NEEDS ASSESSMENT OF PROFESSIONAL

TRAINING OF HEADS OF SCHOOLS

MAQSOOD JAN

Roll No. 1018

M.Ed.

INSTITUTE OF EDUCATION AND RESEARCH

UNIVERSITY OF PESHAWAR
Session 2016-17
 NEEDS ASSESSMENT OF PROFESSIONAL
TRAINING OF HEADS OF SCHOOLS

MAQSOOD JAN

Roll No. 1018

M.Ed.

Thesis submitted to University Peshawar as partial fulfillment of the

requirement for the award of Master of Education (M.Ed.) Degree

INSTITUTE OF EDUCATION AND RESEARCH

UNIVERSITY OF PESHAWAR
Session 2016-17

ii
 In The Name Of

Allah
Most Merciful and Compassionate, the Most Gracious and Beneficent, Whose
help and guidance we always solicit at every step at every moment.

iii
 APPROVAL SHEET

This thesis titled “Needs Assessment of Professional Training of Heads of

Schools”. Submitted by Maqsood Jan, to the University of Peshawar, in partial
fulfillment of the requirements for the Degree of Master of Education is hereby
accepted.

1. Internal Supervisor/Examiner: _____________________

Dr. Hafiz Inam

2. External Examiner ______________________

Dated: 30/09/2017

iv
 DEDICATION

To My Mother and those

who speak the truth in life

v
 ACKNOWLEDGEMENTS

First of all, I would like to express my gratitude to almighty and merciful Allah, who

gave me the power to do the sight to observe, and the mind to thank, judge and

analyze.

I wish to acknowledge my deep sense of gratitude to Prof. Dr. Hafiz Inam for his

constant guidance, encouragement supervision and cooperation in this completion of

this thesis.

I wish once again to acknowledgement my deep sense of gratitude to Prof. Dr. Hafiz

Inam and Director I.E.R for hos valuable suggestion and guidance during this research

thesis.

I will thank full to Dr. Hafiz Sana Ullah (former director finance UOP) and Mr.

Shakeel Office Assistant IER, who helped me in the accomplishment of this thesis.

Last but not the least, I want to express my gratitude to the sincere and honorable staff

members teachers and loving teacher of Islamia Colligate School Islamia College

University, Peshawar for their cooperation and assistance in data collection and I am

obliged to my parents’ and well-wisher for their prayers and good wishes.

Researcher
Maqsood Jan
IER UOP

vi
 TABLE OF CONTENTS

ACKNOWLEDGEMENTS ....................................................................................... V
TABLE OF CONTENTS ........................................................................................ VII
LIST OF TABLES ................................................................................................. VIII
ABSTRACT ............................................................................................................... IX
CHAPTER-1 ................................................................................................................. 1
INTRODUCTION........................................................................................................ 1
1.2 PROBLEM STATEMENT .................................................................................... 7
1.3 OBJECTIVES OF THE STUDY ............................................................................. 7
1.4 METHODOLOGY .............................................................................................. 7
1.5 LIMITATION OF THE STUDY ............................................................................. 8
CHAPTER-2 ................................................................................................................. 9
LITERATURE REVIEW ........................................................................................... 9
CHAPTER-3 ............................................................................................................... 11
METHOD AND PROCEDURE ............................................................................... 11
3.1 THE NATURE OF THE RESEARCH ................................................................... 11
3.1.1 Population .............................................................................................. 11
3.1.2 Sample.................................................................................................... 11
3.1.3 Instrument .............................................................................................. 11
3.2 CONSTRUCTION OF THE QUESTIONNAIRE ...................................................... 11
3.3 ADMINISTRATION OF THE QUESTIONNAIRE ................................................... 12
3.4 ANALYSIS OF THE DATA ............................................................................... 12
CHAPTER-4 ............................................................................................................... 13
DATA ANALYSIS ..................................................................................................... 13
CHAPTER-5 ............................................................................................................... 29
FINDINGS, CONCLUSION AND RECOMMENDATION.................................. 29
5.1 FINDINGS ...................................................................................................... 29
5.2 CONCLUSION................................................................................................. 30
5.3 RECOMMENDATION....................................................................................... 31
REFERENCES ........................................................................................................... 34
APPENDIX ................................................................................................................. 36
QUESTIONNAIRE.................................................................................................... 36

vii
 LIST OF TABLES

Table Title Page #

Table 4.1: Showing your principal performs his duties in an efficient an

expeditious manner? .................................................................................. 13

Table 4.2: Showing Your Principal is linked with professional training

organization?.............................................................................................. 14

Table 4.3: Showing your principal provides opportunities for professional

development of the teachers?..................................................................... 15

Table 4.4: Showing your principal is engaged in your department’s efforts to

understand and implement standard based instruction. ............................. 16

Table 4.5: Showing your principal has clear vision to orange academic activities? .. 17

Table 4.6: Showing Your principal takes interest in promoting teaching?................. 18

Table 4.7: Showing Your principal play active role in getting support of
the funding agencies for school? ............................................................... 19

Table 4.8: Showing Your principal consults with teacher in decision making? ......... 20

Table 4.9: Showing Your principal delegates power to subordinates? ....................... 21

Table 4.10:Showing your principals have budgeting skill? ......................................... 22

Table 4.11:The services and programs for improving interpersonal skill were
properly provided and coordinated at the school? ..................................... 23

Table 12: Showing the monitoring and evaluation process of institute is

efficient and trust wort ............................................................................... 24

Table 4.13:Showing your principal collaborates /plan/articulate with department

colleagues. ................................................................................................. 25

Table 4.14:Showing you are satisfied with the academic achievement of institute. ... 26

Table 4.15:Showing your principal is aware of barriers to success for students

at this institute. ........................................................................................... 27

Table 4.16:Showing your principal has become more effective after getting
professional training (s) if any. ................................................................. 28

viii
 ABSTRACT

The study shows that needs assessment of professional training of heads of schools in

the high level of district school.

This study was conducted in Islamia Collegiate School, University of Peshawar.

During the data collection, the well-furnished information from the school teachers.

And gave information about their principal.

The result of the study revealed that principal performed duties efficiently provide

opportunities of the staff, linked with professional training organizations, made efforts

to follow standard, basis instruction and had clear vision for academic, took interested

in promoting teaching, skilled in budgeting, provided programs for improving inter

personal skill, provided efficient and trust worthy evaluation system, coordinated with

colleague and had awareness of barriers. However, the result showed that principal

did not delegate power to subordinates nor consult with teacher in the in decision

making and poor role in getting support of the agencies for school.

ix
 CHAPTER-1
INTRODUCTION

The head master in the school is like in the school that like the commander of the any

army he is very hard-working man for a school, his personality ideals and thoughts

effect all men and school society. Headmasters has the leader of the schools. And

guider for the teacher and students.

Importance of the Head Master

Head master plays a very importance role in the field of education. Head master

compared with the captain of the ship. The head master is the head a particular school.

He responsibility for the students and the teachers and the school different programs.

He carrier the traditions as well as project the image of the school according his

professional decision.it is, therefore, said that a school is a great as it headmaster.

The head master should be a man of great hearted. He must be a great qualification in

education and professional training. His qualification and his professional faith very

useful for his field. He should be relation with all staff and student and public.

The head master is the team leader and his relationship should be good manner with

his cooperation. He, with close collaboration of his staff should work for

accomplishing the objectives and ideals of the institution set before them. The success

and achievement of the school largely defends on his efficiency, ability alertness,

imagination, experience and resourcefulness.in fine is the friend and philosopher and

guide in the school.

Qualities of a Head Master

 High character: the headmaster should a good character which inspires the

teacher and students. In the fail of the good character he will not be able to

place good ideals before Other.

1
 Politeness or culture: the conduct, behavior and general aspects of the

headmaster should be extremely polite and polished and capable of the

inspiring confidence and commanding respect from other.

 Optimism: the headmaster should be optimistic, otherwise, he will damp the

spirits of the students and teachers at every step. He should have an interest in

life and faith in human power. His way thinking should be ideals so that the

others may follow it and realis their objectives in life. He should also have

implicit faith in his profession, that in teaching. If he is not optimistic he will

infect the colleagues also.

 Capacity of the instilling inspiration: the head master should be capable of

the instilling inspiration in others. He should be and active leader and should

be such guide to the teachers and student their dormant power may be

developed. He should infuse high ideals in other.

 Health: good health is the key of the success in life. To be a torch bearer to

other it is necessary that the headmaster exudes cheer and is dormant and is

radiant with high spirits. This comes only with good health.

 Ideal: the head master should be a man of high ideals, for then only will be

able to make the teacher and the students love and pursue high ideals.

 Ideals: It is necessary for him to be a master of his subject as also ahead of his

colleagues in general knowledge. To succeeds head, it is necessary that he

should command respect from his colleague for his learning

 Interest in mankind: The head master has to come into contact with

teacher, students and guardian of the different taste. Hence, he should have an

interest in solving the problems of all these else his influence will not be very

wide spread.

2
 Administrative capacity: The head master should be a good administrative.

The progress of the school defends to a great extent on his management of the

affairs. The head master should know how to secure the best services of the

student and teachers, the clerical and other staff of the school.

 Professional knowledge: The headmaster should have a good knowledge of

literature pertaining to education as also of the Education Code and the various

Rules and regulations of the department.

 Efficiency in work: it is natural for a school to be faced with different

situation and circumstance and the head master should have the ability to take

the right step. It was thought that the head master was a horrible creature who

inflicted heave punishment on simple matter. He takes interest in all activities

of the students and fully consider their representation. His aim is to prepare

students not only for examination but for life.

 No haste in introducing reforms: The headmaster should not show undue

haste in introducing any reform. Before launching upon any scheme of reform

he should understand it ins and out and, as far as possible, he should consult

the teacher, students and guardian.

Duties, Function and Responsibilities of the Head Master

The headmaster has large number of academic, organizational and administrative

duties and responsibilities. It can have classified at under:

 Planning

 Teaching

 Organization and administer

 Supervising and guiding

3
 Maintaining discipline

Planning
Planning in the first step in any academic and administrative assignment. The head

master was to plan all kinds of all kinds of activities in time for implanting deferent

program with successes is required to plan his duties and function through the year.

His decided in the following stage.

i. Before opening of the school

ii. On the opening day and during the first week of the session,

iii. During the session and

iv. At the end of the session

With a view to planning effectively the headmaster should involve all including his

staff, students, guardian and parent.

The management of secondary education plays an important role in reshaping

individuals’ natural potential so as individual would be able to contribute for socio-

economic development of the country. Secondary education produces middle level

workforce and provides crop for higher education. Goel, (2005, p.3) points out that

“secondary for the economy education is a period of education which follows after

elementary education and acts as foundation for higher education.

The purpose of secondary education is to prepare the students either for obtaining

higher education or vocational training”. In fact secondary education is a streaming

stage in Pakistan, because students usually choose the future line of action for further

education. Head of Secondary schools thus have to cater the diversified needs of the

individual students and needs of productive sectors of the economy. This

diversification of curricula and importance of the secondary education have boosted

the significance of heads of secondary schools.

4
Secondary education is a sub-sector of the education system and demands amicable

management, keeping in view the major objectives of producing middle level

workforce for the economy and providing a pavement for higher education “the

quality of higher education depend upon the quality of secondary education.

Secondary education is also a stage, where a student reaches to the age of adolescence

which is the most crucial stage of life”. (GoP, NEP, 1998-2010, p.37). This situation

has also enhanced the importance of secondary education in the country.

Management is the process of coordination and managing resources in efficient and

effective manner (Robbins, 2001, p.8). According to Mathur, (2005, p.162),

management is the act, manner or practice of managing, handling, and controlling the

resources of the organization to achieve desired output. Management in education also

supposed to manage the resources efficiently in order to achieve maximum output.

According to (GoP, NEP 2009) Government of Pakistan could not develop any

standardized managerial training system for education managers in general and for

heads of secondary schools in particular at national level. The provincial governments

usually arrange training for heads teachers and teachers in provincial teachers training

institutes in their respective provinces and districts but no specific managerial training

has been designed for heads of secondary schools after their immediate promotion as

heads of secondary schools. In other words management training after promotion is

not mandatory for heads of secondary schools recognizing the importance of

managerial training for heads of secondary schools, government emphasized on in-

service training of these heads of educational institutions in various national education

policies. The government of Pakistan introduced reform in education sector. In these

reforms, special attentions have been given on the training for school based

management as well as community mobilization (GoP, ESR, 2001-2004, p.33). This

indicates recognition and strong commitment of the government to provide

management training to head teachers of secondary schools as per to their job

5
requirements for their capacity building.

The National Commission on Education (1959, p.268), advocated that “administrative

staff, headmasters, and subject specialists for multi-purpose schools should receive in-

service training through the education extension centers”. Similarly government

brought administrative reforms through devolution of power ordinance (2001) that

focuses on decentralization and participation in decision making at grassroots level.

Consequently role of heads of secondary schools has been enhanced. Being head of an

institution, s/he is vested with responsibility of informed decision making, in

planning, organizing, directing and controlling the resources for the best utilization.

Govinda, (2002, p10) highlights that head teachers are accountable for school

education programs, student support, School Council and parental involvement in the

organization of schools, and community representation of the school in proper

manners.

Advancement in informational technology and globalization changed the scenario of

the whole world. The present era of information technology and knowledge explosion

created competitive environment for heads of educational institutions for producing

high quality of manpower for the job market. In this regard, heads of secondary

schools have to play a vital role in the development of the society. This challenging

task cannot be accomplished unless and until a required managerial training facility is

provided to the heads of secondary schools. Govinda, (2002, p. 20) highlights the role

of heads has to create school environment in such manner so that uniform policy can

be adopted for the involvement of teachers and maintaining discipline in the school.

Similarly, Reddy, (2006, p.127) visualizes that heads of school is in a position to

affect attitude, social climate, morale, progress, cooperation and direction of efforts in

schools. Qureshi, & Khatoon, (2008) found that “heads of secondary school needed

training in financial management, IT skills, guidance, counseling, co-curricular

6
activities and management skills. These empirical evidences indicate that there is a

dire need for intensive management training of heads of schools. Similarly, Azra,

(1999) and Grumman, (2000) found that “head of schools have to solve various

problems of the schools, but they were facing shortage of teaching and non-teaching

staff, proper guidance, counseling and in-services managerial training is required”.

Kandasamy, & Blanton, (2004) documented an analysis of school principals functions

in Seven Asian Countries and stated various functions of school heads “personnel

management, student management, finance management, general, administrative

management, teaching responsibilities and Logistics”. These empirical evidences

show that heads required professional training for effective implementation of

government policies regarding secondary education.

1.2 PROBLEM STATEMENT

The study is about needs assessment of professional training of heads of school in

Peshawar.

1.3 OBJECTIVES OF THE STUDY

The objectives of this study were:

1. To assess managerial performance of heads of secondary schools.

2. To compare managerial activities of heads of secondary schools by gender and

location

3. To suggest viable measures for in-service managerial training for heads of

secondary schools.

1.4 METHODOLOGY
The study was conducted in Peshawar. There were 20 male and 20 female secondary

schools in Peshawar district were randomly selected as sample of the study for data

7
collection. Research instrument was designed on the pattern of Likert (five points)

scale covering various management areas.

1.5 LIMITATION OF THE STUDY

The researcher was selected form the population of the study in the university of

Peshawar and Isamia college university of Peshawar different schools for boys and

girls and selected many teachers for the interview about the topic. The IER teacher

also to participated.

The questionnaire was distributed among 20 schools and 20 girls’ schools’ teachers.

8
 CHAPTER-2
LITERATURE REVIEW

Managerial skills are required to handle managerial tasks at institutional level but due

to lack of professional training facility, the performance of heads of secondary

schools are not up to the desired level. Government of Pakistan, NEP, (2009, p. 21)

highlighted that educational management required professional standards and

expertise at various level and particularly at institutional level but educational

managers are not fully prepare to handle the educational matters in professional

manners. When a teacher is involved in the managerial takes definitely teaching

responsibilities are suffered. Therefore, in the developed countries special attention is

paid for the managerial functions of heads of the schools so that they would be able to

handle the matters of the schools without involvement of the teachers.

Recognizing the importance of training of heads of teachers NEP (2009, p.21-22)

further proposed action “a management cadre for education, with specific training and

qualification requirements shall be introduced. Head teachers shall be trained in social

mobilization to involve the community in solving problems of the schools effectively.

Hence, implementation on this proposed action is to be done by analyzing the present

scenario of management training facility and professional training requirements of

education managers in the country.

The heads of secondary schools play a vital role in qualitative improvement and

quantitative expansion of secondary education in Pakistan. Devolution plan 2001

intended to decentralize education system at district and institution level.

Consequently school based management is need of the time. So, the heads of

secondary schools have to perform much more complex roles than ever before. The

managerial tasks include; general management of school, academic management,

human resource management, financial management, office management and

9
maintaining good working relationship with community etc. These management tasks

can be more effectively accomplished after receiving proper management training.

Therefore, it is, important to assess the professional management training needs of

heads of secondary schools so that on the basis of some empirical evidences

managerial training program could be designed for their professional development.

An expanded, equitable, and high-quality education provided to every segment of

society provides hope and can lead nations in the right direction. However, a vast

majority of the world’s population that lives on the Asian continent is deprived of

even basic educational opportunities. In fact, about 420 million adults in the South

Asian regions of Pakistan, Bangladesh, and India are illiterate (Lewin, 1998). The

nations that understood the pivotal role of education in development have made

substantial investment in education and have laid the foundation of a viable socio-

economic system. Baker and Holsinger (1996) point out that countries like Pakistan,

Bangladesh, Laos, and Afghanistan have not made a huge investment either in

primary or secondary education. That is the reason these countries have not been able

to achieve the level of development witnessed in other Asian countries such as South

Korea, Japan, Taiwan, and Malaysia. The following section discusses some of the

factors that have negatively contributed to the establishment of an underdeveloped

educational system in Pakistan and the impact of this weak educational system on the

social, political, and economic aspects of the country.

10
 CHAPTER-3
METHOD AND PROCEDURE

3.1 THE NATURE OF THE RESEARCH

It is as a survey type descriptive analytical research

3.1.1 Population

The population for the study consist of all the teachers of the university schools and

college.

3.1.2 Sample

The researcher was selected form the population of the study in the university of

Peshawar and Isamia college university of Peshawar different schools for boys and

girls. And selected many teachers for the interview about the topic. The IER teacher

also to participated.

3.1.3 Instrument

The data was collection from a type of the questionnaire. Distributions among the

different school’s teacher. The interviews also combined from many teachers.

3.2 CONSTRUCTION OF THE QUESTIONNAIRE

The questionnaire was prepared in the light of the requirement of the population and

about information and was approved by the internal supervisor.

Main area of the questionnaire was to know the academic and professional

qualification of the teachers about the principals professional training nature of the

school’s environment and programmed and curricular and co-curricular activities of

the schools

11
3.3 ADMINISTRATION OF THE QUESTIONNAIRE
The questionnaire was distributed among 20 schools and 20 girls’ schools’ teachers.

The questionnaire was about their principal’s personality information and professional

training the interviews also about that information. The researcher received the useful

information.

3.4 ANALYSIS OF THE DATA

The information collected through the questionnaire was arranged and tabulated to

make the process of the analysis easier and clear the faceted obtained were expressed

in percentage. The answer of the answers of the interviews question were also

analyzed. These finding were drawn; suggestion and recommendations were made

accordingly for the improvement of the professional training.

12
 CHAPTER-4
DATA ANALYSIS
Table 4.1: Showing your principal performs his duties in an efficient an
expeditious manner?

Responses Frequency Percentage (%)

Strongly Agree 11 27.5%
Agree 20 50%
Undecided 2 5%
Disagree 6 15%
Strongly Disagree 1 2.5%
Total 40 100%

60.0%

50.0%
50.0%

40.0% Strongly Agree

Agreeq
30.0% 27.5% Undecided
Disagree
20.0%
15.0% Strongly Disagree2

10.0%
5.0%
2.5%
0.0%

The table indicates that 27.5% of the respondents strongly agreed, 50% agreed, 5%

undecided 15% disagreed and 2.5% strongly disagreed the statement.

It means that a majority of the teachers (27.5 + 50 = 77.5%) are of the opinion that

principal is doing his job efficiently. When we look at the qualification and their

background training of the principal, this opinion can be accepted because he has

already gone through several training.

13
Table 4.2: Showing Your Principal is linked with professional training
organization?

Responses Frequency Percentage (%)

Strongly Agree 5 12.5%

Agree 18 45%

Undecided 9 22.5%

Disagree 8 20%

Strongly Disagree 0 0%

Total 40 100%

50.0%
45.0%
45.0%
40.0%
35.0% Strongly Agree
30.0% Agreeq
25.0% 22.5% Undecided
20.0%
20.0% Disagree
15.0% 12.5% Strongly Disagree2
10.0%
5.0%
0.0%
0.0%

The table indicates that 12.5 respondents strongly agree, 45% agree, 25.5% are

undecided about the above statement, 20% disagreed the Statement. More than 50%

teachers are of the opinion that their principal is in touch with profession training

organization of the pimples. It is true that the present principal has connection will

other organizations. Because his professional background, he realizes the positive

effect of such contacts.

14
Table 4.3: Showing your principal provides opportunities for professional
development of the teachers?

Responses Frequency Percentage (%)

Strongly Agree 4 10%

Agree 10 25%

Undecided 12 30%

Disagree 14 35%

Strongly Disagree 0 0%

Total 40 100%

40.0%
35.0%
35.0%
30.0%
30.0%
25.0% Strongly Agree
25.0%
Agreeq
20.0% Undecided

15.0% Disagree
10.0% Strongly Disagree2
10.0%

5.0%
0.0%
0.0%

The table indicates that any 10% strongly agree, 25% agree, 30% undecided 35%

disagreed the statement.

This indicates that only 35% respondents are accepting that the principal is

encouraging them for professional training while the rest are not sure. In other words

majority of the subordinate teachers are not happy with this sort of behavior the

principal.

15
Table 4.4: Showing your principal is engaged in your department’s efforts to
understand and implement standard based instruction.

Responses Frequency Percentage (%)

Strongly Agree 7 17.5%

Agree 19 47%

Undecided 6 15%

Disagree 7 17.5%

Strongly Disagree 1 2.5%

Total 40 100%

50.0% 47.0%
45.0%
40.0%
35.0% Strongly Agree
30.0% Agreeq
25.0% Undecided
20.0% 17.5% 17.5% Disagree
15.0%
15.0% Strongly Disagree2
10.0%
5.0% 2.5%
0.0%

The table indicated 17.5% stringy agreed, 47.5% agreed, 15% undecided 17.5%

disagreed and only 2.5% strangle disagreed the statement.

It means that more than 60% teacher are satisfied will the actions and their principal

in this regard.

16
Table 4.5: Showing your principal has clear vision to orange academic
activities?

Responses Frequency Percentage (%)

Strongly Agree 15 37.5%

Agree 19 47.5%

Undecided 2 5%

Disagree 3 7.5%

Strongly Disagree 1 2.5%

Total 40 100%

50.0% 47.5%
45.0%
40.0% 37.5%
35.0% Strongly Agree
30.0% Agreeq
25.0% Undecided
20.0% Disagree
15.0% Strongly Disagree2
10.0% 7.5%
5.0%
5.0% 2.5%
0.0%

The table indicates that 37.5% strongly agreed 47.5% agreed 5% undecided 7.5%

disagreed 2.5% in strongly disagreed the statement.

Hence more than 80% are happy with the performance of their principal.

17
Table 4.6: Showing Your principal takes interest in promoting teaching?

Responses Frequency Percentage (%)

Strongly Agree 12 30%

Agree 21 52.5%

Undecided 3 7.5%

Disagree 2 5%

Strongly Disagree 2 5%

Total 40 100%

60.0%
52.5%
50.0%

40.0% Strongly Agree

Agreeq
30.0%
30.0% Undecided
Disagree
20.0%
Strongly Disagree2

10.0% 7.5%
5.0% 5.0%

0.0%

The table indicated 30% of the respondents strongly agreed 52.5% agreed 7.5%

undecided, 5% disagreed and only 5% strongly disagreed the statement.

Here also more than 80% are happy with the action of their principal.

18
Table 4.7: Showing Your principal play active role in getting support of the
funding agencies for school?

Responses Frequency Percentage (%)

Strongly Agree 3 7.5%

Agree 11 27.5%

Undecided 13 32.5%

Disagree 12 30%

Strongly Disagree 1 2.5%

Total 40 100%

35.0% 32.5%
30.0%
30.0% 27.5%

25.0% Strongly Agree

20.0% Agreeq
Undecided
15.0%
Disagree

10.0% Strongly Disagree2

7.5%

5.0% 2.5%

0.0%

The table indicates that 7.5% response strongly agreed 27.5% agreed 32.5%
undecided 30% disagreed and 2.5% strangle disagreed the statement.

This is a difficult job persuading the funding agencies for financial help. Only 34%
are in favor of the statement. Other are either undecided (33%) or do not agree at
least.

19
Table 4.8: Showing Your principal consults with teacher in decision making?

Responses Frequency Percentage (%)

Strongly Agree 4 10.5%

Agree 11 27.5%

Undecided 8 20.5%

Disagree 11 27.5%

Strongly Disagree 11 15%

Total 40 100%

30.0%
27.5% 27.5%

25.0%
20.5%
20.0% Strongly Agree
Agreeq
15.0%
15.0% Undecided
10.5% Disagree
10.0%
Strongly Disagree2

5.0%

0.0%

The table indicated that 10% response strongly agreed 27% agreed 20% undecided

27.5%disagreed 15% is strongly disagreed the statement thus the statement in

rejected.

It means that the most teachers were unhappy from their principal. Because the

principal did not consult with in decision making.

20
Table 4.9: Showing Your principal delegates power to subordinates?

Responses Frequency Percentage (%)

Strongly Agree 2 5%

Agree 13 32.5 %

Undecided 10 25%

Disagree 14 35%

Strongly Disagree 1 2.5%

Total 40 100%

40.0%
35.0%
35.0% 32.5%

30.0%
25.0% Strongly Agree
25.0%
Agreeq
20.0% Undecided

15.0% Disagree
Strongly Disagree2
10.0%
5.0%
5.0% 2.5%

0.0%

The table indicates that 5% teachers strongly agree, 32% agree, 25% teacher remained

undecided. Similarly,35% disagreed and 25% strongly disagreed the statement.

The table showing the result that the most teachers not stat fiction from their principal

to contact to other subordinate authority.

21
Table 4.10: Showing your principals have budgeting skill?

Responses Frequency Percentage (%)

Strongly Agree 1 2.5%

Agree 16 40 %

Undecided 11 27.5%

Disagree 10 25%

Strongly Disagree 2 5%

Total 40 100%

45.0%
40.0%
40.0%

35.0%

30.0% 27.5% Strongly Agree

25.0% Agreeq
25.0%
Undecided
20.0%
Disagree
15.0%
Strongly Disagree2
10.0%
5.0%
5.0% 2.5%

0.0%

The table indicates that 2.5% teachers strongly, 40% agree about the budgeting skills

of the principal. 27.5% undecided 25% disagreed 5% disagreed the statement. Thus,

the statement is rejected.

Here majority the teachers are not happy will the budgeting skill of the principal.

Maybe they do not understand themselves the budgeting activities.

22
Table 4.11: The services and programs for improving interpersonal skill were
properly provided and coordinated at the school?

Responses Frequency Percentage (%)

Strongly Agree 0 0%

Agree 21 52.5%

Undecided 12 30%

Disagree 4 10%

Strongly Disagree 3 7.5%

Total 40 100%

60.0%
52.5%
50.0%

40.0% Strongly Agree

Agreeq
30.0%
30.0% Undecided
Disagree
20.0%
Strongly Disagree2
10.0%
10.0% 7.5%

0.0%
0.0%

The table indicates that 52.5% agreed, 30% undecided, 10% disagreed and 7.5%

strongly disagreed the statement.

Here 30% are undecided while only 17% here disagreed with. None the less more

than 5% are happy will this sort of activities of the principal.

23
Table 12: Showing the monitoring and evaluation process of institute is
efficient and trust wort

Responses Frequency Percentage (%)

Strongly Agree 1 2.5%

Agree 27 67.5 %

Undecided 4 10%

Disagree 7 17.5%

Strongly Disagree 1 2.5%

Total 40 100%

80.0%

70.0% 67.5%

60.0%
Strongly Agree
50.0%
Agreeq
40.0% Undecided

30.0% Disagree

17.5% Strongly Disagree2

20.0%
10.0%
10.0%
2.5% 2.5%
0.0%

The table indicated that 2.5% response strongly agreed 67.5%agreed 10% undecided

17.5% disagreed and 2.5% strongly disagreed the statement.

A majority of the teacher here agreed will the skill of the principal related to

monitoring and evaluation.

24
Table 4.13: Showing your principal collaborates /plan/articulate with
department colleagues.

Responses Frequency Percentage (%)

Strongly Agree 1 2.5%

Agree 24 60 %

Undecided 13 32.5%

Disagree 2 5%

Strongly Disagree 0 0%

Total 40 100%

70.0%
60.0%
60.0%

50.0% Strongly Agree

40.0% Agreeq
32.5% Undecided
30.0%
Disagree

20.0% Strongly Disagree2

10.0% 5.0%
2.5%
0.0%
0.0%

The table indicates that 2.5% respondent strongly agreed, 60% agreed, 32% remained

undecided 5% disagreed.

This statement while indicates that the principal with a good understanding and

background articulate with the departmental colleagues.

25
Table 4.14: Showing you are satisfied with the academic achievement of
institute.

Responses Frequency Percentage (%)

Strongly Agree 2 5%

Agree 22 55 %

Undecided 3 7.5%

Disagree 11 27.5%

Strongly Disagree 2 5%

Total 40 100%

60.0%
55.0%

50.0%

40.0% Strongly Agree

Agreeq
30.0% 27.5% Undecided
Disagree
20.0%
Strongly Disagree2

10.0% 7.5%
5.0% 5.0%

0.0%

The table indicates that 5% response strongly agree, 55% agreed 7.5% undecided

27.5% disagreed 5% strongly disagreed the statement.

It shows that majority of the teachers (60%) are satisfied with the academic

achievements and their school.

26
Table 4.15: Showing your principal is aware of barriers to success for students
at this institute.

Responses Frequency Percentage (%)

Strongly Agree 2 5%

Agree 35 87.5 %

Undecided 1 2.5%

Disagree 1 2.5%

Strongly Disagree 1 2.5%

Total 40 100%

100.0%
87.5%
90.0%
80.0%
70.0% Strongly Agree
60.0% Agreeq
50.0% Undecided
40.0% Disagree
30.0% Strongly Disagree2
20.0%
10.0% 5.0% 2.5% 2.5% 2.5%
0.0%

The table indicated that 5% responded strongly agreed 87.5% agreed 2.5% undecided

2.5% disagreed and 2.5% strongly disagreed the statement. Thus the statement in

accepted.

Its means that most of the teachers were agree from principal. The principal worked

for the student’s welfare.

27
Table 4.16: Showing your principal has become more effective after getting
professional training (s) if any.

Responses Frequency Percentage (%)

Strongly Agree 9 22.5%

Agree 17 42.5 %

Undecided 12 30%

Disagree 1 2.5%

Strongly Disagree 1 2.5%

Total 40 100%

45.0% 42.5%

40.0%

35.0%
30.0%
30.0% Strongly Agree
Agreeq
25.0% 22.5%
Undecided
20.0%
Disagree
15.0%
Strongly Disagree2
10.0%

5.0% 2.5% 2.5%

0.0%

The table indicated that 22.5% response strongly 42.5% agreed 30% undecided 2.5%

disagreed and 25% strongly disagreed the statement. Thus, the statement in accepted.

The statement showing the respect that the principal interest more effective. When the

principal getting professional training.

28
 CHAPTER-5
FINDINGS, CONCLUSION AND RECOMMENDATION

5.1 FINDINGS
1. After the data collected in the study, the researcher found new idea and in

education goals motivate the principal. The first responses of the data the

majority of the teachers (75%) are the opinion that principal are doing their

job efficiently.

2. The principal vested many other professional institutes for suggestion. 50%

teacher is of the opinion that their principal is in touch with profession training

organization of the principal provided opportunities to staffs.

3. The principal tries engaged in department. Therefore 60% teachers are

stratified with efforts to understand and implement standard base instruction.

Hence more than 80% teachers are happy from principal with the performance

of their principal.

4. The principal insert in promoting teaching. He visited to classes while the

teacher a teaching in classroom observe the teacher in curricular and co-

curriculum activities talk for the effective teaching identified flaws in teaching

methodology. There the most of 80% teachers are happy the action of their

principal.

5. The principal did not play active role in getting support of the funding

agencies for school because it’s a difficult job persuading the funding. 65%

teachers do not agree a least. In this the principal do not consult with teachers

to make a decision. The most teachers can happy from their principal.

6. The principal do not delegates power to subordinates. Because 80% teacher

29
 not satisfied from their principal. The principal do not understanding the

budgeting skill. Because majority of the teachers are not happy will the

budgeting skill of the principal.

7. The principal improved inter personal skill was properly. Because 52.5%

activities. In this way the principal monitoring and evaluation trustworthy the

most of the teachers are agreed will the skill of the principal in this regarded.

8. The principal planning with other department colleagues. The majority of the

teachers in response in the favor of the principal with a good understanding

and background articulate with the department colleagues in other hand the

principal interested with academic curriculum and co-curricular activities. The

majority of the teachers (60%) are satisfied with the academic achievement

and their school.

9. The principal is aware of barriers to success for student. He also guided and

encourage teacher to apply technology to maximize student learning. 87.5%

teachers were agreeing from principal. The principal worked for the student’s

welfare. The principal disseminate information among the teacher with the

respect to training, appreciate in service teacher training and advised to teacher

to attend educational workshop seminars and conference. However teacher

takes care for finical benefits and refreshment opportunities. The most of

teachers in favor of the principal that the principal interest more effective with

the principal getting professional training.

5.2 CONCLUSION
On the basis of finding and data analysis the following conclusion have been drawn.

The result of the study revealed that principal performed duties efficiently provide

opportunities of the staff, linked with professional training organizations, made efforts

to follow standard basis instruction and had clear vision for academic, took interested

30
in promoting teaching, skilled in budgeting, provided programs for improving inter

personal skill, provided efficient and trust worthy evaluation system, coordinated with

colleague and had awareness of barriers. However, the result showed that principal

did not delegate power to subordinates nor consult with teacher in the in decision

making and poor role in getting support of the agencies for school.

5.3 RECOMMENDATION
1. The researcher collected the new data about his research. He found new

thought about the professional training. He presented the new recommendation

for the principal qualities. In the first response by the teachers that the

principal performs his duties effectively. The principal has a responsible

person principal should focus on over all personality of the students, social,

moral and character development of the students. Which is the foremost

demand of our society.

2. The principals should be social person. He linked in society to promote his

management. Provided opportunities for the staff. Included training practice

and feedback, opportunities for individual reflection and group inquiry into

practice, and coaching or other fellow up methodology.

3. The principal vision to teacher work. He visited to class room to observe the

teacher in circular and co curriculum activates talk for the effective teaching

identified flaws in teaching methodology. The principal guided assessment of

its effectiveness to courage the staff.

4. The principal encourages and support school based and teacher initiatives. He

did not play active role in getting support of the funding agencies for the

school because it’s a difficult job persuading the funding. therefore, the

principal did not consult with teacher to makes a decision.

31
5. The principal should be wanted to study of education as a discipline including

education psychology, sociology of education and education philosophy. As

for professional preparation, pedagogy teaching development of skill such as

storytelling, recitation, writing on the blackboard, we of new technology etc.

ate important. A greater emphasis on art, music, craft is essential.

6. The principal’s challenges of tomorrow, that they encourage teacher to us

modern teaching learning process and A.V. aids. they also positive planning

for visited to classes regular to identify problem related to teaching

methodology students and classroom environment. They instructed their

students and teacher to interested in their objective to get positive

achievement.

7. The principal delegated power to monitoring the teacher of student in Islamic

and general knowledge. Economic system of Islam organization in Islam

Islamic movement, Islamic and other religion. How to build an Islamic

personality. The principal also responsible for the physical education and arts.

They should be information about to preparing budget skill pf organizing

group preparing and calendar of activates, community project. Major hurdle

for principal in managing school more effective and efficiency is the lack of

financial resource.

8. The principal monitoring reported that contented contact with provides some

of their richest collegial interaction. They also felt a sense of increased

confidence and maturity in dealing with other adults, to get more clearly set of

belief about teaching and curriculum and more objectivity in reflecting on

their own teaching achievement.

9. The principal is required to getting professional training for the better

achievement of student’s success. Theses training in teaching

32
 professionalization. This dilemma for the school leadership and for

professional development goes for in this instance these practices affected the

students mind and they obey the right of teacher’s law and moral obligation. in

this way, the principal worked the student’s welfare.

10. The principal has become more effective to getting the professional training.

its positive effect on the students and teachers. The benefits of mentoring

programmers are important implication for funding decision made by

administration and staff development personal. Important of training the

following agendas.

 Reforms in subject matter teaching.

 Reforms in centered on problem of equity.

 Reforms in student’s assessments.

 Reforms in social organization.

 Reforms in teaching professional’s ion.

33
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Agriculture

Aslam, S. (2005). Need assessment and designing a model for professional

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Agriculture. Rawalpindi

Bateman, S.T., & Scott, A.S. (2002). Management competing in the new era. New

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Ghumman, M. (2000). Problems of the head teachers of secondary schools in District

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Ministry of Education.

Govinda, R. (2002). Role of head teachers in school management in India-case studies

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Kandasamy, M. & Blaton, L. (2004). School Principals: Core actors in Educational

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35
 APPENDIX
QUESTIONNAIRE

Name: Maqsood Jan Institute: IER UoP

Questionnaire to be filled by teachers

Instruction: (5-point Likert scale is given after each question; please mark the box you

think the most appropriate)

1. Your principal performs his duties in an efficient an expeditious manner.

Strongly Agree Agree Undecided Disagree Strongly Disagree

2. Your Principal is linked with professional training organization?

Strongly Agree Agree Undecided Disagree Strongly Disagree

3. Your principal provides opportunities for professional development of the

Teachers?

Strongly Agree Agree Undecided Disagree Strongly Disagree

4. Principal is engaged in your department’s efforts to understand and implement

standard based instruction.

Strongly Agree Agree Undecided Disagree Strongly Disagree

5. Your principal has clear vision to orange academic activities?

Strongly Agree Agree Undecided Disagree Strongly Disagree

6. Your principal takes interest in promoting teaching?

Strongly Agree Agree Undecided Disagree Strongly Disagree

7. Your principal play active role in getting support of the funding agencies for
school?

Strongly Agree Agree Undecided Disagree Strongly Disagree

36
8. Your principal consults with teacher in decision making?
Strongly Agree Agree Undecided Disagree Strongly Disagree

9. Your principal delegates power to subordinates?

Strongly Agree Agree Undecided Disagree Strongly Disagree

10. Your principals have budgeting skill?

Strongly Agree Agree Undecided Disagree Strongly Disagree

11. The services and programs for improving interpersonal skill were properly
provided and coordinated at the school?

Strongly Agree Agree Undecided Disagree Strongly Disagree

12. The monitoring and evaluation process of institute is efficient and trust
worthy?

Strongly Agree Agree Undecided Disagree Strongly Disagree

13. Your principal collaborates /plan /articulate with department colleagues?

Strongly Agree Agree Undecided Disagree Strongly Disagree

14. You are satisfied with the academic achievement of institute?

Strongly Agree Agree Undecided Disagree Strongly Disagree

15. Your principal is aware of barriers to success for students at this institute.
Strongly Agree Agree Undecided Disagree Strongly Disagree

16. Your principal has become more effective after getting professional
training (s) if any?

Strongly Agree Agree Undecided Disagree Strongly Disagree

37