 7 2.43 A 19 14
UNC 32 24 DA 34 26
SDA 39 29 Table 4.1.3 indicates that 21% respondents agreed to the statement while 55%
disagreed and 24% were uncertain. This indicates that a simple majority of the
respondents does not support the statement. The mean score of 2.06 falls within the
level of disagreement with the statement. From the aforementioned interpretation, it
can be concluded that most of the heads are aware of the importance of taking the
teachers on board while undertaking complicated tasks.
Table 4.1.4
Quality work through project management technique
Item No.
Statement Level Frequency %age Mean Score
4 I seek quality work through project management technique.
SA 75 56 4.40 A 43 32
UNC 11 18 DA 02 2
SDA 02 2 Table 4.1.4 reveals that 88% respondents agreed to the statement while 4%
disagreed and 18% were uncertain. This reveals that a moderate majority of the
respondents supports the statement that head seeks quality work through project
management technique. The mean score of 4.40 falls within the level of strong
agreement with the statement. The mean score of the responses is in concurrence with
the result drawn from the %age of the responses.
114
Table 4.1.5 Freedom for teachers to work on their own
Item No.
Statement Level Frequency %age Mean Score
5 I allow staff to work on their own rather than wasting time on meetings.
SA 37 28 3.61 A 43 32
UNC 31 23 DA 09 7
SDA 13 10 Table 4.1.5 leads to the conclusion that 60% respondents agreed to the
statement while 17% disagreed and 23 % were uncertain. This shows that a simple
majority of the respondents favors the statement. The mean score of 3.61 falls within
the level of agreement with the statement, hence the conclusion drawn from both
%age and mean score support each other.
Table 4.1.6 Determination of priorities of tasks by the head
Item No.
Statement Level Frequency %age Mean Score
6 I personally determine the priorities of tasks.
SA 44 33 3.48 A 30 23
UNC 21 16 DA 23 17
SDA 15 11 Table 4.1.6 represents that 56% respondents agreed to the statement while
28% disagreed and 16% were uncertain. This shows that a simple majority of the
respondents is of the opinion that head personally determines the priorities of tasks.
The mean score of 3.48 falls within the level of indecision with the statement.
115
Table 4.1.7 Directing teachers on new tasks
Item No.
Statement Level Frequency %age Mean Score
7 I enjoy directing my teachers on new tasks.
SA 91 68 4.46 A 28 21
UNC 05 4 DA 03 2
SDA 06 5 It can be deduced from table 4.1.7 that 89% respondents agreed to the
statement that head enjoys directing his teachers on new tasks while 7% disagreed and
4% were uncertain. This indicates that a moderate majority of the respondents
supports the statement. The mean score of 4.46 falls within the level of agreement
with the statement. Conclusion based on %age and mean score are mutually
supportive.
Table 4.1.8 Effective communication with the teachers
Item No.
Statement Level Frequency %age Mean Score
8 Communication channels exist for teachers to effectively communicate with me.
SA 72 54 4.33 A 42 32
UNC 13 10 DA 03 2
SDA 03 2 It can be inferred from table 4.1.8 that 86% respondents agreed to the
statement while 4% disagreed and 10% were uncertain. This indicates that a moderate
majority of the respondents favors the statement that effective channels exist for
communication with the teachers. The mean score of 4.33 falls within the level of
strong agreement with the statement. Both %age and mean score are confirmatory to
each other, therefore, the statement is held.
116
Table 4.1.9 Timely communication regarding teachers’ responsibilities
Item No.
Statement Level Frequency %age Mean Score
9 Changes with respect to responsibilities are communicated timely to the respective teachers.
SA 89 67 4.57 A 33 25
UNC 10 8 DA 01 0
SDA 00 0 Table 4.1.9 indicates that 92% respondents agreed to the statement that
changes with regards to responsibilities are communicated timely to the teachers and
8% were uncertain. This shows that a large majority of the respondents supports the
statement. The mean score of 4.57 falls within the level of strong agreement with the
statement. Results based on %age and mean score are congruent to each other.
Table 4.1.10 Permitting teachers to set their own standards for their work
Item No.
Statement Level Frequency %age Mean Score
10 I leave it to teachers to define the standards for carrying out their work.
SA 27 20 3.24 A 34 26
UNC 36 27 DA 17 13
SDA 19 14 Table 4.1.10 shows that 46% respondents agreed to the statement that head
leaves it to teachers to define the standards for carrying out their work while 27%
disagreed and 27% were uncertain. This indicates that opinion is divided in favor and
against the statement. The mean score of 3.24 falls within the level of indecision with
the statement. Although 46 % of the respondents agreed, but 27% were in
disagreement, hence based on %ages it is difficult to arrive at a conclusion.
117
Table 4.1.11 Regular contact with parents and students
Item No.
Statement Level Frequency %age Mean Score
11 I do not communicate regularly with parents and students as individuals or groups.
SA 08 6 1.94 A 08 6
UNC 23 17 DA 24 18
SDA 70 53 It can be inferred from table 4.1.11 that 12% respondents agreed to the
statement while 71% disagreed and 17% were uncertain. This reveals that a moderate
majority of the respondents does not support the statement, therefore, converse to the
given statement is held i.e. heads communicate regularly with parents and students as
individuals or groups. The mean score of 1.94 falls within the level of disagreement
with the statement, which also is in line with the aforementioned conclusion.
Table 4.1.12 Freedom of expression by the teachers
Item No.
Statement Level Frequency %age Mean Score
12 Teachers are allowed to express their views in meetings.
SA 108 82 4.72 A 19 14
UNC 03 2 DA 01 0
SDA 02 2 Table 4.1.12 reveals that 96% respondents agreed to the statement that head
allows teachers to express their views freely while 2% disagreed and 2% were
uncertain. This shows that a large majority of the respondents favors the democratic
approach of head of institution. The mean score of 4.72 falls within the level of strong
agreement with the statement. Both %age and mean score are confirmatory to each
other, therefore, the statement is held.
118
Table 4.1.13 Decision making by the head
Item No.
Statement Level Frequency %age Mean Score
13 I make decisions on my own. SA 34 26 3.22 A 34 26
UNC 24 18 DA 10 8
SDA 31 22 Table 4.1.13 leads to the conclusion that 52% respondents agreed to the
statement while 30% disagreed and 18% were uncertain. This shows that a simple
majority is in favor of the statement that head makes decisions on his own. The mean
score of 3.22 falls within the level of indecision with the statement. The responses do
not give clear interpretation; hence, it is difficult to arrive at a decision.
Table 4.1.14 Letting teachers define own responsibilities
Item No.
Statement Level Frequency %age Mean Score
14 Each individual in the school is responsible for defining own job himself.
SA 18 14 2.54 A 19 14
UNC 29 22 DA 19 14
SDA 48 36 Table 4.1.14 indicates that 28% respondents agreed to the statement that each
individual in the school is responsible for defining own job himself while 50%
disagreed and 22% were uncertain. This shows that a simple majority of the
respondents does not support the statement. The mean score of 2.54 falls within the
level of indecision with the statement. It does not give clear picture; hence, it is
difficult to arrive at a decision.
119
Table 4.1.15 Strict administration key to success
Item No.
Statement Level Frequency %age Mean Score
15 It is my opinion that strict administration is the key to success.
SA 27 20 2.95 A 24 18
UNC 32 24 DA 16 12
SDA 34 26 Table 4.1.15 shows that 38% respondents agreed to the statement that strict
administration is the key to success while 38% disagreed and 24% were uncertain
.This indicates that opinion is equally divided in favor and against the statement. The
mean score of 2.95 falls within the level of indecision with the statement. The opinion
is almost equally divided between agreement and disagreement with the statement.
Table 4.1.16 Consultation in decision making
Item No.
Statement Level Frequency %age Mean Score
16 I consult my teachers in decision making process.
SA 88 66 4.59 A 36 27
UNC 09 7 DA 00 0
SDA 00 0 It can be deduced from table 4.1.16 that 93% respondents agreed to the
statement that head consults his teachers in decision making process and 7% were
uncertain. This shows that a large majority of the respondents favors the democratic
way of administration. The mean score of 4.59 falls within the level of strong
agreement with the statement, which is in consonance with the results arrived at
through the %ages of the responses on this item.
120
Table 4.1.17 Avoiding taking decision by the head himself
Item No.
Statement Level Frequency %age Mean Score
17 I prefer to avoid taking decisions. SA 06 5 1.81 A 11 8
UNC 17 13 DA 17 13
SDA 82 61 Table 4.17 indicates that 13% respondents agreed to the statement that head
prefers to avoid taking decisions while 74% disagreed and 13% were uncertain. This
shows that a moderate majority of respondents does not support the statement. The
mean score of 1.81 falls within the level of disagreement with the statement, which
also is in line with the aforementioned conclusion.
Table 4.1.18 Maintaining final decision making authority
Item No.
Statement Level Frequency %age Mean Score
18 I consult teachers but maintain the final decision making authority
SA 48 36 3.67 A 34 26
UNC 25 19 DA 12 9
SDA 14 10 Table 4.18 reveals that 62% respondents agreed to the statement that head
consults teachers but maintains the final decision making authority while 19%
disagreed and 19% were uncertain. This indicates that a simple majority of the
respondents supports the statement. The mean score of 3.67 falls within the level of
agreement with the statement. Conclusion based on %age and mean score are
mutually supportive.
121
Table 4.1.19 Ensuring teachers’ inputs
Item No.
Statement Level Frequency %age Mean Score
19 I ensure that teachers inputs are given due attention.
SA 81 62 4.50 A 43 32
UNC 05 4 DA 03 2
SDA 01 0 Table 4.1.19 indicates that 94% respondents agreed to the statement that head
ensures teachers inputs are given due attention while 2% disagreed and 4% were
uncertain. This shows that a large majority of the respondents favors the statement.
The mean score of 4.50 falls within the level of strong agreement with the statement.
Both %age and mean score are confirmatory to each other, therefore, the statement is
held.
Ashraf, M. (2008, p.114), concluded that, to raise the standard of education,
the heads of institutions may guide the teachers for the improvement in quality of
education. Similarly, Ayub, R. M. (2009, pp.v-viii), found that attitude of heads of
institutions affects teachers efficiency and effectiveness and has positive impact on
teachers performance.
122
Table 4.1.20
Disregarding interpersonal relationship in decision making
Item No.
Statement Level Frequency %age Mean Score
20 I correct mistakes without caring for interpersonal relationships.
SA 63 47 3.90 A 34 26
UNC 11 8 DA 10 8
SDA 15 11 Table 4.1.20 represents that 73% respondents agreed to the statement that head
corrects mistakes without caring for interpersonal relationships while 19% disagreed
and 8% were uncertain. This shows that a moderate majority of the respondents
supports the statement. The mean score of 3.90 falls within the level of strong
agreement with the statement, hence the statement is held.
Table 4.1.21 Delaying in solving problem
Item No.
Statement Level Frequency %age Mean Score
21 When I face a problem, I delay it till it fizzles out.
SA 05 4 1.60 A 05 4
UNC 12 9 DA 21 16
SDA 90 67 Table 4.1.21 leads to the conclusion that 8% respondents agreed to the
statement that head delays in solving problems while 83% disagreed and 9% were
uncertain. A moderate majority of the respondents does not support the statement. The
mean score of 1.60 falls within the level of disagreement with the statement, which
also is in line with the aforementioned conclusion.
123
Table 4.1.22
Disregarding others’ feelings
Item No.
Statement Level Frequency %age Mean Score
22 When I have a job to do, I do it, even if others' feelings might be hurt in the process.
SA 21 16 2.60 A 20 15
UNC 21 16 DA 27 20
SDA 44 33 Table 4.1.22 shows that 31% respondents agreed to the statement of
disregarding others’ feelings while 53% disagreed and 16% were uncertain. This
indicates that a simple majority of the respondents does not support the statement. The
mean score of 2.60 falls within the level of indecision with the statement. The
responses do not give clear interpretation, hence it is difficult to arrive at a decision in
favor or against the statement
Table 4.1.23 Consulting teachers for solution
Item No.
Statement Level Frequency %age Mean Score
23 In case of any problem, I consult teachers to arrive at the solution
SA 67 50 4.33 A 50 37
UNC 12 9 DA 02 2
SDA 02 2 It can be deduced from table 4.1.23 that 87% respondents agreed to the
statement that head consults teachers to arrive at the solution while 4% disagreed and
9% were uncertain. This indicates that a moderate majority of the respondents
supports the statement. The mean score of 4.33 falls within the level of agreement
with the statement. The mean score of the responses is in concurrence with the result
drawn from the %age of the responses.
124
Table 4.1.24 Creating change
Item No.
Statement Level Frequency %age Mean Score
24 Creating change around is not my priority.
SA 07 5 1.57 A 05 4
UNC 11 8 DA 11 8
SDA 99 75 Table 4.1.24 reveals that 9% respondents agreed to the statement that creating
change around is not the priority of the head while 83% disagreed and 8% were
uncertain. This shows that a moderate majority of the respondents does not favor the
statement. The mean score of 1.57 falls within the level of disagreement with the
statement. Conclusion based on %age and mean score are mutually supportive.
Table 4.1.25 Non interference in resolution of differences
Item No.
Statement Level Frequency %age Mean Score
25 When there are differences in role expectation, I leave it to the teachers to resolve their difference.
SA 20 15 2.77 A 29 22
UNC 24 18 DA 21 16
SDA 39 29 Table 4.1.25 shows that 37% respondents agreed to the statement that head
leaves it to the teachers to resolve their differences while 45% disagreed and 18%
were uncertain. This indicates that opinion is not clear in favor or against the
statement. The mean score of 2.77 falls within the level of indecision with the
statement. The responses do not give clear interpretation, hence it is difficult to arrive
at a decision.
125
Table 4.1.26
Resolving conflicts by control
Item No.
Statement Level Frequency %age Mean Score
26 I think control can resolve conflicts.
SA 50 37 3.86
A 45 34 UNC 16 12 DA 14 11
SDA 08 6 It can be inferred from table 4.1.26 that 71% respondents agreed to the
statement that control can resolves conflicts while 17% disagreed and 12% were
uncertain. This shows that a moderate majority of respondents supports the statement.
The mean score of 3.86 falls within the level of agreement with the statement, which
is in consonance with the results arrived at through the %ages of the responses on this
item.
Table 4.1.27 Settlement of conflicts under stress
Item No.
Statement Level Frequency %age Mean Score
27 I settle conflicts under stress. SA 08 6 1.99 A 11 8
UNC 24 18 DA 19 15
SDA 71 53 Table 4.1.27 indicates that 14% respondents agreed to the statement that head
settles conflicts under stress while 68% disagreed and 18% were uncertain. A simple
majority of the respondents does not support the statement. The mean score of 1.99
falls within the level of disagreement with the statement. Conclusion based on %age
and mean score are mutually supportive.
126
Table 4.1.28
Listening advice from faculty
Item No.
Statement Level Frequency %age Mean Score
28 I listen to the faculty with an open mind for alternative options.
SA 97 73 4.52 A 24 18
UNC 01 0 DA 06 5
SDA 05 4 Table 4.1.28 shows that 91% respondents agreed to the statement that head
listens to the faculty with an open mind for alternative option and 9% disagreed. This
indicates that a large majority of the respondents favors the statement. The mean score
of 4.52 falls within the level of strong agreement with the statement. Results based on
%age and mean score are congruent to each other.
Table 4.1.29 Non acceptance of criticism from the staff
Item No.
Statement Level Frequency %age Mean Score
29 I do not accept criticism from my staff. SA 09 7 2.04 A 12 9
UNC 21 16 DA 25 19
SDA 66 49 It can be deduced from table 4.1.29 that 16% respondents agreed to the
statement that head does not accept criticism from his staff while 68% disagreed and
16% were uncertain. A simple majority of the respondents does not favor the
statement. The mean score of 2.04 falls within the level of disagreement with the
statement. The mean score of the responses is in concurrence with the result drawn
from the %age of the responses.
127
Table 4.1.30 Involving teachers in conflict resolution
Item No.
Statement Level Frequency %age Mean Score
30 I strive for a complete resolution of a conflict by involving the teachers.
SA 89 67 4.54 A 35 27
UNC 05 4 DA 01 0
SDA 03 2 Table 4.1.30 reveals that 94% respondents agreed to the statement that head
involves teachers in conflict resolution while 2% disagreed and 4% were uncertain.
This shows that a large majority of the respondents supports the statement. The mean
score of 4.54 falls within the level of strong agreement with the statement. Results
based on %age and mean score are congruent to each other.
Table 4.1.31 Preference for the dictatorial administration
Item No.
Statement Level Frequency %age Mean Score
31 I think dictating is better than counseling.
SA 09 7 2.09 A 16 12
UNC 21 16 DA 20 15
SDA 67 50 Table 4.1.31 indicates that 19% respondents agreed to the statement that
dictating is better than counseling while 65% disagreed and 16% were uncertain. This
shows that a simple majority of the respondents does not favor the statement. The
mean score of 2.09 falls within the level of disagreement with the statement. Result
based on %age and mean score are congruent to each other.
128
Table 4.1.32 Delegation of powers to teachers
Item No.
Statement Level Frequency %age Mean Score
32 I delegate powers to teachers in order to complete a task.
SA 56 42 4.00 A 47 35
UNC 13 10 DA 09 7
SDA 08 6 It can be inferred from table 4.1.32 that 77% respondents agreed to the
statement while 13% disagreed and 10% were uncertain. A moderate majority of the
respondents favors the statement i.e. delegation of powers by the head to the teachers.
The mean score of 4.00 falls within the level of agreement with the statement, hence
the statement is held.
Table 4.1.33 Cooperation for success
Item No.
Statement Level Frequency %age Mean Score
33 I prefer cooperation over using my authority for success.
SA 72 54 4.34 A 41 31
UNC 14 11 DA 04 3
SDA 02 1 Table 4.1.33 indicates that 85% respondents agreed to the statement that head
prefers cooperation over using his authority for success while 4% disagreed and 11%
were uncertain. This shows that a moderate majority of the respondents supports the
statement. The mean score of 4.34 falls within the level of agreement with the
statement. The mean score of the responses is in concurrence with the result drawn
from the %age of the responses.
129
Table 4.1.34 Organizing activities by the head
Item No.
Statement Level Frequency %age Mean Score
34 I myself organize the activities of the institution.
SA 37 28 3.42 A 34 26
UNC 27 20 DA 18 13
SDA 17 13 Table 4.1.34 shows that 54% respondents agreed to the statement while 26%
disagreed and 20% were uncertain. This indicates that a simple majority of the
respondents favors the statement. The mean score of 3.42 indicates that more
respondents agreed with the statement than those who disagreed or are undecided.
Table 4.1.35 Giving free hand to teachers for self direction
Item No.
Statement Level Frequency %age Mean Score
35 I believe that teachers will exercise self-direction if they are given free hand
SA 30 23 2.90 A 31 23
UNC 42 32 DA 13 10
SDA 17 13 Table 4.1.35 reveals that 46% respondents agreed to the statement that giving
free hand to teachers for self direction while 23% disagreed and 32% were uncertain.
This shows that opinion is divided in favor and against the statement. The mean score
of 2.90 falls within the level of indecision with the statement. The responses do not
give clear interpretation, hence it is difficult to arrive at a decision.
130
Table 4.1.36 Setting of priorities by teachers independently
Item No.
Statement Level Frequency %age Mean Score
36 I allow the teachers to set their own priorities independently.
SA 39 29 3.55 A 39 29
UNC 29 22 DA 09 7
SDA 17 13 Table 4.1.36 leads to the conclusion that 58% respondents agreed to the
statement that head allows the teachers to set their own priorities independently
while 20% disagreed and 22% were uncertain. This shows that a simple majority of
the respondents supports the statement. The mean score of 3.55 falls within the level
of agreement with the statement, hence both the results are in agreement with each
other.
Table 4.1.37 Dealing of teachers through individual approach
Item No.
Statement Level Frequency %age Mean Score
37 My teachers deal with different types of students according to their own approach.
SA 41 31 3.92 A 61 46
UNC 17 13 DA 08 6
SDA 06 4 Table 4.1.37 represents that 77% respondents agreed to the statement that
teachers deal with different types of students according to their own approach while
10% disagreed and 13% were uncertain. A moderate majority of the respondents
supports the statement. The mean score of 3.92 falls within the level of agreement
with the statement, hence both the results are in agreement with each other.
131
Table 4.1.38 Focus of teachers on work
Item No.
Statement Level Frequency %age Mean Score
38 I emphasize on my teachers to focus on work only.
SA 88 67 4.51 A 32 24
UNC 09 7 DA 01 0
SDA 03 2 Table 4.1.38 indicates that 91% respondents agreed to the statement that head
emphasizes on his teachers to focus on work only while 2% disagreed and 7% were
uncertain. This shows that a large majority of the respondents supports the statement.
The mean score of 4.51 falls within the level of strong agreement with the statement,
hence the statement is held.
Table 4.1.39 Encouragement of teachers by positive feedback
Item No.
Statement Level Frequency %age Mean Score
39 In my opinion the positive feedback can encourage the staff.
SA 104 79 4.77 A 27 20
UNC 02 1 DA 00 0
SDA 00 0 Table 4.1.39 shows that 99% respondents agreed to the statement that the
positive feedback encourage the staff and 1% was uncertain. An overwhelming
majority of the respondents supports the statement. The mean score of 4.77 falls
within the level of strong agreement with the statement. Both %age and mean score
are confirmatory to each other, therefore, the statement is held.
132
Table 4.1.40 Disallowing recreational activities
Item No.
Statement Level Frequency %age Mean Score
40 I do not allow recreational activities to staff in school.
SA 03 2 1.78 A 07 5
UNC 25 19 DA 21 16
SDA 77 58 It can be deduced from table 4.1.40 that 7% respondents agreed to the
statement that head does not allow recreational activities to staff in school while 74%
disagreed and 19% were uncertain. A moderate majority of the respondents does not
support the statement. The mean score of 1.78 falls within the level of disagreement
with the statement. Result based on %age and score are congruent to each other.
Table 4.1.41 Non provision of emotional support to teachers
Item No.
Statement Level Frequency %age Mean Score
41 Providing emotional support to staff at work is not my priority.
SA 16 12 2.11 A 14 11
UNC 11 8 DA 20 15
SDA 72 54 It can be inferred from table 4.1.41 that 23% respondents agreed to the
statement that providing emotional support to staff at work is not priority of the head
while 69% disagreed and 8% were uncertain. A simple majority of the respondents
does not support the statement. The mean score of 2.11 falls within the level of
disagreement with the statement, which also is in line with the aforementioned
conclusion.
133
Table 4.1.42 Discussing stress factors
Item No.
Statement Level Frequency %age Mean Score
42 I encourage my teachers to discuss the stress factors with me.
SA 90 68 4.47 A 31 23
UNC 03 2 DA 03 2
SDA 06 5 It can be deduced from table 4.1.42 that 91% respondents agreed to the
statement while 7% disagreed and 2% were uncertain. An overwhelming majority of
the respondents favors the statement. The mean score of 4.47 falls within the level of
strong agreement with the statement, hence both the results are mutually in agreement
with each other.
134
4.2 Analysis of items included in questionnaire for teachers
Table 4.2.1 Monitoring for in time completion of a task
Item No.
Statement Level Frequency %age Mean Score
1 The head of institution does not closely monitor the schedule to ensure in time completion of a task.
SA 51 12 2.46 A 78 18
UNC 70 16 DA 50 12
SDA 181 42 It can be deduced from table 4.2.1 that 30% respondents agreed to the
statement that the head of institution does not closely monitor the schedule to ensure
in time completion of a task while 54% disagreed and 16% were uncertain. This
shows that a simple majority of respondents does not support the statement. The mean
score of 2.46 falls within the level of disagreement with the statement, which also is
in line with the aforementioned conclusion.
Table 4.2.2 Involvement of teachers in preparation of work plan
Item No.
Statement Level Frequency %age Mean Score
2 The desired objectives are achieved through obtaining teachers’ opinions during the preparation of the work plan.
SA 237 55 4.30 A 127 30
UNC 41 10 DA 11 2
SDA 14 3 Table 4.2.2 shows that 85% respondents agreed to the statement that the
desired objectives are achieved through obtaining teachers’ opinion during the
preparation of the work plan while 5% disagreed and 10% were uncertain. A
moderate majority of the respondents favors the statement. The mean score of 4.30
falls within the level of agreement with the statement, which is in consonance with the
results arrived at through the %ages of the responses on this item.
135
Table 4.2.3
Carrying out different tasks without staff support
Item No.
Statement Level Frequency %age Mean Score
3 The head of institution finds it easy to carry out several complicated tasks at the same time without seeking support from teachers.
SA 82 19 2.91 A 80 19
UNC 100 23 DA 57 13
SDA 111 26 Table 4.2.3 indicates that 38% respondents agreed to the statement that the
head of institution finds it easy to carry out several complicated tasks at the same time
without seeking support from teachers while 39% disagreed and 23% were uncertain.
This shows that opinion is divided in favor and against the statement. The mean score
of 2.91 falls within the level of indecision with the statement. The responses do not
give clear interpretation, hence it is difficult to arrive at a decision.
Table 4.2.4 Quality work through project management technique
Item No.
Statement Level Frequency %age Mean Score
4 The head of institution seeks quality work through project management technique.
SA 228 53 4.25 A 127 29
UNC 41 10 DA 24 6
SDA 10 2 It can be deduced from table 4.2.4 that 82% respondents agreed to the
statement that the head of institution seeks quality work through project management
technique while 8% disagreed and 10% were uncertain. This shows that a moderate
majority of the respondents supports the statement. The mean score of 4.25 falls
within the level of strong agreement with the statement. The mean score of the
responses is in concurrence with the result drawn from the %ages of the responses.
136
Table 4.2.5 Freedom for teachers to work on their own
Item No.
Statement Level Frequency %age Mean Score
5 The head of institution allows teachers to work on their own rather than wasting time on meetings.
SA 187 44 3.84 A 109 25
UNC 59 14 DA 31 7
SDA 44 10 Table 4.2.5 reveals that 69% respondents agreed to the statement that the head
of institution allows teachers to work on their own rather than wasting time on
meetings while 17% disagreed and 14% were uncertain. This shows that a simple
majority of the respondents favors the statement. The mean score of 3.84 falls within
the level of agreement with the statement. Conclusion based on %age and mean score
are mutually supportive.
Table 4.2.6 Determination of priorities of tasks by the head
Item No.
Statement Level Frequency %age Mean Score
6 The head of institution personally determines the priorities of tasks.
SA 142 32 3.70 A 130 30
UNC 76 18 DA 54 13
SDA 28 7 Table 4.2.6 represents that 62% respondents agreed to the statement that the
head of institution personally determines the priority of tasks while 20% disagreed
and 18% were uncertain. This shows that a simple majority of respondents supports
the statement. The mean score of 3.70 falls within the level of agreement with the
statement. Both %age and mean score are confirmatory to each other, therefore, the
statement is held.
137
Table 4.2.7 Directing teachers on new tasks
Item No.
Statement Level Frequency %age Mean Score
7 The head of institution enjoys directing teachers on new tasks.
SA 273 63 4.36 A 89 22
UNC 29 7 DA 28 6
SDA 11 2 Table 4.2.7 reveals that 85% respondents agreed to the statement that the
head of institution enjoys directing teachers on new tasks while 8% disagreed and 7%
were uncertain. This shows that a moderate majority of respondents supports the
statement. The mean score of 4.36 falls within the level of agreement with the
statement, hence the statement is held.
Table 4.2.8 Effective communication with the teachers
Item No.
Statement Level Frequency %age Mean Score
8 Communication channels exist for teachers to effectively communicate with the head.
SA 208 48 4.02 A 117 27
UNC 47 11 DA 24 6
SDA 34 8 Table 4.2.8 leads to the conclusion that 75% respondents agreed to the
statement that communication channels exist for teachers to effectively communicate
with the head while 14% disagreed and 11% were uncertain. This shows that a
moderate majority of respondents favors the statement. The mean score of 4.02 falls
within the level of agreement with the statement, hence the conclusions drawn from
both %age and mean score support each other.
138
Table 4.2.9 Timely communication regarding teachers’ responsibilities
Item No.
Statement Level Frequency %age Mean Score
9 Changes with respect to responsibilities are communicated timely to the respective teachers.
SA 253 59 4.24 A 90 21
UNC 45 10 DA 24 6
SDA 18 4 Table 4.2.9 indicates that 80% respondents agreed to the statement that
changes with respect to responsibilities are communicated timely to the respective
teachers while 10% disagreed and 10% were uncertain. This shows that a moderate
majority of respondents supports the statement. The mean score of 4.24 falls within
the level of agreement with the statement. Results based on %age and mean score are
congruent to each other.
Table 4.2.10 Permitting teachers to set their own standards for their work
Item No.
Statement Level Frequency %age Mean Score
10 The head of institution leaves it to teachers to define the standards for carrying out their work.
SA 119 28 3.48 A 112 26
UNC 106 25 DA 44 10
SDA 49 11 It can be deduced from table 4.2.10 that 54% respondents agreed to the
statement that the head of institution leaves it to teachers to define the standards for
carrying out their work while 21% disagreed and 25% were uncertain. This shows that
a simple majority of respondents favors the statement. The mean score of 3.48 falls
within the level of indecision with the statement. The responses do not give clear
interpretation, hence it is difficult to arrive at a decision.
139
Table 4.2.11 Regular contact with parents and students
Item No.
Statement Level Frequency %age Mean Score
11 The head of institution does not communicate with parents and students as individuals or groups.
SA 63 15 2.50 A 61 14
UNC 71 17 DA 72 17
SDA 163 37 Table 4.2.11 reveals that 29% respondents agreed to the statement that the
head of institution does not communicate with parents and students as individual or
groups while 54% disagreed and 17% were uncertain. This shows that a simple
majority of respondents does not support the statement. The mean score of 2.50 falls
within the level of disagreement with the statement, which also is in line with the
aforementioned conclusion.
Table 4.2.12 Freedom of expression to teachers in meetings
Item No.
Statement Level Frequency %age Mean Score
12 Teachers are allowed to express their views in meetings.
SA 305 71 4.48 A 73 17
UNC 24 6 DA 11 2
SDA 17 4 It can be inferred from table 4.2.12 that 88% respondents agreed to the
statement that teachers are allowed to express their views in meetings while 6%
disagreed and 6% were uncertain. This shows that a moderate majority of the
respondents favors the statement. The mean score of 4.48 falls within the level of
agreement with the statement. Conclusion based on %age and mean score are
mutually supportive.
140
Table 4.2.13 Decision making by the head himself
Item No.
Statement Level Frequency %age Mean Score
13 The head of institution makes decisions on his own.
SA 115 27 3.34
A 98 23
UNC 101 23 DA 52 12
SDA 64 15 Table 4.2.13 reveals that 50% respondents agreed to the statement that the
head of institution makes decisions on his own while 27% disagreed and 23% were
uncertain. This shows that a simple majority of the respondents favors the statement.
The mean score of 3.34 falls within the level of indecision with the statement. The
responses do not give clear interpretation, hence it is difficult to arrive at a decision.
Table 4.2.14 Letting teachers to define own responsibilities
Item No.
Statement Level Frequency %age Mean Score
14 Each individual in the school is responsible for defining own job himself.
SA 90 21 2.93 A 71 17
UNC 92 21 DA 75 18
SDA 102 23 Table 4.2.14 shows that 38% respondents agreed to the statement that each
individual in the school is responsible for defining own job himself while 41%
disagreed and 21% were uncertain. The mean score of 2.93 falls within the level of
indecision with the statement. The responses do not give clear interpretation, hence it
is difficult to arrive at a decision.
141
Table 4.2.15 Strict administration of head
Item No.
Statement Level Frequency %age Mean Score
15 The head is of opinion that strict administration is the key to success.
SA 162 38 3.60 A 90 21
UNC 75 18 DA 53 12
SDA 50 11 Table 4.2.15 indicates that 59% respondents agreed to the statement that the
head is of opinion that strict administration is the key to success while 23% disagreed
and 18% were uncertain. This shows that simple majority of the respondents supports
the statement. The mean score of 3.60 falls within the level of agreement with the
statement, hence the statement is held.
Table 4.2.16 Consultation with teachers in decision making
Item No.
Statement Level Frequency %age Mean Score
16 The head of institution consults the teachers in decision making process.
SA 212 49 4.10 A 122 29
UNC 51 11 DA 21 5
SDA 24 6 Table 4.2.16 indicates that 78% respondents agreed to the statement that the
head of institution consults the teachers in decision making process while 11%
disagreed and 11% were uncertain. This shows that a moderate majority of the
respondents supports the statement. The mean score of 4.10 falls within the level of
agreement with the statement. Both %age and mean score are confirmatory to each
other, therefore, the statement is held.
142
Table 4.2.17 Avoiding taking decision by head
Item No.
Statement Level Frequency %age Mean Score
17 The head of institution prefers to avoid taking decisions.
SA 40 9 2.20 A 59 14
UNC 83 19 DA 74 18
SDA 174 40 It can be inferred from table 4.2.17 that 23% respondents agreed to the
statement that the head of institution prefers to take decisions while 58% disagreed
with the statement. This shows that a simple majority of the respondents does not
favor the statement. The mean score of 2.20 falls within the level of indecision with
the statement, which also is in line with the aforementioned conclusion.
Table 4.2.18 Maintaining final decision making authority
Item No.
Statement Level Frequency %age Mean Score
18 The head of institution consults teachers but he maintains the final decision making authority.
SA 179 41 3.86 A 111 26
UNC 72 17 DA 37 9
SDA 31 7 It can be deduced from table 4.2.18 that 67% respondents agreed to the
statement that the head of institution consults teachers but he maintains the final
decision making authority while 16% disagreed and 17% were uncertain. This shows
that a simple majority of the respondents favors the statement. The mean score of 3.86
falls within the level of agreement with the statement, hence the statement is held.
143
Table 4.2.19 Ensuring teachers’ inputs
Item No.
Statement Level Frequency %age Mean Score
19 The head of Institution ensures that teachers inputs are given due attention.
SA 243 57 4.26 A 111 26
UNC 41 10 DA 16 3
SDA 19 4
Table 4.2.19 represents that 83% respondents agreed to the statement that the
head of institution ensures that teachers’ inputs are given due attention while 7%
disagreed and 10% were uncertain. This shows that a moderate majority of the
respondents supports the statement. The mean score of 4.26 falls within the level of
agreement with the statement, which is in consonance with the results arrived at
through the %ages of the responses on this item.
Table 4.2.20 Disregarding interpersonal relationship in decision making
Item No.
Statement Level Frequency %age Mean Score
20 The head corrects mistakes without caring for interpersonal relationships.
SA 176 41 3.81 A 127 30
UNC 49 11 DA 28 7
SDA 50 11 Table 4.2.20 leads to the conclusion that 71% respondents agreed to the
statement that the head corrects mistakes without caring for interpersonal
relationships while 18% disagreed and 11% were uncertain. This shows that a
moderate majority of the respondents favors the statement. The mean score of 3.81
falls within the level of agreement with the statement. The mean score of the
responses is in concurrence with the result drawn from the %age of the responses.
144
Table 4.2.21 Delaying solving problem
Item No.
Statement Level Frequency %age Mean Score
21 When the head of institution faces a problem, he delays it till it fizzles out.
SA 51 11 2.01 A 29 7
UNC 54 13 DA 74 17
SDA 222 52 Table 4.2.21 indicates that 18% respondents agreed to the statement that head
of institution delays in solving problem till it fizzles out while 69% disagreed and
13% were uncertain. This shows that a simple majority of the respondents does not
support the statement. The mean score of 2.01 falls within the level of disagreement
with the statement, which also is in line with the aforementioned conclusion.
Table 4.2.22 Firmness for implementing a decision
Item No.
Statement Level Frequency %age Mean Score
22 When the head of institution has a job to do, he does it, even if others' feelings might be hurt in the process.
SA 91 21 2.79 A 74 17
UNC 56 13 DA 75 18
SDA 134 31 It can be deduced from table 4.2.22 that 38% respondents agreed to the
statement while 49% disagreed and 13% were uncertain. This shows that opinion is
divided and does not give clear interpretation. The mean score of 2.79 falls within
the level of indecision with the statement. The responses do not give clear
interpretation, hence it is difficult to arrive at a decision.
145
Table 4.2.23 Consulting teachers for solution of the problem
Item No.
Statement Level Frequency %age Mean Score
23 In case of any problem, the head of institution consults teachers to arrive at the solution.
SA 224 53 4.23 A 135 31
UNC 40 9 DA 12 3
SDA 19 4 Table 4.2.23 reveals that 84% respondents agreed to the statement that in case
of any problem, the head of institution consults teachers to arrive at the solution while
7% disagreed and 9% were uncertain. This shows that a moderate majority of the
respondents supports the statement. The mean score of 4.23 falls within the level of
agreement with the statement. Both %age and mean score are confirmatory to each
other, therefore, the statement is held.
Table 4.2.24
Creating change
Item No.
Statement Level Frequency %age Mean Score
24 Creating change around is not his priority.
SA 33 8 1.95 A 40 9
UNC 49 11 DA 60 14
SDA 248 58 Table 4.2.24 represents that 17% respondents agreed to the statement while
72% disagreed with the statement that creating change around is not the priority of the
head and 11% were uncertain. This shows that a moderate majority of the respondents
does not favor the statement. The mean score of 1.95 falls within the level of
disagreement with the statement, which also is in line with the aforementioned
conclusion.
146
Table 4.2.25 Resolution of differences of teachers
Item No.
Statement Level Frequency %age Mean Score
25 When there are differences in role expectation, the head leaves it to teachers to resolve the difference.
SA 48 11 2.69 A 105 24
UNC 76 18 DA 71 17
SDA 130 30 It can be inferred from table 4.2.25 that 35% respondents agreed to the
statement while 47% disagreed and 18% were uncertain. This shows that opinion is
divided in favor and against the statement i.e. when there are differences in role
expectation, the head leaves it to teachers to resolve the difference. The responses do
not lead to a clear interpretation. The mean score of 2.69 falls within the level of
indecision with the statement. The responses do not give clear interpretation, hence it
is difficult to arrive at a decision.
Table 4.2.26 Resolving conflicts by control
Item No.
Statement Level Frequency %age Mean Score
26 The head of institution thinks control can resolve conflicts.
SA 151 35 3.08 A 141 33
UNC 68 16 DA 41 9
SDA 29 7 Table 4.2.26 shows that 68% respondents agreed to the statement that the head
of institution thinks control can resolves conflicts while 16% disagreed and 16% were
uncertain. This shows that a simple majority of the respondents favors the statement.
The mean score of 3.08 falls within the level of indecision with the statement. The
responses do not give clear interpretation, hence it is difficult to arrive at a decision.
147
Table 4.2.27 Settlement of conflicts under stress
Item No.
Statement Level Frequency %age Mean Score
27 The head settles conflicts under stress. SA 61 14 2.39 A 60 14
UNC 56 13 DA 65 15
SDA 188 44 Table 4.2.27 indicates that 28% respondents agreed to the statement while
59% disagreed and 13% were uncertain. This shows that a simple majority of the
respondents does not support the statement i.e. the head settles conflicts under stress.
The mean score of 2.39 falls within the level of disagreement with the statement,
which also is in line with the aforementioned conclusion.
Table 4.2.28 Listening faculty advice
Item No.
Statement Level Frequency %age Mean Score
28 The head of institution listens to the faculty with an open mind for alternative options.
SA 285 66 4.36 A 77 18
UNC 31 7 DA 15 4
SDA 22 5 Table 4.2.28 reveals that 84% respondents agreed to the statement that the
head of institution listens to the faculty with an open mind for alternative option while
9% disagreed and 7% were uncertain. This shows that a moderate majority of the
respondents favors the statement. The mean score of 4.36 falls within the level of
agreement with the statement. Results based on %age and mean score are congruent
to each other.
148
Table 4.2.29 Non acceptance of criticism from the staff
Item No.
Statement Level Frequency %age Mean Score
29 The head does not accept criticism from his teachers.
SA 73 17 2.48 A 48 11
UNC 60 14 DA 83 19
SDA 166 39 Table 4.2.29 reveals that 28% respondents agreed to the statement while 58%
disagreed and 14% were uncertain. This shows that a simple majority of the
respondents does not favor the statement i.e. the head does not accept criticism from
his teachers. The mean score of 2.48 falls within the level of disagreement with the
statement, which also is in line with the aforementioned conclusion.
Table 4.2.30 Involving teachers in conflict resolution
Item No.
Statement Level Frequency %age Mean Score
30 The head of institution strives for a complete resolution of a conflict by involving the teachers.
SA 234 54 4.16 A 110 26
UNC 35 8 DA 20 5
SDA 31 7 Table 4.2.30 represents that 80% respondents agreed to the statement that the
head of institution strives for a complete resolution of a conflict by involving the
teachers while 12% disagreed and 8% were uncertain. This shows that a moderate
majority of the respondents supports the statement. The mean score of 4.16 falls
within the level of agreement with the statement. Conclusion based on %age and
mean score are mutually supportive.
149
Table 4.2.31 Preference for the dictatorial administration
Item No.
Statement Level Frequency %age Mean Score
31 The head of institution thinks dictating is better than counseling
SA 70 17 2.50 A 58 12
UNC 61 14 DA 70 17
SDA 171 40 It can be deduced from table 4.2.31 that 29% respondents agreed to the
statement that the head of institution thinks dictating is better than counseling while
57% disagreed and 14% were uncertain. This shows that a simple majority of the
respondents does not support the statement. The mean score of 2.50 falls within the
level of disagreement with the statement, which also is in line with the
aforementioned conclusion.
Table 4.2.32 Delegation of powers to teachers
Item No.
Statement Level Frequency %age Mean Score
32 The head delegates powers to teachers in order to complete a task.
SA 210 49 4.45 A 117 27
UNC 62 14 DA 24 6
SDA 17 4 Table 4.2.32 shows that 76% respondents agreed to the statement that the head
delegates powers to teachers in order to complete a task while 10% disagreed and
14% were uncertain. This shows that a moderate majority of the respondents favors
the statement. The mean score of 4.45 falls within the level of strong agreement with
the statement. The mean score of the responses is in concurrence with the result
drawn from the %age of the responses.
150
Table 4.2.33 Cooperation for success
Item No.
Statement Level Frequency %age Mean Score
33 The head of institution prefers cooperation over using his authority for success.
SA 237 55 4.23 A 117 27
UNC 37 9 DA 20 5
SDA 19 4 Table 4.2.33 indicates that 82% respondents agreed to the statement that the
head of institution prefers cooperation over using his authority for success while 9%
disagreed and 9% were uncertain. This shows that a moderate majority of the
respondents favors the statement. The mean score of 4.23 falls within the level of
agreement with the statement. Results based on %age and mean score are congruent
to each other. Respondents show clear preference towards democratic style.
Table 4.2.34 Organizing activities by the head
Item No.
Statement Level Frequency %age Mean Score
34 The head of institution himself organizes the activities of the institution.
SA 93 21 3.29 A 110 26
UNC 110 26 DA 65 15
SDA 52 12 It can be inferred from table 4.2.34 that 47% respondents agreed to the
statement that the head of institution himself organizes the activities of the institution
while 27% disagreed and 26% were uncertain. This shows that opinion is divided in
favor and against the statement and it does not give clear interpretation. Practically
responses indicate some sort of disagreement with the statement. Mean score is 3.29,
which is within the level of agreement.
151
Table 4.2.35 Giving free hand to teachers for self direction
Item No.
Statement Level Frequency %age Mean Score
35 The head of institution believes that teachers will exercise self-direction if they are given free hand.
SA 105 25 3.44 A 122 28
UNC 102 23 DA 63 15
SDA 38 9 Table 4.2.35 leads to the conclusion that 53% respondents agreed to the
statement that the head of institution believes that teachers will exercise self-direction
if they are given free hand while 24% disagreed and 23% were uncertain. This shows
that a simple majority of the respondents favors the statement. The mean score of 3.44
falls within the level of indecision with the statement. The responses do not give clear
interpretation, hence it is difficult to arrive at a decision.
Table 4.2.36 Setting of priorities by teachers independently
Item No.
Statement Level Frequency %age Mean Score
36 The head of institution allows the teachers to set their own priorities independently.
SA 140 33 3.74 A 142 33
UNC 80 19 DA 36 8
SDA 32 7 Table 4.2.36 represents that 66% respondents agreed to the statement that the
head of institution allows the teachers to set their own priorities independently while
15% disagreed and 19% were uncertain. This shows that a simple majority of the
respondents supports the statement. The mean score of 3.74 falls within the level of
agreement with the statement. Conclusion based on %age and mean score are
mutually supportive.
152
Table 4.2.37 Dealing of teachers through individual approach
Item No.
Statement Level Frequency %age Mean Score
37 Teachers deal with different types of students according to their own approach.
SA 202 47 4.07 A 129 30
UNC 62 14 DA 13 3
SDA 24 6 Table 4.2.37 indicates that 77% respondents agreed to the statement that
teachers deal with different types of students according to their own approach while
9% disagreed and 14% were uncertain. This shows that a moderate majority of the
respondents favors the statement. The mean score of 4.07 falls within the level of
agreement with the statement. Both %age and mean score are confirmatory to each
other, therefore, the statement is held.
Table 4.2.38 Focus of teachers on work
Item No.
Statement Level Frequency %age Mean Score
38 The head of institution emphasizes on teachers to focus on work only.
SA 250 58 4.38 A 121 28
UNC 37 9 DA 18 4
SDA 4 1 Table 4.2.38 shows that 86% respondents agreed to the statement that the head
of institution emphasizes on teachers to focus on work only while 5% disagreed and
9% were uncertain. This shows that a moderate majority of the respondents supports
the statement. The mean score of 4.38 falls within the level of agreement with the
statement. The mean score of the responses is in concurrence with the result drawn
from the %age of the responses.
153
Table 4.2.39 Encouragement of teachers by positive feedback
Item No.
Statement Level Frequency %age Mean Score
39 The head is of the opinion that the positive feedback can encourage the staff.
SA 271 63 4.47 A 124 29
UNC 15 4 DA 6 1
SDA 14 3 It can be deduced from table 4.2.39 that 92% respondents agreed to the
statement that the head is of the opinion that the positive feedback can encourage the
staff while 4% disagreed and 4% were uncertain. This shows that an overwhelming
majority of the respondents supports the statement. The mean score of 4.47 falls
within the level of strong disagreement with the statement. Results based on %age and
mean score are congruent to each other.
Table 4.2.40 Disallowing recreational activities
Item No.
Statement Level Frequency %age Mean Score
40 The head of institution does not allow recreational activities to staff in school.
SA 50 12 2.14 A 27 6
UNC 62 14 DA 89 21
SDA 202 47 It can be inferred from table 4.2.40 that 18% respondents agreed to the
statement while 68% disagreed and 14% were uncertain. This shows that a simple
majority of the respondents does not support the statement i.e. the head of institution
does not allow recreational activities to staff in school. The mean score of 2.14 falls
within the level of disagreement with the statement, which also is in line with the
aforementioned conclusion.
154
Table 4.2.41 Non provision of emotional support to teachers
Item No.
Statement Level Frequency %age Mean Score
41 Providing emotional support to staff at work is not the priority of the head.
SA 62 14 2.38 A 50 12
UNC 55 13 DA 88 21
SDA 175 40 Table 4.2.41 reveals that 26% respondents agreed to the statement that
emotional support is not provided to staff at work by the head while 61% disagreed
and 13% were uncertain. This shows that a simple majority of the respondents does
not favor the statement. The mean score of 2.38 falls within the level of disagreement
with the statement, which also is in line with the aforementioned conclusion.
Table 4.2.42 Discussing stress factors
Item No.
Statement Level Frequency %age Mean Score
42 The head of institution encourages teachers to discuss the stress factors with him.
SA 153 36 3.52 A 115 27
UNC 49 11 DA 30 7
SDA 83 19 Table 4.2.42 leads to the conclusion that 63% respondents agreed to the
statement that the head of institution encourages teachers to discuss the stress factors
with him while 26% disagreed and 11% were uncertain. This shows that a simple
majority of the respondents supports the statement. The mean score of 3.52 falls
within the level of agreement with the statement, which is in consonance with the
results arrived at through the %ages of the responses on this item.
155
4.3 Overall comparison of questionnaires
Tables 4.3.1- 4.3.4 yield the comparison of the views of heads of institutions
and the respective teachers for the determination of styles of their heads by
considering different aspects and using the Likert Scale for assigning scores to the
responses. These responses were analyzed by using correlation coefficient and
ANOVA (for formula refers to Chapter 3 at pp.107-108).
Tables 4.3.5- 4.3.12 yield the comparison of results of teachers for the subjects
of Physics, Chemistry, Biology and English by considering different characters such
as qualification, length of service, residential status and gender etc. For this purpose t-
tests and analysis of variance tests have been applied to find out the significance of
differences in average of results.
Since the result of a school (as a whole) is attributed to the head of institution,
so the result of class X (as a whole ) for 133 secondary schools heads was analyzed by
considering different aspects such as qualification, length of service, gender and
urban rural divide, etc.
156
Table 4.3.1 Section-wise averages of scores of heads of institutions and the teachers
along with the correlation coefficient and t-values
S.# Sections Average of scores Std. Dev. of scores Coefficient of
Correlation
t-Value
P Value Heads Teachers Heads Teachers
A Time Management 28.85 21.49 3.0348
3.846 0.179151 3.77
<0.001
B Communication 23.33 23.11 2.8554 3.483 0.169995 3.57 <0.001 C Decision Making 18.86 20.20 3.7746 3.721 0.161818 3.39 <0.001 D Problem Solving 18.59 19.17 3.3373 3.447 0.157026 3.29 <0.001 E Conflict Resolution 19.87 19.90 3.0584
3.444
0.102808
2.14
<0.05
F Team Building 20.87 21.35 3.5297
3.271
0.081274
1.69
<0.10
G Stress Management
21.52 21.01 2.9134
3.185
0.073833
1.53
<0.20
In table 4.3.1, the scores allocated to the qualitative statements for the
determination of administrative style of the head of institutions as assessed by the
heads themselves and teachers teaching in that school independently have been
presented in the form of descriptive measures i.e. average and standard deviations.
The correlation coefficients between the scores assigned to the responses of
the head of institutions and the respective teachers have been calculated and t-test has
been applied to determine its significance by considering different aspects grouped
under seven sections such as, time management, communication, etc. The correlation
between the scores of heads of institutions and the respective teachers as regards time
management, communication, decision making, and problem solving is highly
significant with p value as less than 0.001. It implies that the style determined by the
heads of institutions themselves and the respective teachers was the same under above
four sections.
157
Table 4.3.1 further indicates that the correlation between the heads of
institutions and the respective teachers regarding conflict management is significant
with p value <0.05. i.e. the styles determined by both are the same.
It is also evident from table 4.3.1 that the correlation between the heads of
institutions and the respective teachers regarding team building is less significant with
p value <0.10, while stress management is insignificant with p value <0.20. It
indicates that there is a difference of opinions to some extent as regards team building
and stress management.
However, as a whole, it can be concluded that the assessment of the heads of
institutions and the respective teachers regarding administrative styles are in line with
each other.
Table 4.3.2
Averages of scores (combined sections) of heads of institutions and the teachers along with the correlation coefficient and t-values
Administrative Styles
Average of Scores
Std. Dev. of Scores t-Value
Coefficient of
Correlation
t-Value
P Value Heads Teachers Heads Teachers
Autocratic 45.52 47.41 7.736 7.263 0.156193 3.27 <0.005
Democratic 61.73 58.41 5.374 9.384 0.180228 3.79 <0.005
Laissez-Faire 36.63 40.41 7.8398 8.885 0.237654 5.06 <0.001
In table 4.3.2 all the seven sections i.e. time management, communication,
decision making, problem solving, conflict resolution, team building and stress
management were combined and the scores were assigned accordingly. On the basis
of the assessment of the heads of institutions and the respective teachers presented in
158
the form of averages and standard deviation, for the determination of styles as
autocratic, democratic and laissez-faire.
The correlation co-efficient between the assigned scores for the three styles
have been calculated and t-test has been applied to find out significance with the help
of p values. From the above table 4.3.2, it is evident that there exists a close
coincidence between the views of the heads of institutions and the teachers. The p
value for autocratic and democratic styles as less than 0.005 while for the laissez-faire
it is less than 0.00 i.e. correlation is highly significant.
159
Table 4.3.3
Determination of styles by teachers
Sections Style N Proportion
in %age Mean
Std. Deviation
A
Time Management
Autocratic 38 8.84 21.6842 5.14706 Democratic 340 79.07 21.5471 3.73228 Laissez Faire 52 12.09 21 3.50909 Total 430 100.00 21.493 3.84595
B
Communication
Autocratic 38 8.84 22.1579 5.10181 Democratic 340 79.07 23.3618 3.08317 Laissez Faire 52 12.09 22.1538 4.23517 Total 430 100.00 23.1093 3.48285
C
Decision Making
Autocratic 38 8.84 21.1842 4.06604 Democratic 340 79.07 20.0706 3.78255 Laissez Faire 52 12.09 20.307 2.92077 Total 430 100.00 20.1977 3.7211
D
Problem Solving
Autocratic 38 8.84 19.4474 5.49052 Democratic 340 79.07 19.1235 3.12607 Laissez Faire 52 12.09 19.2692 3.6089 Total 430 100.00 19.1698 3.44677
E
Conflict Resolution
Autocratic 38 8.84 19.2895 4.77147 Democratic 340 79.07 20.0118 3.87949 Laissez Faire 52 12.09 19.6346 3.39567 Total 430 100.00 19.9023 3.44382
F
Team Building
Autocratic 38 8.84 22.1053 4.13809 Democratic 340 79.07 21.2882 3.10474 Laissez Faire 52 12.09 21.1923 3.60848 Total 430 100.00 21.3488 3.27086
G
Stress Management
Autocratic 38 8.84 22.8158 3.7694 Democratic 340 79.07 21.0265 2.98213 Laissez Faire 52 12.09 19.5769 3.37433 Total 430 100.00 21.0093 3.18503
In table 4.3.3 the values have been assigned according to Likert Scale
responses of teachers for the determination of their administrative styles by
considering such factors as time management, communication, decision making,
problem solving, conflict resolution, team building and stress management presenting
them by using the descriptive measures, the averages and standard deviations in
160
accordance with the proportion of teachers identifying the style as autocratic,
democratic and laissez-faire.
Table 4.3.3 further indicates that out of 430 teachers’ responses about the
identification of administrative styles, 79.07% have been identified as democratic,
8.84% as autocratic, while 12.09% as laissez-faire.
The averages and standard deviation of the scores assigned to responses
regarding time management have been further analyzed in table 4.3.4 to find the
significance of the responses of teachers about their heads’ administrative styles.
161
Table 4.3.4
Section-wise analysis of variance for the identification of administrative style by teachers
Sections Source of Variation
Sum of Squares
df Mean
Square F
P Values
A
Time
Management
Between Groups 15.021 2 7.511
0.507 0.603 Within Group 6330.458 427 14.825
Total 6345.479 429
B
Communication
Between Groups 103.538 2 51.769
4.334 0.014 Within Group 5100.325 427 11.945
Total 5203.863 429
C
Decision Making
Between Groups 43.104 2 21.552
1.561 0.211 Within Group 5897.093 427 13.811
Total 5940.198 429
D
Problem Solving
Between Groups 4.170 2 2.085
0.175 0.840 Within Group 5092.437 427 11.926
Total 5096.607 429
E
Conflict
Resolution
Between Groups 22.071 2 11.036
0.930 0.395 Within Group 5065.826 427 11.864
Total 5087.898 429
F
Team Building
Between Groups 24.266 2 12.133
1.135 0.322 Within Group 4565.409 427 10.692
Total 4589.674 429
G
Stress
Management
Between Groups 230.798 2 115.399
11.957 0.000 Within Group 4121.165 427 9.651
Total 4351.963 429
Table 4.3.4 reveals the analysis of variance for the comparison of averages of
values assigned to the responses of teachers about the administrative styles of their
heads by considering the factors i.e. time management, communication, decision
making, problem solving, conflict resolution, team building and stress management.
162
For the sections A, C, D, E and F there is no significant difference in averages
of scores for the three styles of heads of institutions as identified by the teachers. The
p values are respectively 0.603, 0.211, 0.840, 0.395 and 0.322.
However, there are significant differences in the average scores for the three
styles under the sections of communication and stress management. This illustrates
the difference in the views of the teachers and heads of institutions.
163
Table 4.3.5
Qualification wise distribution of teachers with regard to their results
Subjects Qualification n Proportion in %age
Average Results
Std. Deviation
Physics
MA 23 5.35 79.3 8.304MSc 10 2.33 80.9 5.195Bed 157 36.51 80.34 9.047Med 209 48.60 80.71 9.375MSEd 20 4.65 80.8 6.486MPhil & Above 11 2.56 73.45 11.835Total 430 100.00 80.32 9.109
Chemistry
MA 23 5.35 78.39 7.47MSc 10 2.33 80.9 5.527Bed 157 36.51 79.83 8.656Med 209 48.60 80.3 9.186MSEd 20 4.65 79.8 5.126MPhil & Above 11 2.56 74.27 10.836Total 430 100.00 79.86 8.752
Biology
MA 23 5.35 78.74 7.812MSc 10 2.33 81.8 5.35Bed 157 36.51 79.99 8.821Med 209 48.60 80.43 9.434MSEd 20 4.65 79.5 5.145MPhil & Above 11 2.56 74.73 11.533Total 430 100.00 80.02 8.968
English
MA 23 5.35 74.22 8MSc 10 2.33 79 4.738Bed 157 36.51 75.72 9.125Med 209 48.60 76.22 10.169MSEd 20 4.65 73.75 4.204MPhil & Above 11 2.56 68.73 9.707Total 430 100.00 75.69 9.438
Table 4.3.5 indicates the proportion of teachers teaching the subjects of
Physics, Chemistry, Biology and English according to their qualifications. It also
shows the averages and standard deviation of average of results of class X for the
sessions 2007-08, 2008-09 in the subjects of Physics, Chemistry, Biology and
English.
164
Table 4.3.6
Performance of teachers according to qualification
Subjects Source of Variation
Sum of Squares
df Mean
Square F
P Value
Physics
Between Groups 582.487 5 116.497 1.411
0.219
Within Group 35011.580 424 82.574 Total 35594.067 429
Chemistry
Between Groups 444.778 5 88.956 1.164
0.326
Within Group 32414.126 424 76.448 Total 32858.905 429
Biology
Between Groups 417.501 5 83.500 1.039
0.394
Within Group 34083.311 424 80.385 Total 34500.812 429
English
Between Groups 825.792 5 165.158 1.873
0.098
Within Group 37384.825 424 88.172 Total 38210.616 429
Analysis of variance technique has been applied to compare the average
results of teachers in the subjects of Physics, Chemistry, Biology and English
according to their levels of qualification.
Table 4.3.6 reveals that the average results of the teachers show no significant
difference in the average results of Physics, Chemistry, Biology and English when
compared according to their levels of qualification as the p values are greater than
0.05.
165
Table 4.3.7
Length of service and subject-wise distribution of teachers
Subject Length of Service (in
years) n
Proportion in %age
Mean of
Results
Std. Deviation of Results
Physics
< 2 112 26.0465 79.5 7.6423-5 101 23.4884 81.36 9.5476-8 64 14.8837 77.31 10.879-10 70 16.2791 79.77 8.93611-15 23 5.3488 85.61 7.733Above 15 60 13.9535 81.95 8.378Total 430 100 80.32 9.109
Chemistry
< 2 112 26.0465 79.02 7.3193-5 101 23.4884 80.81 9.1526-8 64 14.8837 77.13 10.3389-10 70 16.2791 79.27 8.8111-15 23 5.3488 84.87 7.131Above 15 60 13.9535 81.53 8.142Total 430 100 79.86 8.752
Biology
< 2 112 26.0465 79.09 7.4963-5 101 23.4884 81.05 9.5546-8 64 14.8837 77.2 10.6259-10 70 16.2791 79.29 8.9211-15 23 5.3488 85.61 7.768Above 15 60 13.9535 81.75 7.765Total 430 100 80.02 8.968
English
< 2 112 26.0465 74.66 8.7243-5 101 23.4884 76.94 9.7016-8 64 14.8837 72.58 10.6179-10 70 16.2791 76.09 8.95511-15 23 5.3488 78.87 9.584Above 15 60 13.9535 77.12 8.669Total 430 100 75.69 9.438
Table 4.3.7 shows the proportion of teachers with varying lengths of services.
It also gives the means and standard deviation of the average of subject wise results of
class X for the sessions 2007-08, 2008-09.
166
Table 4.3.7 reveals that out of 430 teachers 26.05% has a length of service < 2
years, 23.49% has 3-5 years, 14.88% has 6-8 years, 16.28% has 9-10 years, 5.35% has
11-15 years and 13.95% has above 15 years of service.
Table 4.3.8 Length of service/ subject-wise ANOVA
Subject
Source of Variation
Sum of Squares
df Mean
Square F
P Values
Physics
Between Groups 1586.478 5 317.296
3.956
0.002
Within Group 34007.589 424 80.207
Total 35594.067 429
Chemistry
Between Groups 3419.130 5 283.826
3.828
0.002
Within Group 31439.775 424 74.150
Total 32858.905 429
Biology
Between Groups 1647.579 5 329.516
4.253
0.001
Within Group 32853.233 424 77.484
Total 34500.812 429
English
Between Groups 1261.978 5 252.396
2.896 0.014
Within Group 36948.638 424 87.143
Total 38210.616 429
It is evident from tables 4.3.7 and 4.3.8 that the average results of all subjects
are significantly different as regards the service/ experience of the teachers. In almost
all subjects the average results are lower for the teachers with minimum length of
service (< 2 year) and increases gradually and reach the highest for the teachers
having service/ experience of 10 or more years. The average results in the subject of
English were lower than the results of Physics, Chemistry and Biology. The study by
167
AEPAM (2004, p.45), has concluded that teachers’ experience had a positive impact
on students’ achievements. Students taught by teachers having 1-5 years of experience
got the highest score followed by students taught by teachers having experience of 16
years or more.
Table 4.3.9
Subject and gender-wise distribution of teachers and their results
Subjects
Gender n Proportion in % age
Mean of
Results
Std. Deviation
of Results
t-Value
P Value
Physics
Male 327 76.047 79.06 8.515 -5.304
0.000 Female 103 23.953 84.35 9.783
Chemistry
Male 327 76.047 78.46 8.035 -6.179
0.000 Female 103 23.953 84.32 9.456
Biology
Male 327 76.047 78.77 8.250 -5.312
0.000 Female 103 23.953 83.99 9.989
English
Male 327 76.047 74.17 8.410 -6.169
0.000 Female 103 23.953 80.49 10.861
Table 4.3.9 shows the proportions of male and female teachers. There were
76.05% male and 23.95% female teachers. The means and standard deviations of
results have been calculated from the average of the subject-wise results and the
comparison of male and female genders made by applying t-test.
The t values indicate that there is a significant difference in average results of
males and females in all the four subjects. The p value is 0.000 for all the four
subjects. Hence the hypothesis that ‘the subject-wise results of males and females are
the same’ is rejected. Furthermore, the average results of females are significantly
higher than the males. Brog, E. (2006, p.7), has found that female teachers perform
better than males which is in line with the findings of this study.
168
Table 4.3.10
Subject/ location-wise distribution of teachers and analysis of their results
Subjects Location n Proportion
in %age Mean
Std. Deviation
t-Value P Value
Physic
Urban 119 27.67 81.42 8.644 1.547
0.123
Rural 311 72.33 79.90 9.260
Chemistry
Urban 119 27.67 80.82 8.338 1.410
0.159
Rural 311 72.33 79.50 8.891
Biology
Urban 119 27.67 81.26 8.783 1.777
0.076
Rural 311 72.33 79.55 9.006
English
Urban 119 27.67 77.82 8.883
2.931 0.004Rural 311 72.33 74.87 9.529
Table 4.3.10 reveals the proportion of the teachers teaching in urban and rural
areas. Teachers from urban areas were 27.67% and rural areas were 72.36%. The
means and standard deviations have been calculated along with t-values and p values,
by using the average of subject-wise result according to their urban-rural divide for
the average of results for the sessions 2007-08 and 2008-09. It reveals that the results
for the subjects of Physics, Chemistry and Biology were higher in urban areas and
lower in rural areas but statistically not significantly different as the p values are
respectively 0.123, 0.159 and 0.076. However, for English there is a significant
difference between the results of urban and rural area school teachers. The results in
English of urban area schools were better than the rural area schools. The p value is
0.004. Hence the hypothesis that ‘the subject-wise performance of teachers remains
the same irrespective of residential status’ has partially been accepted.
Rural area schools faced deficiencies in staff, physical facilities such as
electricity, drinking water, furniture, telephone and transport. In addition, teachers’
169
absenteeism is highlighted a common phenomenon in rural areas. The supervision
function is also weak which negatively affects the students’ achievement and
teachers’ performance. The low level of performance of rural teachers may possibly
be explained by the aforementioned factors.
Table 4.3.11
Style and subject-wise distribution of teachers with their average results
Subject
Style n Proportion of teachers
in %age
Mean of
Results
Std. Deviation of
Results
Physics
Autocratic 38 8.837 80.61 6.074 Democratic 340 79.070 81.54 8.731 Laissez Faire 52 12.093 72.13 9.28
Total 430 100.000 80.32 9.109
Chemistry
Autocratic 38 8.837 79.16 5.975 Democratic 340 79.070 81.11 8.4 Laissez Faire 52 12.093 72.25 8.924 Total 430 100.000 79.86 8.752
Biology
Autocratic 38 8.837 80.5 5.366 Democratic 340 79.070 81.09 8.651 Laissez Faire 52 12.093 72.79 9.793 Total 430 100.000 80.02 8.968
English
Autocratic 38 8.837 75.82 4.507 Democratic 340 79.070 76.61 9.334 Laissez Faire 52 12.093 69.52 10.528 Total 430 100.000 75.69 9.438
In the table 4.3.11 the proportions of teachers working under different
administrative styles teaching the subjects of Physics, Chemistry, Biology and English
have been shown along with the means and standard deviations of the average of
results of class X for the years 2007-08 and 2008-09. Out of 430 teachers, 8.84% were
working under autocratic style, 79.07% under democratic style, while 12.09% were
working under laissez faire style. The averages of results under the democratic style
are significantly higher in all the subjects whereas in the laissez-faire style they are
170
the lowest. However, the variation in average of results under autocratic style is the
least, while under the laissez faire style it was the highest for all the subjects.
Table 4.3.12
Style/ subject-wise ANOVA
Subject
Source of Variation
Sum of Squares
df Mean
Square F
P Value
Physics
Between Groups 3996.593 2 1998.296
27.004 0.000 Within Group 31597.475 427 73.999
Total 35594.067 429
Chemistry
Between Groups 3557.914 2 1778.957
25.925 0.000 Within Group 29300.991 427 68.621
Total 32858.905 429
Biology
Between Groups 3172.112 2 1586.056
21.617
0.000
Within Group 31328.700 427 73.369
Total 34500.812 429
English
Between Groups 2271.399 2 1135.699
13.493
0.000
Within Group 35939.218 427 84.167
Total 38210.616 429
In table 4.3.12, the comparison of average of results in different subjects was
made by using the analysis of variance technique. The t and p values indicate that
there were significant differences in the average results obtained under different styles
of the heads of institutions.
It reveals that the results of the teachers working under democratic style are
significantly higher than the other two in all the four subjects i.e. Physics, Chemistry,
171
Biology and English. The analysis of variance for all the four subjects gives
significantly higher values of F for which the p values are approximately zero. Hence
the hypothesis that ‘the subject wise-average results under different styles remain the
same’ is rejected.
Table 4.3.13 Qualification-wise average result of the schools heads
Qualification N
Qualification -Wise
Proportion in %age
Mean of
School Results
Std. Deviation of School Results
BEd 45 33.83 75.24 10.880
MEd 72 54.14 74.51 9.542
MSEd 10 7.52 74.50 7.502
MPhil & above 6 4.51 71.00 9.252
Total 133 100.00 74.60 9.810
Table 4.3.13 shows the proportion of heads of institutions with varying
qualifications along with the means and standard deviations of the averages of school
results of class X for the years 2007-08 and 2008-09.
Out of 133 heads of institutions 33.83% had a professional qualification of
BEd, 54.14% had a qualification up to MEd, 7.52% up to MSEd; while 4.51% up to
MPhil or even higher. The mean of schools results are approximately the same and
there appears no major variation.
172
Table 4.3.14 ANOVA for average results of schools with regard to qualification of heads of
institution
Source of Variation
Sum of Squares df Mean
Square F P Value
Between Groups 97.082 3.00 32.36 0.331 0.803
Within Group 12606.797 129.00 97.73 - -
Total 12703.88 132.00 - - -
P value = 0.803 > 0.05
In table 4.3.14, the analysis of variances has been applied to compare the
average results of the heads of institutions having different qualifications. It reveals
that statistically there is no significant difference in average results of heads with
different levels of qualification as the p value is 0.803. Hence the hypothesis ‘there is
no significant difference in average of results as regards qualifications of heads of
institutions’ is accepted. More or less all the schools with heads having varying
qualification levels have approximately the same results.
Table 4.3.15
Length of service of heads of institutions and school results
Length of Service (in years)
N %age Average Results
Std. Deviation
<2 49 36.84 73.57 9.849 3-5 18 13.53 76.22 10.658 6-8 13 9.77 71.23 11.256 9-10 20 15.04 76.30 10.448 11-15 12 9.02 76.83 8.737 Above 15 21 15.79 74.81 8.116 Total 133 100.00 74.60 9.81
Table 4.3.15 indicates the proportion of heads of institutions with varying
range of service along with the means and standard deviations of the averages of
school result of class X for the years 2007-08 and 2008-09. It shows that out of a total
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of 133 heads of schools 36.84% has a length of service < 2 years, 13.53% has 3-5
years, 9.77% has 6-8 years, 15.04% has 9-10 years, 9.02% has 11-15 years, while
15.79% has a length of service more than 15 years. The average of school results with
different service groups are approximately the same.
Table 4.3.16
ANOVA for school results and length of service of heads
Source of Variation
Sum of Squares df Mean Square
F P Value
Between Groups 365.356 5 73.071 0.752 0.586
Within Group 12338.524 127 97.154 - -
Total 12703.880 132 - - -
P value = 0.586 > 0.05
In table 4.3.16 the analysis of variance technique has been applied to find out
whether or not there is a significant effect of length of service on the school results.
From the analysis in this table it is evident that there is no significant difference in
average school results, although the heads of institutions have different length of
service and experiences. The p value is 0.586. Therefore, the hypothesis that ‘the
performance of the heads of institutions remains the same, irrespective of their length
of service’ is accepted.
174
Table 4.3.17 Gender and overall average results of schools
Gender N Gender- wiseProportion
in %age
AverageResults
Std. Deviation
t-Value
Average result of school
Male 102 76.69 72.37 8.974 5.201
Female 31 23.31 81.94 8.937
Total 133 100
P value=0.000 In table 4.3.17 the proportions of male and female school heads have been
presented along with the means and standard deviations of average school results of
class X for the years 2007-08 and 2008-09.
For the comparison of average results t-test has been applied which gives a
significantly higher value i.e. 5.201 with a p value of 0.000. This indicates that there
is a significant difference in gender-wise school results whereas average school
results of female heads are significantly higher than the male school results. The
hypothesis of ‘the same results’ is rejected.
Possible explanation to the difference in results of males and females may be
such that more attention is paid by female students towards their studies with almost
no social activities with the peers. The male students in contrast, are prone to peer
group pressure and spending more time in social activities out of school and home.
This may reduce the level of their achievements. Malik, M. A. (2006, p.175), found
that results of schools headed by females were better than the results of boys schools.
This supports the findings of this study.
175
Table 4.3.18 Location/ subject wise average results of schools
Location n Location- Wise Proportion in %age
Mean of
School Results
Std. Deviation of School Results
t-Value
Average results of schools
Urban 37 27.82% 77.81
9.698 2.383
Rural 96 72.18% 73.36
9.619
Total 100
P value = 0.019
In table 4.3.18 the proportion of schools located in urban and rural areas along
with the means, standard deviations and t-value of average results of class X for the
years 2007-08 and 2008-09.
T-test has been applied to compare the average of school results located in
urban and rural areas. The t value is 2.383 with p value of 0.019 which indicates that
there is a significant difference in average results for the schools located in urban
areas and those in rural areas. The schools located in urban areas show comparatively
better results than those located in rural areas. Hence, there is significant difference in
performance of heads of institutions located in urban areas and those in rural areas.
Therefore, the hypothesis of ‘the same results’ is rejected.
The possible explanation of this can be that urban area schools have better
educational facilities available for the students and teachers in Pakistan which attracts
the teachers and heads to work there. Good teachers and heads feel comfortable to
work in urban schools where inputs from the students and their parents make the
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teaching learning process more fruitful and effective. Moreover, parents in urban
areas are more conscious about the studies of their children.
Miscellaneous suggestions made by the respondents, stated in the open-ended
item No. 42 of questionnaires, are consolidated and presented in table 4.3.19 in terms
of frequency.
Table 4.3.19
Important suggestions
S.No. Suggestions No of
Responses
1. Due importance should be given to each individual in the school and there should not be discriminatory atmosphere in the school.
9
2. Heads of institutions should be supportive enough to win the hearts of teachers
9
3. There should not be any political interference in the schools.
8
4. Psychologically depressed people may not be designed as heads of institutions.
3
5. There should be a proper monitoring of EDO office for making Principals regular.
3
6. Heads of institutions should seek counseling with PTC for taking strict action involving local teachers to control students’ attendances.
1
7. Parents Teachers Council meetings should be arranged on regular basis to enhance mutual cooperation.
1
8. Cooperation of the head with teaching staff is necessary for team building.
1
Suggestions coming from the respondents mainly indicate the following:
1. There might not be discriminatory atmosphere in the school.
2. The head of institution might provide support to the teachers.
3. Political interference may be stopped in the schools.
177
4.4 Discussion
The main objective set for the research study was to find out the “Impact of
Administrative Styles of Secondary School Heads on Teachers’ Performance in
NWFP. It was found that administrative styles have significant impact on the
performance of the teachers. Three administrative styles namely autocratic,
democratic and laissez faire were determined. The performance of the teachers
working under democratic style was significantly better than the other two styles i.e.
autocratic and laissez faire. The study by Shechtman, Z., Mahmoud, Z. & Katz, M.
(1994, p.53), partially supports the findings of this study. According to their study,
positive high co-efficient of correlations were obtained between leadership style and
each of the teacher variables and self-esteem. Multiple regression analyses indicated
that of the eight organizational components, leadership style was indeed the strongest
contributor in explaining the variance of each dependent variable, thus establishing
the importance of leadership style. The study concludes that democratic leadership is
the central factors of positive school climate. Furthermore, teachers’ satisfaction with
administration and with peers had a similar impact on their classroom performance as
in other groups.
The findings of the present study relating to management style indicate that
democratic style of management can produce better results so far as school results are
concerned. Dahar, M. A. (2011, p.171), found that democratic style of leadership had
significant differential effect on academic achievements of students studying arts
subjects. He further concluded that democratic style of leadership is the most effective
style and is an important style for both the science and art students. The findings of
the Dahar, M. A. (2011), study are in line with the findings of this study.
178
The positive effect of experience of teachers on results of the subjects being
taught was found to begin after two years of experience. The positive effect after two
years’ reaches the maximum by 10 years of experience. The AEPAM study (2004),
however, found that teachers with 1-5 years of experience showed highest result as
compared to the teachers of 16 years or more experience. Moreover, teachers’
experience had more influence on the boys than girls and it had more impact on the
urban than on rural students. Dahar, M. A. (2011), found more impact of teachers’
experience on boys’ achievement in urban boys than girls. The impact of qualification
on students’ results was not found significant in the present study. However, in
AEPAM study (2004), teachers’ academic qualification had positive impact on
students’ performance and more impact on urban students.
More effect of qualification on performance of boys as compared to girls was
found by Dahar, M. A. (2011). The AEPAM study (2005, p.43-45), about the
students’ achievement at primary level found that teachers’ academic and professional
qualification had positive impact on the students’ achievements. More effect of
qualification on performance of boys as compared to girls was found by Dahar, M. A.
(2011).
One of the possible explanations for this variation of results could be the
departmental emphasis on results and relating the results to confidential reports or
promotions. But it is evident that further studies are needed for conclusive results.
In addition to the teacher’s qualification and experience, the present research
explored the impact of gender on results of the concerned subjects. It seems that the
female teachers working in urban areas show better results in the subjects they are
teaching. This finding is also supported by Dahar, M. A. (2011) study. These findings
179
do support the general observation that females are more responsible and take their
job more seriously than their male counterparts. The finding of the present study is
also supported by the Brog, E. (2006) study. The SSC (annual) 2011 results of the
Board of Intermediate and Secondary Education, Abbottabad and Federal Board of
Intermediate and Secondary Education, Islamabad indicate that girls’ students have
outperformed the boys in terms of percentage. In addition the results of Central Board
Secondary Education, Kanpur (2011) for class XII indicate that girls’ students
perform better than boys. Thus the latest result figures support the findings of the
present study. This indicates a new trend at secondary level.
To summarize, the study has found that democratic style is a better style of
leadership; results of urban schools are better than the rural schools; performance of
female teachers is better than their urban counterparts and girls students show better
results as compared to boys.
180
CHAPTER 5
SUMMARY, FINDINGS, CONCLUSIONS AND RECOMMENDATIONS
5.1 Summary
This research was conducted on the topic entitled ‘Impact of administrative
styles of secondary school heads on teachers’ performance in NWFP.’ The main
objective of the study was to explore the administrative styles used by the heads of
institutions and their impact on teachers’ performance at secondary level. The main
administrative styles, i.e. autocratic, democratic and laissez faire were determined on
the parameters of time management, communication, decision making, problems
solving, conflict resolution, team building and stress management. Heads of
secondary schools (666) and teachers (2153) teaching Physics, Chemistry, Biology
and English to class X of ten selected districts of NWFP, were selected as the
population. 133 government secondary schools of ten districts were taken as a sample
which included 100 government boy secondary schools out of which 17 were urban
and 83 rural and 33 government girl secondary schools out of which 11 were urban
and 22 rural, using proportion allocation balancing gender and urban-rural status.
In order to achieve the objectives of the study, two questionnaires, one for the
heads of institutions and the other for the teachers on 5-point Likert scale were
developed. Both the questionnaires consisted of 42 closed-ended items. One open-
ended item at the end of the questionnaire was meant for comments of respondents
about the administrative problems, not covered in the questionnaire and suggestions
for their remedy. For each statement five options, strongly agree (SA), agree (A),
181
uncertain (UN), disagree (DA), and strongly disagree (SD) were given. The
respondents were asked to select one among the given five options in accordance with
their choice. The questionnaires were finalized after pilot study and opinions of
experts.
The schools were selected by using random number table and proportion
allocation balancing the male and the female, the urban and the rural status, and the
experience and the qualification. The questionnaires contained statements relating to
administrative styles. The statements of questionnaires were based on three
administrative styles, i.e. Autocratic, Democratic and Laissez-Faire and included
important roles of administrators as regards the time management, decision making,
problem solving, conflict resolution, team building, and stress management. The SSC
annual results of class X for the years 2007-08 and 2008-09 were the basis for
measuring the impact of administrative styles on the performance of secondary school
teachers. Two years’ SSC annual results for the years 2007-08 and 2008-09 of
sampled school were collected to explore the performance of teachers in the subjects
of Physics, Chemistry, Biology and English.
The study sample consisted of 133 secondary schools heads (20% of the target
population) and 430 teachers teaching Physics, Chemistry, Biology and English to
Government secondary schools (boy and girl) of ten selected districts of NWFP. 133
questionnaires were administered to the heads of institutions (male & female) and
100% responses were received. 430 questionnaires were administered to the teachers
and 100% responses were received. In order to get reliable information, researcher
visited each of the sample schools personally, briefed the respondents about filling up
182
the questionnaires and also handed over stamped return envelops for reply, who
couldn’t respond on the spot.
The questionnaires for heads and teachers covering basically the leadership
styles were first analyzed separately for both the groups. In the latter section, the data
were compared in relation to their opinions about the leadership styles, where the
initial analysis is practically covered. Therefore, separate findings have not been
given in this chapter to avoid repetition.
The data were tabulated, and analyzed on the basis of correlation coefficient,
t-test, percentages, mean scores and analysis of variance in order to find out the
significance. The findings and conclusions were drawn from the analyzed data.
5.2 Findings
Following findings were drawn on the basis of data analysis and its interpretation:
1. There was a highly significant correlation between the responses of heads
of institutions and respective teachers obtained for the determination of
administrative style under the parameters of time management,
communication, decision making, problem-solving, conflict resolution,
team building and stress management and the scores for the three styles
with all the seven sections combined (Refer to tables 4.3.1-4.3.4).
2. There was no significant difference in average results in relation to
teachers’ qualification (Refer to tables 4.3.5-4.3.6).
183
3. There was a significant difference in average results of the teachers in the
specified subjects as regards their length of service/ experience (Refer to
tables 4.3.7-4.3.8).
4. There was a significant difference in subject-wise results of teachers as
regards the gender (Refer to table 4.3.9).
5. There was a significant difference in the performance of subject of English
teachers as regards the urban-rural status (Refer to table 4.3.10).
6. There was a significant difference in average subject-wise results of the
teachers performing under different administrative styles. The average
results of the teachers’ performance were better under democratic
administrative style as compared the other two styles (Refer to tables
4.3.11-4.3.12).
7. There was no significant difference in overall results of the schools as
regards the qualification of the heads of institutions (Refer to tables 4.3.13-
4.3.14).
8. There was no significant difference in overall results of the schools as
regards the length of service of the heads of institutions (Refer to tables
4.3.15-4.3.16).
9. There was a significant difference in overall performance of the school
heads as regards the gender (Refer to table 4.3.17).
10. There was a significant difference in overall performance of schools heads
as regards urban-rural status (Refer to table 4.3.18).
184
5.3 Conclusions
Conclusions drawn on the basis of findings are as follows:
1. The parameters defined in the questionnaires for the determination of
administrative style are helpful in determining the style of a head of
institution. (Refer to table 4.3.1-4.3.4).
2. As in public sector, the teachers appointed to teach the science subjects and
English at SSC level are required to have a minimum qualification of BA/ BSc
with BEd, the performance of teachers on the basis of the subject wise results
of Physics, Chemistry, Biology and English remains approximately the same.
(Refer to table 4.3.5-4.3.6).
3. The performance of teachers remains approximately the same irrespective of
their length of service. (Refer to table 4.3.7-4.3.8).
4. The performance of female teachers in the subjects of Physics, Chemistry,
Biology and English is better than the male teachers. (Refer to table 4.3.9).
5. The subject wise performance of teachers in urban area schools is better than
that of rural area schools. (Refer to table 4.3.10).
6. The subject-wise performance of the teachers is better under democratic
atmosphere than autocratic or laissez-faire. (Refer to table 4.3.11-4.3.12).
7. The performance of heads of institutions does not differ markedly on the basis
of minimum qualification. (Refer to table 4.3.13-4.3.14).
8. The performance of heads of institutions remains approximately the same, as
the person who acquires the requisite experience, is appointed as the head of
institution. (Refer to table 4.3.15-4.3.16).
9. The performance of female heads of institution is better than the male. (Refer
to table 4.3.17).
185
10. Performance of the heads of institutions in urban schools is better than those
of rural schools. (Refer to table 4.3.10).
11. The results of the schools under democratic administrative style are
significantly higher than the other two styles i.e. autocratic and laissez- faire.
The results under laissez-faire are lower than the other two administrative
styles. Hence democratic style has positive impact on performance. (Refer to
table 4.3.11-4.3.12).
5.4 Recommendations
On the basis of findings and conclusions following recommendations are
made:
1. It is suggested that measures may be taken to bring the performance of rural
urban schools at par by providing necessary inputs to be identified after a
study.
2. Steps may be taken to improve the performance of male teachers through
motivational techniques and more monitoring of the results because female
teachers are outperforming them.
3. Heads of institutions and teachers may be sensitized through in-service
courses to utilize the best of their abilities for improving the quality of
education at secondary level.
4. In-service courses in assessment techniques may be arranged for the secondary
school teachers to raise the achievement level of students through feedback.
5. Refresher courses for the heads of institutions may be arranged to develop
skills in educational leadership including planning and implementation of
186
school activities, time management, communication, decision making,
problem solving, conflict management, team building and stress management.
6. Since democratic style has been shown to result in better performance of
teachers and schools, the heads of institutions may be given intensive training
in this style.
7. Modes other than face-to-face teaching for in-service courses, without any
compromise on quality, may be explored to minimize expenditure.
8. A system of continuous feedback on teachers’ performance may be established
in schools so as to benefit from such a feedback in teacher counseling during
the academic year.
5.5 Suggestions for further study The following suggestions are made for further study:
1. Study may be conducted in other provinces and at national level.
2. The parameters like academic and professional qualification and
experience may be further studied for their effect on student performance.
3. The relationship of qualification and experience with student performance
for elementary and higher secondary levels of education may be studied.
187
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