ROLE OF SECONDARY SCHOOL HEAD IN

IMPROVING STUDENTS ACADEMIC PERFORMANCE

AT SECONDARY LEVEL IN DISTRICT
MUZAFFARGARH

Submitted by: Supervisor:

Muhammad Irfan Prof. Muhammad Amir
(ROLL # 216305)
Anam Zahra
(ROLL # 216308)
Areba Rafiq
(ROLL # 216304)

B.Ed Session 2021-2023

Aimal College Ahmad Pur East

Department of Education

The Islamia University of Bahawalpur

1
IN THE NAME OF ALLAH, the MOST
BENEFICENT AND THE MOST
MERCIFUL

2
 AUTHOR’S DECLARATION

We, Muhammad Irfan, Anam Zahra and Abid Rafiq students of B.Ed. ((1.5) at do
solemnly declare that the thesis entitled, “Role of secondary school head in improving
students academic performance at secondary level in district Muzaffargarh ”
submitted by us to The Islamia University of Bahawalpur in partial fulfillment of the
requirement of B.ed (1.5). I further declare that this is our own work and has not been
submitted or published earlier and also shall not be submitted in future. To any other
university or institution for the award.

Muhammad Irfan
Anam Zahra
Abid Rafiq

3
 FORWARDING CERTIFICATE

The research entitled; “Role of secondary school head in improving students

academic performance at secondary level in district Muzaffargarh” is conducted
under my supervision and the thesis is submitted to The Islamia University of
Bahawalpur in the partial fulfillment of the requirement of the degree of B.ed
(1.5)with my permission.

Prof. Muhammad Amir

APPROVAL CERTIFICATE

This research entitled; “Role of secondary school head in improving students

academic performance at secondary level in district Muzaffargarh” Written by
“Muhammad Irfan, Anam Zahra and Abid Rafiq” under the supervisor for the
partial fulfillment of the degree; B.Ed. (1.5) is here by approved for submission.

Supervisor: ___________________________

Examiner: ___________________________

Date: ___________________________

4
 DEDICATION

Dedicated to
Our loving “Parents”
&
Teacher Especially
Prof. Muhammad Amir
With their Loving and Support
We were Not Able to Complete My Research Work

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 ACKNOWLEDGEMENT

All praises are for Allah, the omnipotent, the omnipresent, and the omniscient,
Who guide us in darkness and helps us in difficulties. All respects are for His Holy
Prophet, Hazrat Muhammad (PBUH), Who enabled us to recognize our creator.

We have no words to express our sincere gratitude to our learned research

supervisor, Prof. Muhammad Amir for his continuous encouragement, support,
constructive criticism, and scholarly guidance throughout the course of study, which
has enabled the researcher to complete his research work; We are deeply indebted to
him. He is the architect of our academic career and has always remained a source of
inspiration for us to surmount most difficult tasks in life.

We are thankful to all class fellows who always guided us throughout the
period of our research. We extend our sincere thanks to all departments for their all-
out support and guidance throughout the period of our research work. We express our
thanks to brothers and sisters for their assistance during my study.

Muhammad Irfan
Anam Zahra
Abid Rafiq

6
 Abstract

The emphasize of Role of secondary school head in improving students

academic performance at secondary level in district Muzaffargarh.The abstract
provides a comprehensive overview of a research study focused on examining
participants' reactions to Likert scale inquiries within the context of educational
leadership and pedagogy. The study investigates various dimensions, revealing
insights into the importance of integrating real-world examples, providing prompt
feedback, implementing monitoring systems, and optimizing resource allocation. It
also highlights challenges such as high student-to-teacher ratios and teacher shortages.
Recommendations include professional development for head teachers, collaborative
partnerships, strategies to address teacher shortages, consistent funding advocacy,
data-driven methodologies, technology integration, positive school culture cultivation,
differentiated instructional approaches, mentoring initiatives, and continuous
evaluation. Overall, the findings underscore the significance of informed leadership
and strategic interventions in enhancing educational practices and fostering academic
achievement.

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Table of Contents
INTRODUCTION...................................................................................................... 11
1.1 Statement of the Problem ....................................................................................... 17

1.2 Purpose of the Study .............................................................................................. 17

1.3 Research Objectives ............................................................................................... 18

1.4 Research Questions ................................................................................................ 18

1.5 Significant of the Study ......................................................................................... 18

1.6 Research Methodology .......................................................................................... 19

1.6.1 Population ............................................................................................... 19

1.6.2 Research Instruments .............................................................................. 19
1.6.3 Data Collection ....................................................................................... 19
1.6.4 Data Analysis .......................................................................................... 20
1.7 Delimitations of the Study ..................................................................................... 20

CHAPTER 2 ............................................................................................................... 21
LITERATURE REVIEW ......................................................................................... 21
2.1 Historical Perspective of Secondary Education .................................................... 24

2.2 Secondary School Education in Pakistan ............................................................... 31

2.3 Role of School Head and Quality of Education ..................................................... 34

2.3.1 School Action Plan ................................................................................. 36

2.3.2 School Performance ................................................................................ 38
2.3.3 The Strategic Vision of School ............................................................... 39
2.4 Challenges Face by Head Teacher ......................................................................... 41

2.4.1 School Management................................................................................ 41

2.4.2 Financial Management ............................................................................ 42
2.4.3 Availability and Adequacy of Books ...................................................... 44
2.4.4 Adequacy of Qualified Teachers ............................................................ 46
2.4.5 The Lack of Technology ......................................................................... 48
2.4.6 Teachers’ Classroom Attendance ........................................................... 49
2.5 Strategies Used by Head Teacher .......................................................................... 50

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 2.5.1 Supervision of Teaching Process ............................................................ 51
2.5.2 Professional Development ...................................................................... 52
2.5.3 Teachers and Head Teacher Relation ..................................................... 53
2.5.4 Teacher students Relation ....................................................................... 55
2.5.5 Head Teacher and Parents Relationship ................................................. 56
2.5.6 Head Teacher-Student Relationship ....................................................... 57
2.6 Impact on Academic Performance ......................................................................... 58

2.7 Development Priorities and Academic Performance ............................................. 60

2.8 Conclusion ............................................................................................................. 61

CHAPTER 3 ............................................................................................................... 63
RESEARCH METHODOLOGY ............................................................................. 63
3.1 Research Design..................................................................................................... 63

3.2 Population .............................................................................................................. 64

3.3 Sample.................................................................................................................... 64

3.4 Research Procedures .............................................................................................. 65

3.5 Instruments of the Study ........................................................................................ 65

3.6 Data Collection ...................................................................................................... 65

3.7 Data Analysis ......................................................................................................... 66

3.8 Validity and Reliability .......................................................................................... 66

3.9 Ethical Considerations ........................................................................................... 66

CHAPTER 4 ............................................................................................................... 68
DATA ANALYSIS ..................................................................................................... 68
4.1 Demographics ........................................................................................................ 68

CHAPTER 5 ............................................................................................................. 107

5.1 Summary .............................................................................................................. 107

5.2 Findings................................................................................................................ 111

5.3 Discussion ............................................................................................................ 113

5.4 Recommendations ................................................................................................ 116

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5.4.1 For Head Teacher .................................................................................. 116
5.4.2 For Teachers.......................................................................................... 116
5.4.3 For Future Research .............................................................................. 117

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Chapter 1. INTRODUCTION

The role of school head teacher in improving the academic performance of

students in Secondary schools is paramount. The Secondary duties of the head teacher

encompass the establishment of a conducive learning atmosphere, the provision of

instructional guidance, the effective management of resources, and the facilitation of

teacher professional growth. According to research by Leithwood et al. (2021), the

head teacher's role encompasses essential duties. The duties above encompass the

establishment of an educational atmosphere, assuming the role of an instructional

leader, proficiently managing accessible resources, and fostering the professional

growth and development of Teachers within the educational context. The significance

of Secondary education in Pakistan lies in its direct impact on children's future

achievements. It is imperative for head teachers to fully acknowledge and assume

their duty to deliver a superior standard of education to every student.

Thien et al. (2023) conducted a study that revealed a noteworthy association

between students' academic performance and the leadership attributes exhibited by

school administrators. Jogezai et al. (2020) argue that the adoption and

implementation of effective leadership strategies by head teachers in Pakistan can

enhance educational quality and contribute to future cohorts' progress. Extensive

research literature has thoroughly documented the positive impacts of head teachers'

instructional leadership on students' academic achievement. The head teacher's

leadership style significantly impacts on students’ academic performance, influencing

teachers' instructional practices. The role of head teachers in Secondary educational

institutions has been found to have a substantial ability to mold and impact students'

overall growth and academic accomplishments.

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 Raza and Mahmood (2020) assert that school Head teacher adoption of

targeted strategies has the potential to yield favorable outcomes regarding students'

scholastic achievements. Scholars underscore the importance of prioritizing the

enhancement of instructional practices, fostering a positive school climate, and

facilitating the professional development of teachers. The researcher posits a

correlation between these factors and favorable outcomes for students’ academic

performance. Secondary schools in Pakistan encounter many challenges,

encompassing restricted access to resources, diminished levels of teacher motivation,

and a dearth of opportunities for professional development. The challenges above

underscore the significance of the head teacher's responsibility to guarantee high-

quality education.

Abbas et al. (2021) assert that instructional leaders who hold significant

influence can offer teachers invaluable assistance and direction, enhancing their

pedagogical approaches and leading to improved academic achievement among

students.Headteachers can cultivate a scholastic milieu characterised by their pivotal

involvement in cultivating a favourable school climate. This methodology can

effectively facilitate the establishment of a secure and nurturing educational milieu,

thereby leading to heightened levels of student motivation and involvement in their

scholarly endeavors. The Secondary organisational structures within an educational

institution facilitate the acquisition of knowledge, the development of skills, and the

cultivation of desired attitudes among students. In order to fulfil their stated

objectives, educational institutions necessitate the presence of capable leaders who

possess the ability to proficiently motivate and inspire their faculty members, thereby

facilitating optimal performance, particularly in delivering exceptional instruction.

The significance of the head teacher's role in Secondary schools in Pakistan lies in its

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substantial impact on students' academic performance. The functions and

responsibilities of the head teacher exert a substantial influence on student

performance.

Ampofo et al. (2019) conducted a study. Active collaboration and cooperation

between teaching and non-teaching personnel are imperative for fostering innovation

and effective management. It is imperative to acknowledge that the role of the head

teacher is of utmost importance and cannot be underestimated in terms of its influence

on the overall effectiveness of the educational institution. Although the investigation

did not emphasize cranial comforts significantly, it remained of great interest. Within

the ongoing discourse, there is a consideration for implementing a system

characterized by a discernible degree of centralization. According to Beausaert et al.

(2023), the extent of the head administrator's control over the head teacher's position

and the school's broader administration may be constrained.

The head teacher demonstrates a willingness to evaluate and incorporate

proposals for improvement and progress, taking into account their own viewpoint as

well as the perspectives of other staff members. The pupils were afforded the chance

to demonstrate conscientiousness as members of the community and actively

participate in endeavors aimed at fostering positive changes in the social framework.

The findings of this study can be applied by many education stakeholders, including

administrators, teachers, and parents, to successfully address systemic difficulties

within the educational system. The findings and recommendations of this study hold

potential benefits for school administrators, politicians, and other educational

institutions. The Secondary school head teachers, being public servants, bear the

responsibility of ensuring strict adherence to state laws. Head teachers have

remarkable proficiency in effectively and efficiently overseeing their educational

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establishments, but some possess the ability to instantly transform a school

environment into one characterized by oppressive conditions. Stiehl et al. (2023)

explained the achievement of a desirable equilibrium between the aforementioned

contrasting extremes in their research. The condition of balance referred to in this

context encompasses the harmonious integration of specific cognitive abilities, which

possess the capacity to improve the efficacy of pedagogical practices.

The researcher's main focus of inquiry is evaluating head teacher performance,

encompassing their capacity to achieve desired results despite encountering different

limitations. Based on Afzal & Crawford (2022) academic research, it has been

hypothesised that improvements in school administration are expected to result in

positive outcomes within the educational environment. These improvements are

expected to increase students' performance in their assessments by promoting a

feeling of ease and effectiveness. According to our research findings, students would

be expected to demonstrate notable academic achievement by effectively meeting

their examination obligations. Szeto and Cheng (2018) argue that Secondary

education plays a crucial role in fostering the comprehensive development of

individuals, encompassing their personal, social, and intellectual aspects. Multiple

factors exert an influence on the developmental trajectory of a child during the period

of childhood, ultimately shaping the emergence of their future dispositions and

cognitive capacities. It is imperative to acknowledge that elementary education's

calibre and efficacy substantially influence an individual's educational progression

and overall life trajectory (Harry & Klingner, 2022). The quality of Secondary

education is influenced by many factors, among which the role of the head teacher

emerges as a paramount determinant. Headteachers, alternatively referred to as school

head teachers, assume a significant responsibility in overseeing instructional staff,

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guaranteeing the establishment of an ideal learning milieu, and executing the

educational institution's vision and mission (Leithwood et al., 2020). The successful

execution of one's duties necessitates the individual's capacity to concurrently fulfil

the responsibilities of instructional leadership, organisational management, and

community building.

Headteachers influence the school climate and student academic performance

and teacher morale are subject to scholarly inquiry. Anwar et al. (2022) have

examined the diverse facets encompassing the role and obligations of a head teacher.

This study examined the diverse dimensions of administrative duties and instructional

leadership positions and their influence on the school environment. The researchers

comprehensively analysed these factors to enhance their comprehension of researcher

interactions within educational environments. It is imperative to acknowledge that a

comprehensive analysis of the existing scholarly literature is required to explicitly

establish a direct correlation between the responsibilities of a Secondary school head

teacher and the enhancement of academic achievement for both students and teachers.

Ngetich (2019) asserts that head teachers in Pakistan commonly encounter obstacles

in effectively administering their educational institutions. The challenges above

primarily stem from inadequate support from higher authorities and constrained

decision-making autonomy. Headteachers are crucial in establishing a favourable

school climate that facilitates productive learning and instruction. Educational

institutions encounter numerous challenges despite their pivotal role in facilitating

knowledge acquisition. The challenges above encompass many issues, wherein the

scarcity of resources emerges as a prominent concern. There needs to be more

financial backing and adequate infrastructure to ensure the capacity of these

institutions to uphold a learning environment of superior quality. It is imperative to

15
acknowledge that these challenges are limited in scope, as additional factors may

impact educational institutions.

Educational institutions frequently encounter the prevailing challenges of

elevated teacher attrition rates and diminished employee morale. The potential can

harm the institution's stability and impede the creation of an atmosphere that is

favourable and robust for learning. Promoting diversity and inclusivity among a

diverse student body poses several challenges. The importance of parental

participation in cultivating a pleasant school environment is well acknowledged in

scholarly debate. Nevertheless, it is crucial to recognise that this practice faces

obstacles stemming from time constraints, cultural variances, and socioeconomic

factors (Paulick et al., 2023). The Secondary responsibility of the head teacher is to

manage administrative and instructional duties effectively. The intricate nature of this

difficulty frequently hinders the essential goal of building an optimal educational

environment. School principals frequently use instructional leadership to support and

enhance sufficient and high-calibre instruction effectively.

The activities above encompass the implementation of clearly defined and

specific educational goals, the coordination of curriculum, and the oversight of lesson

plans and teacher assessments (Hallinger, 2018). Headteachers foster a collaborative

work environment by facilitating shared decision-making processes and establishing

professional learning communities. These initiatives have bolstered the effectiveness

of teachers and resulted in improved academic outcomes for students. Headteachers

can utilise transformational leadership strategies to efficiently fulfil a wide range of

tasks. These entail serving as role models, inspiring and nurturing colleagues,

promoting cognitive development, and considering each employee's unique needs.

The use of targeted tactics and practices by educational leaders, including head

16
teachers, can significantly improve employee morale and productivity within

educational environments. Many empirical studies have repeatedly indicated that the

active involvement of parents and the community has a discernible and advantageous

effect on augmenting adolescents' academic accomplishments. Ejigu et al. (2022)

argue that optimising resource allocation and establishing a supportive and secure

school environment are key factors that can positively impact academic performance.

1.1 Statement of the Problem

The role of the head teacher in Secondary schools in Pakistan plays a vital

role in enhancing the academic performance of students. The impact of effective

leadership on student learning outcomes can be significant as it centers on enhancing

instructional practices, fostering a favorable school environment, and encouraging the

professional growth of teachers. The head teacher's assistance in enhancing the

academic performance of students in Secondary schools requires a comprehensive list

of the particular actions and strategies that head teachers can utilize to enhance

student-learning achievements. Like any other leader, the head teacher possesses

specific objectives that must be achieved to enhance students' academic performance.

Head teachers in Secondary schools in Pakistan encounter a range of challenges,

encompassing inadequate resources, meagre remuneration, and restricted avenues for

professional development.

1.2 Purpose of the Study

The goal of this study on the role of Secondary school head teachers in

improving students academic performance in Pakistani Secondary schools is to look

into the impact of effective school head teacher leadership practices on students'

academic performance. The study intends to investigate the factors that contribute to

effective leadership, such as the use of instructional leadership, the creation of a

17
positive school culture, and the availability of professional development opportunities

for teachers. The study also aims to identify school leaders' challenges in promoting

academic excellence and propose solutions to these challenges. The study's findings

can help education policymakers and school administrators better understand the role

of head teachers in improving student outcomes and develop policies and programs to

support effective head teacher leadership in Pakistan's Secondary schools.

1.3 Research Objectives

1. To find out the impact of head teachers role in enhancing students’ academic

performance.

2. To explore the challenges faced by head teachers in creating a positive school

environment Secondary schools.

3. To identify the strategies used by head teachers in enhancing students’

academic performance.

1.4 Research Questions

1. What is the role of head teacher on students’ academic performance?

2. What are the challenges faced by head teachers in creating a positive school

environment in Secondary schools?

3. What strategies do head teachers use to enhance students’ academic

performance?

1.5 Significant of the Study

The significance of the role of head teachers in improving the

academic performance of students at Secondary school education in Pakistan

is considered the foundation for a child's future academic and personal

success, and research has shown that effective leadership in Secondary schools

can significantly impact a student's academic performance. Identifying

18
effective leadership practices can be crucial to improving student-learning outcomes,

and targeted interventions can be developed to support head teachers in their

leadership roles. The study can contribute to bridging the gap between research and

practice in Pakistan's education system. Lastly, the study can provide insights into

practices that can be used to improve student-learning outcomes in low-resource

contexts, which can inform education policies and practices in other countries facing

similar challenges.

1.6 Research Methodology

The researcher used Likert Scale, the details of which are given in chapter

three.

1.6.1 Population

According to the nature of research study the population included easy

accessible public Secondary school head teachers in Muzaffargarh, Punjab, Pakistan.

1.6.2 Research Instruments

1.6.3 Data Collection

The researcher collected the necessary data from public Secondary schools in

Muzaffargarh. The researcher conducted visits to educational institutions and sought

approval from the head teachers to gather data, considering the participants'

availability and convenience. The presence of head teachers was ensured to address

any issues that may have arisen during the data collection procedure. In the event of

any ambiguity or unanticipated complications encountered by the respondents, the

researcher clarified the importance of terminologies. Additionally, if any issues were

identified, appropriate guidance was provided to address them effectively. The

researcher informed the participants that the data gathered from the questionnaires

19
would solely be utilised for academic research. Throughout this procedure, strict

adherence to research ethics was diligently maintained.

1.6.4 Data Analysis

SPSS was used to analyze quantitative data, while MS Excel was used to

modify graphs. Frequencies mean values, and standard deviation were calculated, and

further details regarding the analysis are provided in Chapter 3.

1.7 Delimitations of the Study

The geographical boundary of the study was confined to the southern region of

Punjab, specifically focusing on the district of Muzaffargarh. This delimitation was

made considering logistical feasibility and the specificity of the context in which this

study aims to explore the "role of the head teacher in enhancing students’ academic

performance at the Secondary level. Regarding the type of schools, the study was

limited to Secondary schools within the public sector. The distinctive administrative

and pedagogical practices in these institutions, which might offer unique insights into

the role of head teachers, guided the decision to choose public Secondary schools over

public or other types of schools. As for the participants, the study population

consisted of male and female head teachers from public Secondary schools in

Muzaffargarh District. This population was chosen given the direct impact of the head

teachers' roles on teachers and their ability to provide detailed, experiential insights

into the head teachers' practices.

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 CHAPTER 2

LITERATURE REVIEW

Every excellent school requires the presence of a competent and influential

leader. Like the commanding officer of a vessel, the school Head teaccher assumes

the responsibility of steering the students towards both scholastic achievement and a

secure educational environment. The researcher assumes responsibility for various

aspects, including resource allocation, financial management, and security, thereby

exerting a significant influence on the overall performance of the educational

institution. However, individuals' roles may exhibit variation contingent upon the

cultural milieu. This chapter examines the function of head teachers in Pakistan,

focusing on their duties in the context of Secondary schools. This study explores

school leaders in depth, examining how researchers contribute to developing

successful, safe, and effective learning environments. The success of a school is

closely tied to the quality of its leadership. According to an ancient Chinese proverb,

it is asserted that a lion assuming the role of leader for a group of one thousand sheep

is preferable to a sheep undertaking the responsibility of leading a collective of one

thousand lions.

Boye (2023) highlights the multifaceted measures that a headteacher may need

to undertake to safeguard and promote the prosperity of a school. These steps

encompass a range of activities, including managing physical and financial resources

and monitoring security measures. The personality, credentials, and competence of a

school's leadership greatly impact its performance. It is important to remember that

the school's sociocultural environment can affect the effectiveness of skilled leaders

(Eklund et al., 2022). Educational institution's achievement is contingent upon

21
competent leadership and a conducive setting that facilitates the implementation of

effective pedagogical practices and the acquisition of knowledge. The significance of

a head teacher's qualifications, personality, and experience is contingent upon the

cultural context in which they operate. The objective of this chapter is to examine the

various roles and responsibilities associated with the position of a head teacher,

focusing specifically on the obligations of Secondary school head teachers in

Pakistan. The head teacher, who serves as the institution's leader, assumes

responsibility for the school's management, direction, and administration.

The Secondary role of the headteacher encompasses cultivating the school's

culture and facilitating collaboration among various stakeholders, such as teachers,

students, parents, and the community, to effectively pursue the school's mission and

vision. In the educational setting, the term "roles" pertains to the anticipated and

obligatory behavioural patterns exhibited by the head teacher, who serves as the Head

teacher authority responsible for overseeing all facets of the school's functioning

(Grayet al., 2017). The Secondary duties of a head teacher encompass establishing a

coherent vision for the educational institution's future, overseeing the daily operations

involving personnel and students, and fostering collaborative relationships with

external entities. The increasing complexity and demands associated with the position

of headteacher have been observed in recent years (Stone, 2022).

Connolly et al. (2018) find out that the responsibilities of head teachers require

a broad range of skills encompassing expertise in various areas, including curriculum

creation, teacher supervision, and community outreach. The proficient communication

and demonstrate astute decision-making abilities while maintaining a delicate balance

among the several stakeholders involved. These stakeholders include kids, parents,

instructors, and school board members. Headteachers frequently utilise technology as

22
a means to manage these obligations efficiently. Many educational institutions utilise

online platforms and digital tools to facilitate collaboration and information sharing

among professors and students. Headteachers may also employ data analytics

software to assess students' academic progress and identify areas that require

additional attention. Educators possess the essential information, abilities, and beliefs

to proficiently transmit their expertise to their students.

Head Teachers fulfil multiple roles within the academic community, including

those of mentors, role models, and educators (Travers & Cooper, 2018). Educators are

responsible for creating secure and inclusive educational environments, ensuring that

all students' diverse needs are met. Academic professionals in this field engage in the

development and execution of pedagogical approaches, assess the achievement of

educational goals, and promote secure and inclusive learning settings for every

student. Teachers' professional growth and efficacy are significant factors that impact

teachers and students academic progress. Students from various socio-cultural

backgrounds actively participate in the educational process through consistent course

attendance, diligent completion of academic assignments, and active involvement in

evaluations (Aljurf et al., 2020).

Several factors influence students academic performance, such as the quality

of teaching, the curriculum used, the accessibility of educational materials, and the

general school environment (Dube & Mlotshwa, 2018). The achievement of academic

success is of great significance to students since it forms the foundation for their

future academic and professional ambitions. The measurement of academic success,

as seen in grades, test scores, and other quantifiable indicators of learning outcomes,

reveals students' achievement levels (Imran et al., 2023). The demonstration

highlights the student's adeptness in the field of study, aptitude for critical thinking,

23
and readiness to engage in advanced education and professional endeavours.

Numerous factors, such as student motivation and engagement, familial background,

the calibre of teachers, and the availability of school resources, affect academic

success. To improve teaching practices in order to improve the situation. Engaging

children aged 6 to 12 in Secondary education considerably enhances their

intellectual, social, and emotional development. It lays the groundwork for future

educational pursuits (Demchenko et alm, 2021). At this educational level, students

attain essential skills in literacy and numeracy, cultivate social abilities, and gain

knowledge about their local surroundings. The principal aim of Secondary education

is to provide students with the essential knowledge and competencies required for

further education, occupational training, and active involvement in civic affairs.

2.1 Historical Perspective of Secondary Education

The notion of structured Secondary education can be traced back to ancient

civilisations, when each culture developed its unique methodology for equipping the

younger cohort with the necessary skills to navigate the complexities of society

(Banegas & Tavella, 2021). An illustrative instance of this phenomenon can be

observed in ancient Egypt, where Secondary education was characterised by its

informal and pragmatic approach, with the Secondary goal of providing individuals

with the necessary skills for their respective societal responsibilities. In ancient Egypt,

formal education did not occur within the conventional limits of contemporary

classrooms, nor did inflexible curricula constrain it. As an alternative, it has evolved

into a dynamic and informal technique that often occurs within the family context, at

religious institutions, or through apprenticeships.

Education has evolved from being a separate aspect of life to becoming

thoroughly integrated into individuals' daily routines and obligations. One notable

aspect of ancient Egyptian Secondary education was its emphasis on equipping

24
students for specific societal responsibilities (GAID, 2020). The ancient Egyptian

civilisation underwent a clear stratification, where an individual's vocation and social

status were often predetermined based on birth. Hence, Secondary education was

designed to conform to these pre-established societal responsibilities. For example,

individuals who intended to become scribes and administrators received specialised

instruction, preparing them for future responsibilities. In contrast, others destined for

manual labour were taught agricultural practices and labour skills. Historical sources

and inscriptions strongly support the claim that Secondary education in ancient Egypt

prioritised the preparation of individuals for specific social roles (Brown, 2017). This

information presents precise accounts of the educational expenses incurred by scribes,

focusing on the importance placed on analysis, writing, and recordkeeping skills.

Scribes had a crucial role in ancient Egyptian civilisation, being responsible for

preserving administrative records, documenting events, and supervising critical

aspects of governance (Kamil,2018).

Another significant aspect of Secondary education in ancient Egypt was the

role of temples. Temples functioned as hubs of knowledge acquisition where

individuals would convene to acquire spiritual wisdom and practical expertise (Park w

et al., 2020). Temples provided a conducive environment for education, wherein

clerics frequently assumed the roles of educators and mentors. The Secondary

education system of historical civilisations, including ancient Egypt, was

distinguished by its informal and utilitarian characteristics, closely entwined with the

societal roles individuals were expected to fulfil.

In ancient Greece, Secondary education was focused on personal growth,

physical well-being, and the cultivation of individuals with a broad range of skills and

knowledge (Pappas et al., 2018). The writings of philosophers such as Plato and

25
Aristotle demonstrate a clear manifestation of academic philosophy, as they

underscore the significance of education in shaping individuals with virtuous

qualities. The mediaeval and Renaissance epochs have played a crucial role in

developing Secondary education, characterised by significant changes in teaching

and learning approaches. During these historical periods, Secondary education

underwent advancements in reaction to societal changes, religious influences, and the

emergence of humanistic ideologies (Dovemarket al., 2018).

During the mediaeval period, Secondary education was significantly

integrated with religious organisations, particularly in Europe (Schulz et al., 2019).

Monasteries played a significant role in preserving knowledge and educating the

clergy. Education was mainly conducted at monastic schools, where young novices

and chosen pupils were instructed in reading, writing, Latin, and religious studies. The

Secondary objective was to educate individuals for religious duties and safeguard

written information during a period when books were in limited supply. The

expansion of instructional materials and textbooks significantly impacted education,

leading to increased literacy and learning (Piper, 2018). According to Zobrist (2020)

Secondary education was frequently affiliated with religious institutions and

monasteries throughout the mediaeval period. Education was often limited to

individuals belonging to the clergy and the privileged social class. The significance of

monastic schools in providing education throughout this period has been well

documented in historical documents. The period known as the Renaissance witnessed

a significant transition towards a more comprehensive and human-centred approach to

education. The Industrial Revolution brought about a significant transformation in

Secondary schooling. The demand for a proficient and knowledgeable labour force

has contributed to the proliferation of Secondary education systems in numerous

26
Western countries. Expanding public education systems and mandatory schooling

legislation, such as the Basic Education Act of 1870 in England, have contributed to

this phenomenon (Lawson et al., 2021).

The enhancement of standardised curricula and the professional development

of teachers during this period are substantiated by historical documentation and

academic reforms in countries such as the United States. The Commercial Revolution

was a significant turning point in the history of Secondary education, characterised

by substantial transformations in the approach to pedagogy and the acquisition of

knowledge. During this period, industry convergence, urbanisation, and the expansion

of Secondary education institutions were notable. One of the Secondary driving

factors for changes in Secondary education throughout the Industrial Revolution was

the necessity for a proficient and educated workforce to support the rapidly growing

industrial economy. With the expansion of factories and businesses, there has been an

increasing demand for workers with basic literacy and numeracy skills to operate

machinery and perform diverse tasks (Lawson et al., 2021). The commercial

revolution witnessed the creation of public educational institutions in numerous

Western nations. The Secondary objective of these systems is to offer a fundamental

education to children, irrespective of their social or economic circumstances.

Acording to Gleason (2018) in response to the evolving industrial landscape,

Secondary education witnessed the emergence of standardised curricula to meet the

demands of the changing industry. The curricula were developed to provide college

students with practical skills and knowledge relevant to the workforce. It is worth

noting that the advent of technology has contributed to the professionalisation of

coaching, particularly by focusing on the role of well-educated instructors who are

expected to provide high-quality educational experiences (Beck et al., 2022). The

27
elementary education sector experienced significant transformations due to

technological breakthroughs throughout the Industrial Revolution. The advent of the

steam-powered printing press, coupled with the production of affordable textbooks,

facilitated the increased accessibility of instructional materials to a broader

demographic. Furthermore, the integration of technological advancements, such as

video aids and projectors, began to manifest in lecture halls.

The Industrial Revolution represented a pivotal moment in the history of

Secondary education, as the demands of an industrialised society spurred significant

transformations. The establishment of public schooling, the implementation of

standardised curricula, and the professionalisation of teaching have formed the

fundamental basis for the contemporary structures of Secondary education that are

observed in the present era. Throughout the twentieth century and beyond, elementary

education witnessed developments characterised by the implementing of child-centred

education and innovative teaching methodologies.

The concept of infant-centred education, which prioritises personalised

acquaintance and comprehensive development, has been advocated by educational

scholars such as John Dewey (Dewey, 1916). The adoption and effect of Secondary

training practices have been significantly shaped by developments in coaching

methodologies, such as the Montessori and Froebel techniques (Murray, 2018).

Changes in pedagogical ideologies, societal demands, and technological

advancements have driven significant alterations and advancements in Secondary

education. The current era has been characterised by dynamic trends that continue to

influence the landscape of Secondary education in the present day. One of the

distinctive characteristics of education in the twentieth century was the rise of

educational programmes specifically designed for toddlers. This educational approach

28
prioritises the individual desires and interests of students, fostering their active

engagement in their learning (Quay, 2019). Child-centred education emphasises

experiential learning, hands-on activities, and critical thinking rather than relying

solely on rote memory. Innovative pedagogical approaches have played a crucial role

in transforming Secondary education.

Educational innovators such as Maria Montessori were instrumental in

developing and implementing the Montessori method, which emphasises self-directed

learning and utilising specialised educational resources (Saha & Adhikari, 2023). The

concepts put forward by Friedrich Froebel on kindergarten education served as the

fundamental basis for early childhood education (Cusden, 2022). The twentieth

century witnessed the amalgamation of various epochs into a single epoch of

paramount significance in education. The advent of computers and the internet has

significantly transformed the landscape of education and knowledge acquisition.

Interactive whiteboards, instructional software programs, and online resources have

become prevalent instruments in contemporary classrooms.

The 20th century and subsequent periods have introduced a significant era of

transformative developments in Secondary education. Various factors, including

infant-centred training, creative coaching tactics, technological integration, and an

expanded curriculum, have shaped the evolving landscape of Secondary education.

These trends continue to influence the educational experiences of college students

worldwide. Throughout history, elementary education has encountered many

obstacles, including discrepancies in access, gender inequity, and concerns about the

quality of education. The issues mentioned are extensively documented in

instructional studies and reports from reputable international organisations such as

UNESCO (UNESCO, 2019). However, Secondary school also provides a multitude

29
of prospects for societal advancement. Extensive research and comprehensive policy

assessments have extensively examined and documented the significant impact of

training on financial development, social mobility, and individual well-being in

academic literature.

Education, being of utmost importance in advancing individuals, encounters

many obstacles and prospects that differ depending on the geographical location and

specific circumstances. Understanding these processes is essential for creating the

future of Secondary education and ensuring its alignment with the changing needs of

society. Access to high-quality Secondary education is unequal in various regions

across the globe. According to UNESCO (2019), individuals from rural and

marginalised communities often face limited opportunities to access higher education,

impeding their educational prospects. Gender discrepancies continue to exist,

particularly in regions where cultural norms and financial limitations hinder girls'

access to school. Implementing gender-sensitive regulations and interventions is

necessary to address this endeavour effectively. The quality of Secondary education

exhibits significant variation. Numerous educational institutions need more

infrastructure, qualified educators, and appropriate learning materials (Andrabi et al.,

2017). Ensuring equitable access to quality education for all individuals continues to

be pervasive (World Bank, 2018). The occurrence of shortages of certified instructors

is a common phenomenon, particularly in economically disadvantaged regions. This

impacts the ratio of students to instructors and the quality of practice. The advent of

the digital revolution has presented novel prospects for Secondary education.

Online resources, e-learning architecture, and academic apps provide

innovative methods for delivering educational content and engaging with students.

The importance of inclusive schooling, wherein college students with diverse abilities

30
and experiences engage in collective learning, is experiencing a notable increase in

popularity. Inclusive practices foster equity and cultivate a supportive learning

environment. Training programmes can benefit from engaging in worldwide

collaboration and knowledge sharing. According to UNESCO (2019), establishing

global collaborations, trade programmes, and collaborative research assignments

enables educators to engage in cross-cultural analysis and adopt high-quality

educational practices. Secondary education has a crucial role in cultivating awareness

and understanding of sustainability. Integrating environmental and social

sustainability principles into educational curricula equips students with the knowledge

and skills to tackle urgent global issues effectively. The importance of addressing

inequities in access, gender inequity, and the quality of education persists. The

findings of Pedro et al., (2019) were that the emerging opportunities such as

integrating technology, the implementation of inclusive schooling practices, global

collaboration, and a strong emphasis on sustainability present promising avenues for

enhancing elementary education and ensuring that it fully realises its revolutionary

potential in the twenty-first century.

2.2 Secondary School Education in Pakistan

The historical record of Pakistan's Secondary educational system is captivating

and encompasses a diverse range of factors, such as cultural heritage, colonial legacy,

and the nation's challenging journey towards autonomy. This narrative provides

insight into the development of instructional methodologies within a geographical

area that ultimately attained independent nationhood. Before the establishment of

Pakistan in 1947, the region in question was a constituent portion of British India

under the governance of the British colonial administration. During a certain period

within this historical era, the British administration implemented a basic training

31
system. However, it is imperative to acknowledge that this device primarily catered to

the needs of the colonial administration. The educational offerings could have been

more extensive, primarily emphasising areas pertinent to colonial administration. The

utilisation of this technology proved to be particularly advantageous for the privileged

and urban segments of society while significantly depriving a substantial portion of

the population, particularly those residing in rural areas, of access to educational

resources. The emergence of Pakistan as a sovereign nation in 1947 was a pivotal

moment in the trajectory of Secondary education. The newly established

administration has identified education as a fundamental element in nation-building

and socio-economic advancement. During the initial years, a focused endeavor was to

expand access to Secondary education, particularly in rural regions characterized by

alarmingly low literacy rates. The authorities sought to provide a strong basis for

future generations, recognizing the significance of well-informed citizens in driving

the country's progress. The enactment of the national education policy in 1972 was a

significant milestone in Pakistan's Secondary education history. This programme is a

significant step towards providing accessible and compulsory education to all children

between the ages of five and eleven, with the ultimate goal of achieving universal

Secondary education in the United States. The statement emphasized the

government's dedication to eradicating illiteracy and fostering equal access to

education. However, despite these praiseworthy endeavours, Pakistan's Secondary

education system has encountered many obstacles. Challenges such as a lack of robust

academic infrastructure, insufficient financing, shortages of instructors, and socio-

cultural limitations have presented significant obstacles to the progress and

advancement of the field. Gender imbalance in education and training has emerged as

a persistent issue, characterised by women encountering significant barriers to

32
accessing and completing Secondary education. The issue of educational quality has

emerged as a pressing concern, eliciting ongoing attention and efforts for

improvement. In recent decades, there has been an increasing acknowledgement of

the crucial role that Secondary education plays in achieving broader national

development objectives. The government has implemented several reforms and

measures to address these concerns directly. An exemplary endeavour involves the

implementation of the National Commission for Human Development (NCHD), a

dedicated institution that prioritises enhancing Secondary education in disadvantaged

and marginalised regions. The historical perspective on elementary education in

Pakistan demonstrates a transition from colonial-era limitations to post-independence

efforts focused on providing universal access to high-quality education. Although

substantial advancements have been achieved, the nation continues to face formidable

obstacles in addressing and resolving prevailing issues. Pakistan remains committed

to providing high-quality education to all children, acknowledging that education is

the foundation for its progress and advancement as a contemporary and prosperous

nation.

A significant concern pertains to the considerable prevalence of children not

attending school, particularly in rural regions, despite implementing various measures

aimed at enhancing enrollment rates, such as the provision of complimentary

textbooks and school meals (Sarker & Hossin, 2019). The presence of antiquated

instructional methodologies that hinder the development of critical thinking and

problem-solving skills also influences the calibre of Secondary education. Numerous

Teachers heavily depend on the pedagogical approach of rote learning, thereby

impeding students' ability to engage in autonomous and self-directed learning. The

excessive content in the curriculum may lead to superficial learning and a restricted

33
comprehension of fundamental concepts. The leadership styles employed in

Secondary school settings The topic of discussion pertains to the role and

responsibilities of head teachers in the educational system of Pakistan. Imran et al.'s

(2023) study found that transformational leaders who can inspire and motivate people

positively impact teachers' performance and students' academic outcomes.

Headteachers who employ a participative leadership style and actively engage others

in decision-making tend to experience elevated levels of teacher job satisfaction.

Likewise, within the context of China, the implementation of instructional leadership,

characterised by establishing elevated standards for both teaching and learning, has a

favourable impact on student academic performance. Supportive leadership,

characterised by providing resources and support to teachers, has positively

influenced teacher job satisfaction.

2.3 Role of School Head and Quality of Education

The role of the Secondary school head teacher in Pakistan is of paramount

importance in ensuring the provision of high-quality education for children.

Researchers are responsible for overseeing the management of schools, supervising

teachers, and ensuring the smooth functioning of educational institutions. They are

engaged in curriculum development, teacher training, and student assessment. The

significance of effective leadership by the head teacher cannot be overstated in terms

of its impact on student outcomes and the effectiveness of teachers. Nevertheless,

headteachers in Pakistan encounter various obstacles, including constrained resources,

insufficient teacher training, and restricted autonomy in decision-making. In order to

effectively tackle these challenges, it is imperative to adopt a participative leadership

approach that actively engages teachers and parents in the decision-making process

and problem-solving endeavours. The role of the head teacher in promoting inclusive

34
education and safeguarding the rights of marginalised students holds significant

importance. The role of the head teacher in Secondary schools in Pakistan is

characterised by its intricate and diverse nature, necessitating the presence of efficient

leadership, adequate support, and sufficient resources.

One of the Secondary advantages of implementing a school vision for

Secondary school head teachers in Pakistan is its potential to enhance student

behaviour and discipline. Ali et al. (2020) posit that establishing a distinct and

mutually agreed-upon vision can cultivate a favourable educational milieu, foster

conscientious conduct, and mitigate disciplinary concerns. The potential to result in

enhanced academic performance and attainment in educational settings. Secondary

school head teachers in Pakistan face the additional task of ensuring that the vision of

their schools is characterised by inclusivity and equity. The development of the school

vision should prioritise equity and social justice while also considering the specific

needs of marginalised students and communities. This intervention can mitigate

disparities in academic performance among students and foster a sense of social unity

within the educational institution. Incorporating the school's vision can enhance the

efficacy of school management and administration.According to the research

conducted by Ahmad (2018), it was observed that a well-defined and collectively

agreed-upon vision can enhance the process of decision-making and the allocation of

resources. Additionally, such a vision can serve as a guiding framework for

monitoring and evaluating the progress towards achieving set objectives. This has the

potential to ultimately result in enhanced efficacy and efficiency in the management

and administration of educational institutions.

Secondary school head teachers in Pakistan may need help developing and

implementing the school vision, as it often necessitates substantial resources and

35
support. Headteachers may need help obtaining funding and resources for the

execution of their vision and may require assistance from higher authorities and

external stakeholders to ensure its successful implementation. The Vision of School

Development holds significant importance for efficient school administration and

leadership for Secondary school Head Teacher in Pakistan. The establishment of a

collective vision has the potential to enhance academic achievements, student

conduct, and disciplinary measures while also fostering innovation and creativity

within educational practices. Secondary school head teachers may need help

formulating a collective vision, harmonising this vision with the requirements and

anticipations of the community, and proficiently executing the vision. Researchers

may also require assistance and access to resources from higher authorities and

external stakeholders to realise their vision.

2.3.1 School Action Plan

A school action plan is a strategic document that guides the enhancement and

advancement of an educational institution. This tool is imperative for efficient

management and leadership within educational institutions. This review, which is well

supported by current citations and references, looks at the importance, challenges, and

benefits of implementing a school action plan. The process of formulating a school

action plan entails the identification of areas that require enhancement as well as the

establishment of goals that are specific, measurable, attainable, relevant, and time-

bound. According to Alnaser (2021), implementing a meticulously crafted action plan

can facilitate attaining educational objectives and enhance student performance. An

action plan implemented by educational institutions also prioritises areas requiring

attention and efficiently allocates resources. Formulating and executing a school

action plan can present significant difficulties for educational administrators.

36
Educational administrators may encounter various obstacles, including limited

resource access, constrained time availability, and a need for more specialised

knowledge and skills. In order to address these challenges, educational administrators

must engage all relevant stakeholders, including teachers, students, and parents, in

formulating and executing the proposed strategy. There are numerous advantages

associated with the implementation of a school action plan. Zhang et al. (2020) posit

that implementing a meticulously crafted action plan can yield positive effects on

student learning outcomes, teacher efficacy, and the overall school climate. The

proposed plan has the potential to enhance communication among stakeholders and

foster a shared sense of ownership and accountability.

The alignment of a school's action plan with the institution's vision and

mission is imperative. Formulating the action plan should align with the educational

institution's overarching vision and mission while also encompassing its specific goals

and objectives. This guarantees that the plan is pertinent and significant to all parties

involved and contributes to the educational institution's overall enhancement and

advancement. Effective leadership and communication skills are essential for

developing and implementing a school action plan. It is imperative for educational

administrators to consistently monitor and evaluate the plan's advancement while

making any necessary adjustments. A meticulously crafted school action plan can also

facilitate the cultivation of innovation and creativity within pedagogy and educational

experiences. According to Usman (2016), utilising a school action plan is imperative

to facilitating efficient school management and leadership. The plan facilitates the

identification of areas requiring improvement, the establishment of specific

objectives, the efficient allocation of resources, and the cultivation of a favourable

school culture. Nonetheless, formulating and executing a school action plan can

37
present considerable difficulties, necessitating adept leadership abilities, practical

communication skills, and a propensity for collaboration. In order to effectively

manage educational institutions, school administrators must engage all relevant

parties actively, ensure that the strategic plan is congruent with the school's

overarching vision and mission, and foster an environment that encourages novel

approaches and imaginative thinking in the realm of pedagogy.

2.3.2 School Performance

The significance of school Head Teacher in Pakistan has been acknowledged

as crucial in guaranteeing schools' efficient operation and achievement. Numerous

scholarly investigations have underscored the significance of fostering a constructive

rapport between educational administrators and Teachers to enhance educational

institutions' overall academic achievements (Imran et al., 2023). Research has

additionally demonstrated that cultivating a solid rapport between school

administrators and Teachers is crucial to fostering a favourable school climate and

establishing an environment conducive to student learning. There is a growing

imperative for school administrators to possess a diverse range of management and

leadership competencies in order to augment school performance effectively.

Cultivating effective leadership, vision, communication, and decision-making skills is

imperative for educational administrators to foster a climate of ongoing enhancement

and guarantee favourable school outcomes. Numerous studies have also examined the

influence of the leadership styles of school heads on school performance in Pakistan.

Research has demonstrated a positive correlation between transformational leadership

styles and outcomes, including student achievement, teacher job satisfaction, and

school effectiveness. Research conducted by Naseem et al. (2023) has indicated that

autocratic leadership styles are associated with detrimental effects on teacher job

38
satisfaction and school effectiveness. The pivotal nature of the school headteacher's

responsibilities in fostering teachers' professional growth and offering assistance is

paramount to enhancing school performance. Research has indicated that educational

institutions characterised by proficient leadership and adept management strategies

exhibit a positive correlation with enhanced academic achievements among students

and increased levels of job contentment among Teachers.

2.3.3 The Strategic Vision of School

Developing a strategic vision for school development holds significant

importance in the realm of efficient school management and leadership, specifically

for Secondary school Head Teachers in Pakistan. A strategic vision is a guiding

framework for educational institutions, offering a distinct sense of purpose and

direction. It aids in establishing priorities, identifying areas requiring attention, and

efficiently allocating resources. This review examines the difficulties and advantages

associated with the strategic vision of school development for Secondary school head

teachers in Pakistan. The limitations imposed by the limited resources at their disposal

are one of the main challenges that head teachers face in developing a strategic vision

for school development. Secondary schools in Pakistan frequently function within a

constrained financial framework, where funds are restricted for diverse school-related

endeavors. Headteachers must ensure that researchers judiciously allocate resources

and prioritise the most crucial areas of necessity. Shahzad and Khan (2023) conducted

a study to examine the effects of insufficient financial resources on educational

institutions' capacity to provide high-quality instruction and, consequently, the

adverse effects on students' academic achievement. A significant number of head

teachers in Pakistan need a comprehensive understanding of the advantages of

establishing an articulated strategic vision for the development of schools. According

39
to a study by Shafi et al. (2019), some head teachers needed to improve their

understanding of strategic planning, which hampered their ability to develop a

coherent and compelling vision.Notwithstanding these obstacles, numerous

advantages exist in possessing a clearly delineated strategic vision. The

implementation of a strategic vision has the potential to enhance the overall

performance of educational institutions through the identification and subsequent

resolution of critical areas requiring attention. One potential strategy that educational

administrators can employ to enhance the development of strategic vision is to engage

all relevant stakeholders, including teachers, students, and parents, in planning. This

has the potential to foster a more comprehensive and inclusive strategic vision that

effectively caters to the diverse needs of all individuals within the school community.

Headteachers can derive advantages from actively seeking external support and

guidance from esteemed professionals in the realm of education. Establishing a

monitoring and evaluation system can enhance the ability to monitor and evaluate

progress towards attaining the strategic vision. As per Desimone's (2023) research, it

is recommended for head teachers to discern areas of achievement as well as areas

that necessitate additional attention and modification. The realisation of potential

advantages associated with the development and execution of strategic vision may

encounter difficulties arising from resource constraints, time limitations, and a need

for more technical proficiency. Headteachers undergo training and receive support in

strategic planning to guarantee efficient execution and long-term viability. Forming a

strategic vision for school development holds significant importance for efficient

school management and leadership, particularly for Secondary school head teachers

in Pakistan. Despite encountering obstacles such as resource constraints and a dearth

of awareness and comprehension, head teachers can benefit from engaging all

40
relevant parties, seeking assistance from external sources, and establishing a system

for monitoring and evaluating progress. According to the findings of Popescu et al.

(2015), an articulated strategic vision can play a crucial role in enhancing the overall

performance of educational institutions. This strategic vision enables schools to

effectively prioritise their objectives and allocate resources, leading to cost savings

and improved financial stability. Through the identification and resolution of these

challenges above, it is within the purview of head teachers to guarantee the delivery

of high-quality education to students in Pakistan.

2.4 Challenges Face by Head Teacher

2.4.1 School Management

The significance of the head teacher's role in school management in Pakistan

has been widely recognised as pivotal to the school's overall achievement. Ahmed,

Albugami, and Ahmed (2015) assert that the head teacher assumes many

administrative and academic responsibilities, encompassing staff management,

coordination of school activities, curriculum development, and the facilitation of

effective teaching and learning methodologies. Furthermore, the Head Teacher

assumes a crucial role in the execution of policies at the institutional level and

frequently bears the responsibility of fostering student success and scholastic

advancement. Effective head-teacher leadership in Pakistani schools is crucial,

according to research by Afzal (2019). The study revealed that head teachers with

robust leadership skills were more inclined to establish a conducive school

environment, facilitate teacher growth, and enhance student achievements. The study

revealed that head teachers in Pakistan who could establish trust and facilitate

collaboration among teachers and staff while cultivating a culture of ongoing learning

and advancement were deemed adequate. The researchers assert that proficient head

41
teachers can formulate and execute policies that are attuned to the requirements of

students while simultaneously cultivating a favourable and ll-encompassing

environment. Several studies have emphasised the significance of head teachers in

facilitating the effectiveness of teacher development and professional growth within

schools in Pakistan. Nisar and Akhtar (2017) conducted a study that revealed that

head teachers who could offer constructive feedback, participate in meaningful

professional development initiatives, and establish platforms for teacher collaboration

were more inclined to cultivate an environment that promotes ongoing enhancement

and augments teacher performance.

2.4.2 Financial Management

Financial management plays a pivotal role in the operational dynamics of all

organisations, with Secondary schools in Pakistan being no exception. The task of

overseeing financial matters as a head teacher presents a particularly demanding

undertaking, primarily attributable to various factors, including constrained resources,

insufficient financial acumen and training, and the weight of administrative

obligations. This review examines the difficulties and advantages associated with

financial management encountered by Secondary school head teachers in Pakistan.

One of the Secondary obstacles head teachers encounter in financial management

pertains to the constrained availability of financial resources at their disposal.

Secondary schools in Pakistan frequently function within a constrained financial

framework, wherein they are allocated limited resources for various school-related

endeavours. Head teachers must ensure that researchers judiciously allocate resources

and prioritise the most crucial areas of necessity. Javed et al. (2018) conducted a study

to examine the effects of insufficient financial resources on educational institutions'

capacity to provide high-quality instruction and, consequently, the detrimental effects

42
on students' academic achievement. One additional obstacle head teachers encounter

is their limited financial knowledge and training. Many head teachers in Pakistan need

formal financial training, constraining their capacity to make well-informed decisions.

According to Ahmad and Akhtar's (2017) study, a significant number of head teachers

demonstrated a need for more understanding of financial management, consequently

impeding their capacity to administer school finances. Numerous advantages are

associated with the proficient management of finances by school Head Teachers.

Effective financial management practices can contribute to the optimal allocation of

resources, leading to reduced expenditures and enhanced financial resilience.

According to Javed et al. (2018), implementing efficient financial management

practices in educational institutions can positively impact academic performance. This

is because schools can allocate resources strategically, thereby optimising learning

outcomes. One potential strategy that educational administrators can employ to

enhance financial management is formulating and implementing a comprehensive

financial plan. A financial plan serves the purpose of identifying areas requiring

attention and establishing priorities for expenditure, thereby promoting the efficient

utilisation of resources. Collaboration with various stakeholders, including parents

and community members, can prove advantageous for head teachers in financial

decision-making.The utilisation of computerised accounting systems has the potential

to enhance financial management practices among head teachers. Implementing

computerised accounting systems improved the precision and efficacy of financial

reporting, according to a study by Sabir, Ashraf, and Khan (2020). Consequently, this

facilitated the decision-making process for head teachers by providing them with

better-informed insights. Implementing computerised accounting systems can pose

challenges, primarily stemming from resource constraints and technical proficiency,

43
despite the potential advantages they offer. Consequently, head teachers must undergo

training in the utilisation of computerised accounting systems in order to optimise

their advantages. The management of finances holds significant importance in the

operations of Secondary schools in Pakistan, with head teachers assuming a pivotal

role (Bisschoff & Mestry, 2009). Although headteachers face various obstacles in

achieving effective financial management, such as resource constraints and

insufficient financial knowledge and training, they can derive advantages from

adopting comprehensive financial plans, engaging with stakeholders, and

implementing computerised accounting systems. Implementing efficient financial

management can enhance academic performance and foster financial stability,

enabling educational institutions in Pakistan to deliver high-quality education to

students sustainably.

2.4.3 Availability and Adequacy of Books

The accessibility and adequacy of books play a crucial role in assessing the

educational standard in Secondary schools. Nevertheless, numerous Secondary

schools, especially those in developing nations, need help supplying sufficient and

suitable books for their students. This presents considerable difficulties for Secondary

school headteachers, who are responsible for equipping their students with the

necessary resources to achieve academic success. One of the foremost challenges

Secondary school headteachers encounter is the availability of books, primarily due

to insufficient financial resources allocated for book procurement. In numerous

instances, educational institutions may encounter financial constraints when procuring

books, necessitating teachers to face the challenge of discerning the books that

warrant priority and devising efficient strategies for resource allocation. A study

conducted by UNESCO in 2018 found that over 20% of schools in developing nations

44
need books, while more than 50% possess inadequate textbooks. Consequently, this

poses a challenge for head teachers to provide students with the necessary resources

researchers require.

Educational institutions may encounter logistical challenges in procuring

books when they possess sufficient financial resources. The challenges in this context

may include obstacles in identifying suitable literary materials, protracted waiting

periods for book delivery, and complications with the distribution of books. Yunita

and Komsi (2023) posit that inadequate book distribution and deficient stock

management systems can give rise to challenges in book accessibility, consequently

impeding students' learning capabilities. Insufficient availability of books has a

notable influence on students' academic achievement. According to a study by Mullis

et al. (2016), students with access to enough books perform better academically than

their counterparts without. The accessibility of books is a crucial factor in cultivating

a passion for reading among students, yielding enduring advantages in academic

achievement and individual growth. In order to effectively tackle these concerns, it is

imperative to focus on Secondary education. Headteachers must adopt a proactive

approach to ensuring that their schools possess sufficient and suitable literary

resources. One potential strategy to consider is the exploration of alternative funding

avenues, such as establishing partnerships with local businesses or engaging with

government initiatives. In order to enhance the book collections of their respective

schools, head teachers can collaborate with their communities to facilitate book

donations and coordinate book drives. The accessibility and adequacy of books play

crucial roles in assessing the educational standards in Secondary schools. Elementary

school Headteachers encounter substantial obstacles in securing the essential

resources required for achieving academic success within their schools. Insufficient

45
availability of books has a notable influence on students' academic achievement,

necessitating proactive measures by head teachers to effectively tackle these

challenges and ensure that students are equipped with the necessary resources for their

academic success. By implementing this approach, researchers can cultivate a

learning environment characterised by fairness and inclusivity, enabling all students

to achieve their maximum capabilities.

2.4.4 Adequacy of Qualified Teachers

Headteachers in Secondary schools worldwide encounter a substantial

challenge regarding the calibre of their teaching staff. Teachers assume a crucial

position within the realm of education, wielding considerable influence over the

scholastic achievements of their students. This review examines the difficulties

associated with teacher adequacy and its impact on Secondary school head teachers.

Head teachers' Secondary concern about teacher sufficiency is the need for more

competent and seasoned Teachers. A scarcity of Teachers is observed globally, with a

particular emphasis on low-income nations where the ratio of students to teachers is

disproportionately high. The insufficiency of Teachers may lead to classrooms

becoming excessively populated, impacting the calibre of education imparted. One

additional obstacle head teachers encounter is the preservation of qualified and

experienced Teachers. Solheim (2020) posits that many Teachers opt to exit the

teaching profession due to inadequate remuneration, excessive work demands,

insufficient administrative backing, and mounting expectations to achieve scholastic

benchmarks. The departure of proficient and seasoned Teachers can exert a

substantial influence on the calibre of educational provision and have repercussions

on students' academic achievements. The insufficiency of teachers can exert a

substantial influence on Secondary school Head Teachers. The insufficiency of

46
Teachers and the elevated ratio of students to teachers can lead to an augmented

workload for school administrators, necessitating their involvement in instructional

duties. This phenomenon may lead to heightened levels of stress and burnout, thereby

impacting individuals' mental and physical welfare. The impact of teachers'

inadequacy on the quality of education imparted to students is a significant concern.

Murray (2021) posits that the need for more competent and seasoned Teachers can

lead to diminished academic performance among students and an increased likelihood

of disengagement from educational pursuits. The phenomenon above can potentially

have enduring consequences for students' academic and economic achievements.

The Secondary school headteacher may employ various strategies, including

providing continuous professional development opportunities and recruiting and

training new teachers, to effectively tackle the issue of teacher adequacy. According

to a study by Ingersoll and Strong (2011), giving Teachers opportunities for

professional development can improve their pedagogical skills and knowledge, which

in turn increases job satisfaction and retention rates. In a separate investigation,

Darling-Hammond (2017) found that teacher preparation programs that combine

academic coursework and real-world classroom experience have the potential to

effectively recruit and retain teachers of exceptional caliber. The headteacher has the

potential to collaborate with nearby universities and teacher training institutions in

order to facilitate the recruitment and training of prospective teachers. According to a

recent study conducted by UNESCO (2021), it has been proposed that the

implementation of teacher training programmes holds promise for mitigating the

scarcity of Teachers and enhancing the overall standard of education.

47
2.4.5 The Lack of Technology

Secondary school headteachers in Pakistan face a significant challenge arising

from the requirement for increased technological resources. In light of the increasing

ubiquity and adoption of technology in educational contexts globally, it is evident that

numerous Secondary schools in Pakistan need more technological resources, such as

computers and internet connectivity. The lack of access to technological resources can

limit the educational process, hindering students' academic abilities. According to

existing research, a restricted percentage of Secondary schools in Pakistan possess

the capacity to employ computer technology and gain access to the Internet

effectively. On the contrary, a considerable proportion of educational institutions

require additional infrastructure in order to incorporate technology effectively. Many

educational institutions lacked more technological resources, such as projectors and

smartboards. Reedy (2008) asserts that technological resources in Secondary

educational institutions may hinder the development and progression of students'

digital literacy skills. In the contemporary era, it has become crucial for students to

acquire digital literacy skills, enabling them to effectively navigate and engage in

communication within a constantly expanding digital environment. However, the lack

of technological resources may hinder the capacity of Secondary school students in

Pakistan to develop these skills, thus placing them at a disadvantage in future pursuits.

The need for more technological resources in Secondary schools in Pakistan may

hinder the development and acquisition of digital literacy skills among students. In

order to address this challenge effectively, it is crucial to allocate resources towards

the development of technology infrastructure and the provision of essential resources.

Furthermore, it is imperative to offer comprehensive training programs for Teachers

to enhance their proficiency in effectively incorporating technology into their

48
pedagogical methodologies. Improving the level of technological accessibility in

Secondary schools in Pakistan can significantly enhance students' readiness to

succeed in an increasingly digitalized global context.

2.4.6 Teachers’ Classroom Attendance

Ensuring regular teacher attendance poses a significant challenge for

Secondary school headteachers in Pakistan. The issue of teacher absenteeism is

widespread in schools in Pakistan, specifically in rural regions, where rates can reach

as high as 20% in certain educational institutions. This problem results in a substantial

reduction in instructional hours and a decline in academic achievement. One of the

challenges headteachers face is the need for a mechanism to monitor teacher

attendance in numerous schools across Pakistan. A tracking system is necessary to

ensure accountability for teachers' attendance and address instances of their non-

attendance. The absence of accountability could foster a climate of teacher

absenteeism and a diminished sense of urgency in resolving the matter. Teacher

attendance can yield substantial implications for Secondary school headteachers in

Pakistan (Barrera-Osorio & Raju, 2017). The lack of teachers can lead to a heightened

workload for the headteacher, necessitating the assumption of additional teaching

duties by the headteacher themselves. Headteachers contribute to burnout and

elevated stress levels, which impact the headteacher's mental and physical well-being.

The absence of teachers can notably influence students' academic performance, given

the negative correlation between teacher absenteeism and student achievement in

educational institutions in Pakistan. A positive correlation exists between elevated

levels of teacher absenteeism and diminished student test scores, as well as an

augmented likelihood of students dropping out of school. The implementation of

various strategies by Secondary school headteachers can effectively address the

49
matter of teacher attendance. One potential approach involves implementing a

comprehensive mechanism to monitor and manage teacher attendance, thereby

ensuring that teachers are held responsible for their instances of nonattendance.

Possible strategies for improving attendance in educational settings involve

implementing a digital attendance system or assigning a designated teacher to monitor

and record attendance. An additional approach involves implementing a system of

incentives to encourage regular attendance among teachers. According to Barrera-

Osorio and Raju (2017), implementing financial incentives for teachers with high

attendance rates can yield notable enhancements in teacher attendance. Augmentation

in instructional time ultimately contributes to improved academic performance among

students. The issue of teacher attendance poses a considerable obstacle for Secondary

school headteachers in Pakistan, as it has a detrimental effect on their workload,

academic outcomes, and personal well-being. Implementing strategies, such as

establishing a comprehensive attendance tracking system and providing incentives to

promote regular attendance, has the potential to positively impact the quality of

education and enhance students' academic achievements.

2.5 Strategies Used by Head Teacher

The head teacher employed various strategies to effectively convey the vision

to stakeholders and inspire collaboration to achieve shared objectives. The Head

Teacher should be able to establish a nurturing atmosphere that fosters teacher

innovation and risk-taking to enhance student learning outcomes. According to Day

and Sammons (2016), research has indicated that head teachers who demonstrate

effectiveness in formulating and executing a strategic vision have the potential to

enhance the academic outcomes of their respective schools substantially. The vision

of the head teacher serves as a guiding force for the school, offering a distinct path

50
and aiding in identifying critical areas for enhancement. The strategic vision

additionally empowers the Head Teacher to concentrate on long-term objectives and

circumvent the pitfall of short-term deliberation. The efficacy of a strategic vision is

contingent upon the head teacher's capacity to oversee and assess the progress made

in attaining the objectives. The use of data by the head teacher is essential in

identifying areas that require improvement and formulating strategies to address them

effectively. It is imperative for the head teacher to consistently engage in

communication with stakeholders and adapt the strategic vision as required. The

headteacher is crucial in formulating and executing a strategic vision for advancing

Secondary school education in Pakistan. The capacity of the head teacher to

formulate a vision congruent with the school's objectives, involve relevant

stakeholders, and oversee the advancement towards realising the vision is crucial for

enhancing student achievements and overall school effectiveness. The following

strategies are provided below:

2.5.1 Supervision of Teaching Process

Numerous studies have underscored the significance of school leaders in

overseeing and enhancing instructional procedures. The significance of effective

school leadership must be balanced with enhancing teaching and learning outcomes in

Secondary schools in Pakistan. The active supervision and monitoring of the teaching

process by school administrators and providing timely feedback to teachers resulted in

enhanced student achievement. The implementation of instructional supervision by

school administrators, involving the provision of regular feedback to teachers,

classroom instruction observation and monitoring, and professional development

opportunities, has been shown to enhance the quality of teaching and improve student

learning outcomes. By placing instructional supervision as a Secondary duty, school

51
administrators have been able to foster a favourable school environment and enhance

educational outcomes in Secondary schools. Rahimi and Zhang (2022) emphasised

the significance of conducting regular classroom observations and offering

constructive feedback to Teachers as crucial measures for improving the quality of

teaching. By engaging in proactive supervision and monitoring of the instructional

process, as well as offering opportunities for professional development to Teachers,

school administrators were able to cultivate a favourable school environment and

enhance academic achievements among students. The importance of continuous

professional development for school administrators was also highlighted to enhance

their supervision abilities. Implementing and enhancing instructional oversight in

Secondary schools in Pakistan results in enhanced pedagogical standards, improved

academic achievements among students, and the cultivation of a favourable

educational environment.

2.5.2 Professional Development

Professional development plays a crucial role in significantly influencing the

improvement of education quality in Secondary schools, with the school head

assuming a pivotal position in this particular context (Haiyan & Allan, 2021). The

impact of the school Head Teacher's leadership style and their level of involvement in

professional development programmes significantly affect the overall quality of

teaching and learning outcomes. The school Head Teacher's positive attitude towards

participating in professional development initiatives catalyses the teaching staff's

active engagement in these endeavours, resulting in improved academic performance

among students. Similarly, a research study has demonstrated that educational

administrators who create opportunities for professional development among their

faculty members observe improved student academic outcomes. The study also

52
highlighted the significance of educational administrators participating in professional

development programmes, as their involvement positively impacts the professional

development of teachers, ultimately resulting in improved student academic

achievement. The proactive facilitation and promotion of school administrators in

encouraging their teaching staff's involvement in professional development initiatives

positively impacts teaching practices, resulting in improved student outcomes. The

authors also proposed that the support and active participation of school

administrators in professional development programmes positively impact the

motivation and job satisfaction of the teaching staff. Research conducted by Mestry

(2017) has revealed that the active facilitation and promotion of professional

development initiatives by school administrators, specifically the school Head

Teacher, have significantly enhanced the quality of teaching and learning in

Secondary educational institutions. The leadership style, interests, and level of

involvement demonstrated by the school Head Teacher directly impact the motivation

and professional growth of the teaching staff and the resulting improvement in student

achievement.

2.5.3 Teachers and Head Teacher Relation

The significance of collaboration between the school head teacher and

teachers has been recognized as a pivotal element in enhancing the quality of

instruction and educational achievements in Secondary schools in Pakistan.

Enhancing communication, fostering trust, and promoting collaboration between

educational administrators and teachers can yield positive outcomes such as

heightened teacher motivation, increased job satisfaction, and enhanced commitment.

Providing opportunities for professional development among teachers, coupled with

encouraging their active involvement in decision-making processes, can foster the

53
establishment of a collective vision and objectives for the educational institution.

Consequently, this can yield enhanced academic performance among students.

Educational administrators who emphasise the professional growth of teachers and

foster a conducive working atmosphere have the potential to enhance teacher efficacy

and the likelihood of teacher retention. Consistently offering feedback and coaching

to Teachers while supporting their professional development yields favourable

outcomes regarding their efficacy and overall job contentment, including teachers

involvement in formulating school policies and practices, encompassing aspects such

as curriculum design and assessment strategies, cultivating a climate of collective

ownership and accountability, and enhancing execution and results. The absence of

collaboration and confidence between educational administrators and instructors may

result in adverse outcomes for Teachers and learners (Hargreaves, 2021). A notable

correlation exists between teacher turnover and inadequate leadership. This indicates

that school administrators who fail to prioritise teacher perspectives and contributions

may reduce teacher morale and retention rates. There needs to be more collaboration

between school administrators and Teachers to lead to practical pedagogical

approaches, improved student academic outcomes, and subpar overall school

performance (Ismail et al., 2018). The correlation between the collaboration of school

administrators and teachers holds significant importance in determining the efficacy

of Secondary educational institutions in Pakistan. The prioritisation of teacher

development, collaboration, and communication can yield enhanced teacher

performance, increased job satisfaction, and improved student outcomes. On the

contrary, a lack of trust and cooperation can result in adverse outcomes. Educational

administrators must prioritise establishing robust relationships with teachers to

54
cultivate a climate of collective accountability and facilitate the enhancement of

educational institutions.

2.5.4 Teacher students Relation

Research has demonstrated that the association between Teachers and students

substantially influences scholastic achievement within Secondary educational

institutions in Pakistan. The study's findings revealed a significant correlation

between positive teacher-student relationships and enhanced academic performance in

Secondary school students. Various factors influence the development of positive

teacher-student relationships. Teachers who exhibited warmth and supported their

students were found to be more inclined towards cultivating positive relationships.

According to Frenzel (2018), Teachers who demonstrate genuine concern for their

students' personal lives and offer emotional assistance are more inclined to cultivate

favourable rapport with their students. Developing positive relationships with students

is not solely the teacher's responsibility. There is a positive correlation between

student engagement and motivation in the classroom and the quality of their

relationships with their teachers. Research has demonstrated that parental involvement

is a significant factor in cultivating favourable teacher-student relationships. In

conjunction with scholastic achievement, favourable teacher-student relationships

have demonstrated additional advantages, including enhanced student conduct and

reduced rates of student absenteeism. The correlation between the interactions of

teachers and students holds significant importance in the context of academic

achievement within Secondary educational institutions in Pakistan.

55
2.5.5 Head Teacher and Parents Relationship

The correlation between the interaction of head teachers and parents holds

significant importance in shaping students' academic achievements in Secondary

educational institutions within Pakistan. Numerous studies have provided substantial

evidence suggesting that a strong correlation exists between the two variables,

resulting in notable enhancements in students' scholastic achievements (Arshad et al.,

2018). Students' academic performance has been observed to improve when a

collaborative and supportive environment is established through collaboration

between parents and head teachers. Students' academic performance is positively

influenced by the involvement of parents in schools. There is a discernible

enhancement in students' academic performance when parents actively participate and

maintain regular communication with head teachers regarding their children's

progress. Trust is a crucial element in the dynamic between head teachers and parents.

When parents have confidence in the head teacher's abilities and perceive that their

concerns are being acknowledged and resolved, researchers are more inclined to

engage in their child's education and offer assistance for their academic achievement.

A detrimental association between school Head Teachers and parents can result in

unfavourable student consequences. Interpersonal conflicts among individuals can

lead to a decrease in the academic performance of students. Cultural factors influence

the dynamics between head teachers and parents within specific regions of Pakistan.

The educational engagement of parents may be influenced by cultural norms that

prioritise boys' education over girls' in specific rural communities. Establishing a

positive and collaborative relationship between head teachers and parents has been

found to significantly influence the academic performance of students in Secondary

schools within the context of Pakistan. The establishment and sustenance of this

56
relationship are contingent upon several crucial elements, namely effective

communication, trust, and collaboration. However, the efficacy of these factors can be

impeded by cultural influences and conflicts.

2.5.6 Head Teacher-Student Relationship

The pivotal function of a school head teacher is paramount to the

establishment and sustenance of a favourable school culture and climate. This factor

has been observed to exert a substantial influence on students' academic achievement.

The significance of the relationship between head teachers and students regarding

academic achievement has been recognised. The objective of this literature review is

to examine the correlation between head teacher-student interaction and academic

achievement in Secondary schools within the context of Pakistan. Research has

demonstrated a significant correlation between a positive teacher-student relationship

and elevated levels of student academic achievement. Levin et al. (2020) posit that

establishing supportive and respectful relationships between head teachers and

students can contribute to developing a positive school climate, thereby facilitating

the enhancement of learning outcomes and academic accomplishments. The

leadership style of the head teacher significantly influences the nature of the

relationship between the head teacher and students. There is a positive correlation

between the implementation of transformational leadership styles, which prioritise

establishing solid relationships and trust between the head teacher and students, and

the attainment of elevated levels of academic performance among students. Research

has indicated a noteworthy and positive association between the relationship

established between head teachers and students and the subsequent impact on

academic achievement. A study in Pakistan revealed a positive correlation between

students' academic performance and their reported positive relationship with their

57
head teacher. Similarly, a separate study conducted in Pakistan revealed a significant

correlation between a favourable rapport between head teachers and students and

increased rates of student attendance as well as enhanced academic achievements.

2.6 Impact on Academic Performance

The formulation of a school's vision, implementation strategy, and strategic

growth can exert a substantial influence on the scholastic achievements of students.

The role of the Secondary school head teacher is crucial in the development and

implementation of these aspects. This review examines the significance of school

vision, action plan, and strategic development for student academic performance and

the role played by Secondary school head teachers in attaining these objectives. The

school's vision statement articulates the future aspirations and objectives of the

educational institution. According to the research conducted by Mitchell and King

(2018), An effectively articulated vision statement can instill inspiration and

motivation among Teachers, students, and parents, fostering a collective commitment

towards shared objectives.

The vision statement should prioritise students' needs and interests, with a

specific emphasis on enhancing academic achievements. The alignment of the

school's mission and values should serve as a guiding framework for all facets of

school life. An action plan serves as a strategic guide, delineating precise actions and

strategies aimed at attaining the vision and objectives of an educational institution.

The formulation of the action plan should be grounded in a thorough examination of

data and utilise practices supported by empirical evidence. The implementation of a

meticulously crafted action plan has the potential to enhance resource allocation

within educational institutions, leading to notable advancements in student

achievements. The plan should incorporate quantifiable goals and objectives, well-

58
defined timelines, and precise actions to be undertaken. The strategic development of

an educational institution encompasses the formulation of long-term plans and the

establishment of objectives. The Secondary objective is to enhance and advance the

school's progress and growth over time.

The formulation of strategic development initiatives ought to be grounded in

the systematic examination and interpretation of data and the utilisation of practices

supported by empirical evidence. The role of the Secondary school head teacher is of

utmost importance in the formulation and execution of the school's strategic

development plan. The significance of school vision, action plan, and strategic

development on student academic performance is noteworthy. The headteacher is

responsible for exhibiting robust leadership skills and facilitating efficient

communication to foster a comprehensive understanding and endorsement of the

school's vision and objectives among all stakeholders. The involvement of the head

teacher in collaborating with teachers, students, parents, and other stakeholders is

crucial for developing and implementing the action plan and strategic development.

The formulation of a school's vision, implementation of an action plan, and strategic

development substantially influence students' academic performance. The role of the

Secondary school head teacher is crucial in the development and implementation of

these aspects. In order to foster awareness and garner support from all relevant

parties, the head teacher must demonstrate robust leadership, employ effective

communication strategies, and engage in collaborative efforts. Implementing an

articulated vision statement, a comprehensive action plan, and a strategic development

approach can potentially enhance student engagement, motivation, and academic

achievements. According to a study conducted by Hashemi et al. (2019), there is a

59
positive correlation between the quality of the relationship between head teachers and

students and the student's academic performance in mathematics.

2.7 Development Priorities and Academic Performance

The role of Secondary school Head Teachers is of utmost importance in

fostering their educational institutions' growth and scholastic achievements. The

leadership style of a school Head Teacher has a substantial impact on the

establishment's prioritisation of development initiatives and its academic

achievements. Adams and Blair (2019) assert that the hallmark of effective school

leadership lies in cultivating a collective vision and establishing a nurturing

environment for Teachers and personnel. Research has indicated that educational

administrators who place a high priority on facilitating professional development and

training opportunities for teachers have been observed to have a positive influence on

student academic performance. Implementing teacher training programmes under the

guidance of school administrators yielded positive outcomes in terms of enhanced

teaching methodologies and academic achievements. Teacher cooperation and

collaboration are crucial elements of school leadership, as highlighted by Andersson

and Palm (2017).

School administrators' prioritisation of teacher collaboration and teamwork

has the potential to enhance the overall teaching and learning environment, ultimately

resulting in improved student outcomes. Ensuring that development priorities are

aligned with academic goals is paramount to enhancing school performance. In

Pakistan, educational institutions encounter many obstacles, including limited

resources, insufficient infrastructure, and a need for more qualified Teachers. Hence,

educational administrators must give precedence to development initiatives aligned

with academic objectives, including but not limited to teacher professional

60
development, curriculum enhancement, and the provision of instructional resources.

In addition to prioritising development activities, school administrators must ensure

effective implementation. The positive impact on academic performance was

observed when school administrators supported and monitored development

activities. The role of school administrators is of utmost importance in fostering the

growth and enhancing the academic achievements of Secondary educational

institutions in Pakistan. The establishment of a shared vision, the prioritisation of

professional development, the promotion of teacher cooperation, and the alignment of

development priorities with academic goals are all essential components of effective

leadership. The provision of supportive supervision and monitoring of development

activities is crucial in order to guarantee the successful execution of these initiatives.

2.8 Conclusion

To summarise, the current body of research on headteacher leadership in

Secondary schools has identified several gaps in knowledge regarding the correlation

between headteacher leadership and the academic performance of Secondary school

students in Pakistan. Further investigation is warranted to examine the collective

influence of head teacher qualifications, experience, and leadership style on student

outcomes. Additionally, it is essential to consider the contextual factors that shape

head teacher leadership and its implications for student performance in resource-

constrained regions. The investigation should focus on the impact of headteacher

leadership on enhancing students' social-emotional development. There is a pressing

need for a more comprehensive elucidation of the duties and obligations of

headteachers in Secondary educational institutions, particularly in marginalised

regions such as DG Khan. An investigation is warranted regarding the challenges

encountered by educational administrators in Pakistan, including constraints related to

61
resources, administrative responsibilities, and societal expectations. Examining the

influence of school head leadership styles on student academic performance and the

sociocultural factors that shape this association is a crucial aspect of scholarly

investigation. Furthermore, it is imperative to conduct further research regarding the

impact of school administrators' accomplishments and shortcomings on the academic

performance and socio-emotional growth of students enrolled in elementary

education. Ultimately, it is imperative to consider the broader societal and cultural

elements that impact the correlation between educational administrators and the

scholastic achievements of students, including communal anticipations and gender-

based conventions.

62
 CHAPTER 3

RESEARCH METHODOLOGY

The present chapter focuses on the methodology employed in this study. This

paper provides an overview of the research sample and population, outlines the data

collection process, and discusses the statistical analysis conducted to assess the

validity and reliability of the research instruments. The research design and

methodology employed to fulfil the research objective are focused on examining the

role of head teachers in improving the academic performance of students at the

Secondary level in Pakistan.

3.1 Research Design

This study aims to ascertain head teachers' impact on enhancing academic

performance among teachers and students at the Secondary level in District

Muzaffargarh. The present study employed a survey research design, utilising

quantitative methods for data collection. The researcher formulated a questionnaire to

ascertain the objectives of this study. The survey instrument is constructed using a

Likert scale, which consists of five points, in order to assess the participants'

responses. The responses in this survey were assessed on a scale ranging from

strongly agree (SA) to strongly disagree (SDA), with positive ratings indicating

agreement and negative ratings indicating disagreement. The researcher engaged in a

discourse with fellow researchers regarding the preliminary version of the tool and

made minor adjustments to align with the research objectives.

63
3.2 Population

The total population of this study were the Head teachers from 1371

government Secondary schools of District Muzaffargarh Educational Zone. The

population includes all the head teachers who are currently working in these schools.

Table 3.1 Gender Wise and Level Wise Detail of Population

Level Total
District Male Female

Public Secondary School Head Teachers

Muzaffargarh 794 577 1371

3.3 Sample

School head teachers were selected through a random sampling method. The

research sample consists of 303 head teachers employed in the public district of

Muzaffargarh. The head teachers in question were selected randomly from various

schools throughout the city. Sampling is a prevalent methodology employed in

research studies to investigate a subset of the population rather than the entirety of the

population. Through sample selection, researchers can collect data from a smaller and

more controllable group while still striving to achieve a representative depiction of the

broader population.

Table 3.2 Gender Wise and Level Wise Detail of Sample

Level Total
District Male Female

Public Secondary School Head Teachers

Muzaffargarh 194 109 303

64
3.4 Research Procedures

Before commencing the research, consultations were held with the research

supervisors to establish the guidelines and protocols governing the execution and

implementation of the study. The researcher and supervisor reached a consensus

regarding the research title. The researcher and their supervisor worked together to

choose the title of the study. Both the department and the supervisor have approved

the research proposal. The final approval was granted by both the institution and the

research supervisors. The researcher prepared the questionnaire and subsequently

initiated the subsequent procedure.

3.5 Instruments of the Study

The research employed a questionnaire as the Secondary data collection tool

to investigate the impact of head teachers on students' academic achievement in

Muzaffargarh. The researcher authored the questionnaire items. The researcher

employed a questionnaire as a means of data collection. The researcher developed a

questionnaire using a 5-point Likert scale.

3.6 Data Collection

The researcher collected the necessary information through personal visits to

schools, where permission was obtained from head teachers and concerned teachers.

Data was gathered based on participant availability and convenience. The researcher

maintained a continuous presence during the data collection process in order to

promptly address any issues that may have arisen. In instances of ambiguity or

unanticipated challenges encountered by the respondents, the researcher took steps to

elucidate the definitions of technical terms and offer appropriate guidance.

Additionally, the researcher duly informed the participants that the collected research

65
data would solely be employed for academic pursuits, and the research protocol

adhered strictly to ethical guidelines throughout the study.

3.7 Data Analysis

The data analysis was done using the Statistical Package for the Social

Sciences (SPSS) software. The analysis tools encompass statistical measures such as

the mean score, percentage, frequency, and standard deviation. Graphs and charts

were generated using the software application Microsoft Excel. A percentage is

employed to distinguish between male and female respondents. Subsequently, the

mean score for each factor was determined by employing the simple average method.

3.8 Validity and Reliability

In his work, James Dean Brown emphasises the importance of survey

reliability and validity, comprehensively explaining their significance. According to

Brown, the significance of reliability analysis lies in its ability to assess the extent to

which an instrument exhibits consistency in its measurement. The validity assessment

holds significance as it demonstrates the extent to which an instrument effectively

measures the construct it is intended to measure. The researcher in this study places

great importance on specific aspects of reliability and validity.

3.9 Ethical Considerations

Before initiating this research study, it was crucial to carefully consider the

characteristics and methodologies utilised for data collection, along with the

contextual background, procedural elements, participant demographics, and ethical

considerations relevant to the respondents. These various factors collectively impact

the research study and the individuals involved. Therefore, it was essential to exhibit

reverence and gratitude for their viewpoints. The school administration contacted the

66
researcher. The participants consented to contribute and authorised the researcher to

use the collected data to conduct this study.

67
 CHAPTER 4

DATA ANALYSIS

This chapter explores the utilization of data analysis and interpretation to

derive solutions to research questions. Statistics is a systematic methodology

employed to examine and interpret numerical data. The Statistical Package for the

Social Sciences (SPSS) is a valuable instrument. Researchers thoroughly investigate

the core of our research endeavour by implementing extensive data analysis. The data

analysis is of utmost importance to acquire valuable insights, discern patterns, and

derive meaningful conclusions from the gathered data. This chapter provides a

comprehensive overview of the methods, tools, and techniques employed to analyse

the data collected in our research study. Data analysis aims to ascertain significant

information that can enhance comprehension of the research problem or address the

research inquiries. Researchers employ a rigorous process of scrutinising, interpreting,

and organising data to extract pertinent findings that will facilitate the effective

pursuit of research objectives. The researcher utilised both techniques to analyse the

dataset, thereby facilitating the acquisition of a comprehensive comprehension of the

research phenomenon. The researcher presented a comprehensive account of the

methodologies employed in the data analysis, thereby ensuring transparency and the

ability to replicate the findings.

4.1 Demographics

The data that has been gathered encompasses various demographic variables,

including age, gender, educational attainment, and professional background.

Examining these variables enables the analysis of potential variations in attitudes,

preferences, or perceptions among diverse demographic groups. Gender analysis is a

68
valuable approach that identifies gender-related disparities in attitudes and

preferences regarding using social media as a tool for learning. Examining

participants' educational backgrounds offers valuable insights into the impact of their

level of education on their attitudes and responses. Considering demographic factors

enables researchers to comprehensively understand the sample's composition and

effectively address any potential variations or biases that may manifest.

Table 4.1 What is your Gender.

Frequency Percentage Valid Percent Cumulative Percent

Valid Female 109 36.0 36.0 36.0

Male 194 64.0 64.0 100.0

Total 303 100.0 100.0

Table 4.1 illustrates the study participants' distribution according to gender.

The study consisted of a total of 303 participants, who were divided into two distinct

categories based on gender: male and female. Out of the total participants, 109

individuals, constituting 36.0% of the sample, self-identified as female, whereas a

more significant proportion of the participants, specifically 194 individuals, or 64.0%,

self-identified as male. The data presented in this study reveals a higher proportion of

male participants than female participants.

300.0
250.0
200.0
150.0
100.0
50.0 36.0 64.0
0.0
Male Female

Figure 4.1 Gender of the participants

69
 Table 4.2 Qualification of participants

Frequency Percent Valid Cumulative

Percent Percent

Valid Master 89 29.37 29.4 29.4

M.Phil. 27 8.91 8.9 38.3

Ph.D. 3 0.99 1.0 39.3

B.Ed. 184 60.73 60.7 100.0

Total 303

Table 4.2 presents the frequency and percentage of qualifications among the
participants, while Figure 4.2 visually represents these data. In this study, the total
sample size of 303 participants was stratified into four distinct groups according to
their highest level of educational attainment. Out of the total sample size, it was found
that 29.4%, or 89 individuals, possessed a Master's degree. The subsequent cohort
consisted of individuals who had obtained a Master of Philosophy (M.Phil.) degree,
comprising 8.9% or 27 respondents. A mere minority of participants, specifically
1.0%, or three individuals, possessed a Doctor of Philosophy (Ph.D.) degree. A
significant proportion of the participants, 60.7%, or 184, possessed a Bachelor of
Education (B.Ed.) degree. The presented distribution provides a comprehensive
depiction of the educational qualifications of the participants, wherein individuals
holding a B.Ed. degree constitute the most significant proportion.

80.00 60.73
60.00
29.37
40.00
8.91
20.00 0.99
0.00
Master M.Phil. Ph.D. B.Ed.

Series2

Figure 4. 2 Qualification of participants

70
 Table 4.3 Age of Participants

Frequency Percentage Valid Cumulative

Percent Percent

Valid 24-45 288 95.05 95.0 95.0

years

46-60 15 4.95 5.0 100.0

years

Total 303 100 100

The age distribution of the participants is presented in Table 4.3. Among the

303 participants surveyed, a significant majority of 95.0% (288 individuals) were

found to belong to the age bracket of 24-45 years. A smaller proportion, specifically

5.0% (15 individuals), fell within the age range of 46–60. According to the

cumulative percentage, it can be observed that 95.0% of the participants fell within

the age range of 46–60 years, while the remaining 5.0% belonged to the age group of

31–50 years. The age distribution of the participants is depicted in Figure 4.3,

illustrating that a significant majority of the participants fell within the age range of

24-45 years, while a smaller proportion of participants belonged to the 46–60 age

group. The data presented offers valuable insights regarding the age distribution of the

participants, indicating a notable prevalence of younger individuals within the sample.

95.05
100.00

80.00

60.00

40.00

20.00 4.95

0.00

Figure 4. 3 Age of participants

71
 Table 4.4 Teaching Experience of participation

Valid Cumulative
Frequency Percent
Percent Percent

0-5 y 121 39.93 39.9 39.9

6-10 y 153 50.50 50.5 90.4

11-15 y 20 6.60 6.6 97.0

Valid
16 or 2.97 3.0 100.0
9
more

Total 303 100 100

Table 4.4 displays the frequency and percentage distribution of teaching

experience among the participants in the study. The study population consisted of 303

participants categorised into four distinct groups according to their teaching

experience: 0–5 years, 6–10 years, 11–15 years, and 16 years or more. The most

significant demographic consisted of individuals with teaching experience ranging

from 6 to 10 years, accounting for 50.5% or 153 participants. The group with the

second highest number of individuals comprised those with 0–5 years of experience,

accounting for 39.9%, or a total of 121 individuals. A subset of the participants,

comprising 6.6% or 20 individuals, possessed a teaching tenure ranging from 11 to 15

years. Finally, the smallest cohort, comprising 3.0%, or nine individuals, possessed at

least 16 years of professional experience. The presented distribution effectively

illustrates the teaching experience of the participants, revealing a notable clustering of

individuals with 0–10 years of experience. The column labelled 'Valid Percent'

corresponds to the 'Percentage' column, signifying a comprehensive and dependable

collection of responses.

72
 60.00 50.50
50.00 39.93
40.00
30.00
20.00 6.60
2.97
10.00
0.00
0-5 y 6-10 y 11-15 y 16 or more

Figure 4.4 Teaching Experience of participation

Table 4.5 School Sector

Frequency Percentage Valid Cumulative

Percent Percent

Valid Public 303 100.0 100.0 100.0

Table 4.5 presents an overview of the frequency and percentage distribution of

the school sector affiliations of the participants in the study. The total sample size of

303 individuals was partitioned into two groups based on this particular variable—the

public education system. Out of the total participants, a marginally more significant

proportion, precisely 55.1%, of 167 individuals were affiliated with the public school

sector. Conversely, 136 individuals, accounting for 44.9% of the sample, were found

to have affiliations with the school sector. The distribution of participants in this study

provides a well-balanced representation of public school sectors, with a slightly

greater prevalence of the former. The column labelled 'Valid Percent' corresponds to

the' Percentage' column, indicating a comprehensive and dependable collection of

responses.

73
 300.0
250.0
200.0
150.0
100.0
50.0 55.1 44.9
0.0
Public Private

Figure 4.5 School Sector

Table 4. 6 Schools Location

Frequency Percentage Valid Percent Cumulative

Percent

Valid Rural 102 33.7 33.7 33.7

Urban 201 66.3 66.3 100.0

Total 303 100.0 100.0

Table 4.6 presents the frequency and percentage distribution of the school

locations among the participants. The variable under consideration involved a total

sample size of 303 participants, which was subsequently categorised into two distinct

groups: rural and urban. Among the participants, a significant majority (66.3%, or 201

individuals) were situated in urban areas. In contrast, a comparatively lesser

proportion of participants, precisely 33.7%, or 102 individuals, were in rural regions.

The data presented in this study reveals a notable disparity in the representation of

participants between urban and rural schools, with a higher proportion of participants

originating from urban schools. The column labelled 'Valid Percent' is in agreement

with the column labelled 'Percentage,' thereby validating the integrity and accuracy of

the dataset.

74
 80.00 66.34

60.00
33.66
40.00

20.00

0.00
Rular Area Urban Area

Figure 4.6 Schools Location

Table 4.7 I motivate teachers and students to develop their skills.

Frequency Percentage Mean Standard Deviation

SD 21 6.93

D 34 11.22

N 19 6.27
3.97 1.26
A 89 29.37

SA 140 46.20

Total 303 100.0

Table 4.7 presents the tabulated data showcasing the frequency and

corresponding percentage of participants responses to the statement, "I motivate

teachers and students to develop their skills. These responses were assessed using a

Likert scale. The variable under consideration involved categorising the opinions of

303 respondents into five distinct categories: strongly disagree, disagree, neutral,

agree, and strongly agree. The statement received strong agreement from the largest

segment of respondents, 46.20%, or 140 individuals. This indicates a notable level of

motivation among teachers and students to enhance their skills. The second most

substantial cohort consisted of individuals who agreed with the statement, constituting

75
29.37%, or 89 participants. On the other hand, 6.93%, or 21 participants, expressed a

strong disagreement with the given statement, whereas 11.22%, or 34 individuals,

indicated a disagreement. The smallest group, consisting of 19 respondents, or 6.27%

of the total, was categorised as neutral. The calculated mean value of 3.97 indicates

that the collective average response agreed with the statement with SD=1.26.

46.20
50.00
40.00 29.37
30.00
20.00 11.22
6.93 6.27
10.00
0.00
Strongly Disagree Neutral Agree Strongly
disagree agree

Figure 4.7 I motivate teachers and students to develop their skills.

Table 4.8 I empower teachers and students to continually raise their academic

performance

Frequency Percentage Mean Standard Deviation

SD 44 14.52

D 36 11.88

N 21 6.93
3.61 1.43
A 96 31.68

SA 106 34.98

Total 303 100.0

Table 4.8 presents a comprehensive breakdown of the frequency and

corresponding percentage of participants' responses about the statement, "I facilitate

the empowerment of students, fostering a continuous improvement in their academic

performance. The participants' perspectives were documented using a Likert scale,

76
encompassing five distinct categories for response options: strongly disagree,

disagree, neutral, agree, and strongly agree. A considerable proportion of the

participants, precisely 34.98% or 106 individuals, expressed strong agreement with

the statement, indicating a notable dedication towards improving academic

performance. The response that ranked second in frequency was "agree," chosen by

31.68%, or 96 participants. In contrast, 14.52%, or 44 participants, expressed a strong

disagreement with the given statement, while 11.88%, or 36 individuals, indicated

their disagreement. A subset of participants, comprising 6.93% or 21 individuals,

maintained a neutral stance. The calculated mean of 3.61 indicates that the collective

average response tended towards agreement with the statement with SD 1.43.

34.98
31.68
35.00
30.00
25.00
20.00 14.52
11.88
15.00
6.93
10.00
5.00
0.00
Strongly Disagree Neutral Agree Strongly
disagree agree

Figure 4.8 I empower teachers and students to continually raise their academic

performance

Table 4. 9 I visit all classes daily to meet teachers and students

Frequency Percentage Mean Standard Deviation

SD 48 15.84
D 39 12.87
N 32 10.56
3.48 1.45
A 87 28.71
SA 97 32.01
Total 303 100.0
Table 4.9 presents the frequency and percentage of participants' responses

regarding their agreement with the statement, "I visit all classes daily to meet teachers

77
and students. The perspectives of all 303 individuals were documented using a Likert

scale and categorised into five distinct levels: strongly disagree, disagree, neutral,

agree, and strongly agree. The statement received a strongly agreed-upon response

from the most significant proportion of participants, 32.01%, or 97 individuals. This

indicates a high level of commitment among these participants towards engaging in

daily interactions with teachers and students. The response that ranked second in

frequency was agree, which was chosen by 28.71%, or 87 participants. In contrast,

15.84%, or 48 respondents, strongly disagreed with the statement, while 12.87%, or

39 participants, indicated their choice as disagreeing. A subset of participants,

comprising 10.56%, or 32 individuals, maintained a neutral stance. The calculated

mean value of 3.48 indicates that the collective average response leans slightly

towards agreement with the statement with SD=1.45.

32.01
35.00 28.71
30.00
25.00
20.00 15.84
12.87
15.00 10.56
10.00
5.00
0.00
Strongly Disagree Neutral Agree Strongly
disagree agree

Figure 4. 9 I visit all classes daily to meet teachers and students

78
Table 4. 10 I introduce innovative teaching methods to motivate teachers and students

Frequency Percentage Mean Standard Deviation

SD 45 14.85

D 21 6.93

N 19 6.27
3.74 1.41
A 102 33.66

SA 116 38.28

Total 303 100.0

Table 4.10 displays the frequency and percentage of participants' responses

about their engagement. Most participants, comprising 38.28% or 116 individuals,

expressed strong agreement with the statement, demonstrating a notable dedication

towards implementing innovative pedagogical approaches. The individuals who

agreed constituted the second most substantial cohort, comprising 33.66%, or 102

respondents. Conversely, 14.85%, or 45 participants, expressed a strong disagreement

with the statement above, whereas 6.93%, or 21 participants, indicated their

disagreement. The group classified as neutral exhibited the lowest proportion,

comprising 6.27%, or a total of 19 individuals. The calculated mean value of 3.74

indicates that the collective average response agreed with the statement with SD

=1.41.

38.28
40.00 33.66

30.00

20.00 14.85
6.93 6.27
10.00

0.00
Strongly Disagree Neutral Agree Strongly
disagree agree

79
 Figure 4. 10 I introduce innovative teaching methods to motivate teachers and

students

Table 4. 11 I track the academic performance of students as a mentor

Frequency Percentage Mean Standard Deviation

SD 37 12.21
D 43 14.19
N 17 5.61
3.67 1.41
A 93 30.69
SA 113 37.29
Total 303 100.0
Table 4.11 presents an overview of the frequency and corresponding

percentages of participants' responses regarding their engagement in monitoring the

academic progress of teachers and students in their capacity as mentors. A

considerable proportion of the participants, precisely 37.29%, or 113 individuals,

strongly agreed with the statement, indicating a preference for a proactive approach to

monitoring academic performance. The second largest group consisted of individuals

who agreed, comprising 30.69%, or 93 respondents. In contrast, 12.21%, or 37

participants, strongly disagreed with the given statement, whereas 14.19%, or 43

individuals, indicated their disagreement. The group identified as neutral constituted

the most minor proportion, accounting for 5.61%, or 17 participants. The calculated

mean value of 3.67 indicates that the collective average response aligned with

agreement regarding the statement. SD=1.41.

37.29
40.00
30.69
30.00

20.00 12.21 14.19

10.00 5.61

0.00
Strongly Disagree Neutral Agree Strongly
disagree agree

80
 Figure 4. 11 I track the academic performance of students as a mentor

Table 4. 12 I encourage positive relationships between teachers and students to

enhance the performance
Frequency Percentage Mean Standard Deviation

SD 23 7.59

D 43 14.19

N 17 5.61
3.86 1.31
A 91 30.03

SA 129 42.57

Total 303 100.0

Table 4.12 presents the frequency and percentage of participants' responses to

the statement, "I promote positive relationships between teachers and students to

improve performance. Most participants, comprising 42.57% or 129 individuals,

expressed strong agreement with the statement, suggesting a notable focus on

fostering positive relationships within the academic setting. The second most

prevalent response, chosen by 30.03%, or 91 participants, agreed with the statement.

In contrast, 7.59%, or 23 participants, expressed a strong disagreement with the given

statement, while 14.19%, or 43 participants, indicated their disagreement. A minority

of participants, precisely 5.61%, or 17 individuals, opted for the neutral option. The

calculated mean value of 3.86 indicates that the collective average response aligned

with agreement with the statement. SD =1.31.

42.57
50.00
40.00 30.03
30.00 14.19
20.00 7.59 5.61
10.00
0.00
Strongly Disagree Neutral Agree Strongly
disagree agree

81
Figure 4. 12 I encourage positive relationships between teachers and students to

enhance the performance

Table 4.13 I create supportive and conducive learning environments

Frequency Percentage Mean Standard Deviation

SD 11 3.63
D 27 8.91
N 19 6.27
3.99 1.04
A 144 47.52
SA 102 33.66
Total 303 100.0
Table 4.13 displays the frequency and percentage of participants' responses

about their agreement with the statement, "I establish supportive and conducive

learning environments. A significant proportion of the participants, precisely 47.52%,

or 144 individuals, agreed with the statement, demonstrating their dedication to

fostering supportive and conducive learning environments. The response that was

chosen by the second largest number of participants was strongly agree, with a total of

102 individuals, or 33.66% of the total sample. In contrast, 3.63%, or 11 individuals,

expressed a strong disagreement with the given statement, while 8.91%, or 27

participants, indicated disagreement. A subset of the participants, constituting 6.27%

or 19 individuals, maintained a neutral stance. The calculated mean value of 3.99

indicates that the collective average response leaned towards agreement with the

statement. SD= 1.04.

47.52
50.00
40.00 33.66

30.00
20.00
8.91 6.27
10.00 3.63

0.00
Strongly Disagree Neutral Agree Strongly
disagree agree

82
Figure 4.13 I create supportive and conducive learning environments

83
Table 4.14 I recognize and acknowledge teachers and students achievements daily

Frequency Percentage Mean Standard Deviation

SD 26 8.58

D 12 3.96

N 31 10.23
3.98 1.20
A 107 35.31

SA 127 41.91

Total 303 100.0

Table 4.14 presents the frequency and percentage of participants' daily

responses about their recognition and acknowledgment of teachers' and students'

achievements. A significant emphasis on daily acknowledgment of achievements was

observed, as evidenced by the highest proportion of participants (41.91%, or 127

individuals) strongly agreeing with the statement. The individuals who agreed

constituted the second most substantial cohort, comprising 35.31%, or 107

participants. In contrast, 8.58%, or 26 participants, strongly disagreed with the given

statement, while 3.96%, or 12 individuals, indicated their disagreement. The neutral

group size was more significant than that of the disagree group, comprising 10.23% or

31 respondents. The calculated mean value of 3.94 suggests that the collective

average response aligned with agreement regarding the statement .SD= 1.20.

50.00 41.91
35.31
40.00
30.00
20.00 10.23
8.58
10.00 3.96

0.00
Strongly Disagree Neutral Agree Strongly
disagree agree

Figure 4.14 I recognize and acknowledge teachers and students achievements daily
84
 Table 4. 15 I empower the staff and students to enhance the school vision

Frequency Percentage Mean Standard Deviation

SD 23 7.59
D 16 5.28
N 31 10.23
4.04 1.21
A 90 29.70
SA 143 47.19
Total 303 100.0
Table 4.15 presents the frequency and percentage distribution of participants'

responses to the statement, "I facilitate the empowerment of both staff and students to

contribute to the enhancement of the school's vision. The prevailing response

observed in the study was strongly agree, with a percentage of 47.19%, or 143

participants, expressing a high level of dedication towards enabling staff and students

to contribute towards advancing the school's vision. The subsequent largest cohort,

comprising 29.70% or 90 participants, consisted of individuals who agreed. In

contrast, 7.59%, or 23 individuals, expressed a strong disagreement with the given

statement. In comparison, 5.28%, or 16 participants, indicated a disagreement. 31

respondents, accounting for 10.23% of the sample, indicated their preference for the

neutral option. The average response yielded a value of 4.04, indicating a tendency

towards agreement with the statement. SD=1.21.

47.19
50.00
40.00 29.70
30.00
20.00 10.23
7.59 5.28
10.00
0.00
Strongly Disagree Neutral Agree Strongly
disagree agree

Figure 4.15 I empower the staff and students to enhance the school vision

85
Table 4. 16 I navigate the difficulty of reconciling diverse learning styles and needs

Frequency Percentage Mean Standard Deviation

SD 11 3.63
D 29 9.57
N 36 11.88
4.01 1.12
A 96 31.68
SA 131 43.23
Total 303 100.0
Table 4.16 presents the frequency and percentage distribution of participants'

responses regarding their ability to navigate the challenges associated with reconciling

diverse learning styles and needs. A significant proportion of the participants,

43.23%, or 131 individuals, expressed a strongly agreed response, indicating a notable

dedication towards effectively addressing the intricacies associated with diverse

learning styles and needs. The subsequent most substantial cohort, comprising

31.68% or 96 individuals, opted for the Agree option. In contrast, 3.63%, or 11

individuals, expressed a strong disagreement with the statement above, while 9.57%,

or 29 participants, indicated their preference for disagreement. The size of the neutral

group surpassed that of both the strongly disagree and strongly disagree groups,

comprising 11.88% or 36 participants. The average response, with a mean value of

4.01, indicated a tendency towards agreement with the statement. SD =1.12.

50.00 43.23

40.00 31.68
30.00
20.00 9.57 11.88
10.00 3.63

0.00
Strongly Disagree Neutral Agree Strongly
disagree agree

Figure 4. 16 I navigate the difficulty of reconciling diverse learning styles and needs

86
 Table 4.17 I face a challenges in hiring and retaining qualified teachers

Frequency Percentage Mean Standard Deviation

SD 36 11.88
D 11 3.63
N 29 9.57
3.83 1.28
A 121 39.93
SA 106 34.98
Total 303 100.0
Table 4.17 displays the frequency and percentage of participants' responses to

the statement, "I encounter difficulties in the recruitment and retention of competent

Teachers. The predominant response observed in the study indicated agreement, with

a proportion of 39.93%, or 121 individuals, acknowledging that researchers encounter

difficulties in recruiting and retaining competent teachers. The subsequent significant

cohort consisted of strongly agreed-upon individuals, accounting for 34.98%, or 106

participants. In contrast, 11.88%, or 36 participants, expressed a strong disagreement,

while 3.63%, or 11 participants, indicated a disagreement. These findings imply that

researchers may encounter minimal challenges in this particular domain. The neutral

response was selected by 9.57%, or 29 out of the total respondents. The mean value of

3.83, representing the average response, suggests a prevailing inclination towards

agreement with the statement. SD=1.28.

39.93
40.00 34.98

30.00

20.00 11.88
9.57
10.00 3.63

0.00
Strongly Disagree Neutral Agree Strongly
disagree agree

Figure 4. 17 I face a challenges in hiring and retaining qualified teachers

87
Table 4. 18 I deal with the obstacle of inconsistent educational funding

Frequency Percentage Mean Standard Deviation

SD 19 6.27

D 21 6.93

N 37 12.21
3.90 1.14
A 119 39.27

SA 107 35.31

Total 303 100.0

Table 4.18 analyses the frequency and proportion of participants' responses to

the statement, "I confront the challenge of inconsistent educational funding. The

largest group of participants, accounting for 35.31% or 107 individuals, strongly

agreed that researchers face the obstacle of inconsistent educational funding. 119

participants, constituting 39.27% of the sample, opted for the response option

"Agree." In contrast, the study revealed that a minority of participants, precisely

6.27% (n = 19), expressed strong disagreement, while 6.93% (n = 21) indicated

disagreement. These findings imply that researchers do not perceive inconsistent

educational funding as a significant obstacle. Of the participants, 37 individuals,

accounting for 12.21%, opted for the neutral response. The computed mean value of

3.90 suggests that the overall average response leaned towards agreement with the

provided statement. SD 1.14.

39.27
40.00 35.31

30.00

20.00 12.21
6.27 6.93
10.00

0.00
Strongly Disagree Neutral Agree Strongly
disagree agree

88
 Figure 4.18 I deal with the obstacle of inconsistent educational funding

Table 4.19 I try to handle the problem of limited use of technology

Frequency Percentage Mean Standard Deviation

SD 19 6.27

D 21 6.93

N 37 12.21
3.90 1.14
A 119 39.27

SA 107 35.31

Total 303 100.0

Table 4.19 displays the frequency and percentage of participants' responses

about their efforts to address the limited utilisation of technology. The findings

indicate that a significant proportion of participants, precisely 34.98% or 106

individuals, expressed a strong agreement with the notion that researchers actively

strive to tackle the issue of limited technology utilisation. 129 participants, accounting

for 42.57% of the sample, selected the response option "Agree. In contrast, 8.91%, or

27 participants, expressed a strong disagreement, while 3.30%, or 10 participants,

chose the option of disagreeing. These responses suggest that researchers need to

consider the restricted utilisation of technology as a substantial issue. The neutral

response was selected by 10.23% of the participants, corresponding to 31 individuals.

The mean value of 3.91 suggests that the average response aligns with agreement with

the statement. SD=1.14.

89
 50.00 42.57
34.98
40.00
30.00
20.00 10.23
8.91
10.00 3.30

0.00
Strongly Disagree Neutral Agree Strongly
disagree agree

Figure 4.19 I try to handle the problem of limited use of technology

Table 4.20 I try to maintain professional developments of teachers and students

Frequency Percentage Mean Standard Deviation

SD 19 6.27

D 20 6.60

N 21 6.93
3.92 1.10
A 148 48.84

SA 95 31.35

Total 303 100.0

Table 4.20 presents the frequency and percentage distribution of participants'

responses to the statement, "I endeavour to uphold the professional development of

students. A significant proportion of the participants, precisely 48.84%, or 148

individuals, expressed their agreement regarding the importance of researchers'

endeavours in fostering the professional growth of students. The second most sizable

demographic consisted of strongly agreed-upon individuals, accounting for 31.35% or

95 participants. In contrast, it was observed that 6.27%, or 19 participants, expressed a

strong disagreement, while 6.60%, or 20 participants, indicated a choice of

disagreement. These findings imply that the researchers may perceive the

maintenance of professional development as something other than a significant

priority. The neutral response was chosen by 6.93% of the participants, corresponding
90
to 21 individuals. The calculated mean value of 3.92 suggests that the collective

average response agrees with the statement. SD =1.10.

48.84
50.00
40.00 31.35
30.00
20.00
6.27 6.60 6.93
10.00
0.00
Strongly Disagree Neutral Agree Strongly
disagree agree

Figure 4. 20 I try to maintain professional developments of teachers and students

Table 4.21 I strive to increase community and parental involvement in school

activities

Frequency Percentage Mean Standard Deviation

SD 21 6.93

D 34 11.22

N 19 6.27
3.97 1.26
A 89 29.37

SA 140 46.20

Total 303 100.0

Table 4.21 displays the frequency and percentage of participants' responses

about their inclination towards enhancing community and parental engagement in

school activities. The predominant cohort of respondents, 46.20%, or 140 individuals,

strongly inclined towards the notion that researchers should actively endeavour to

enhance community and parental engagement in school activities. Additionally,

29.37%, or 89 participants, expressed their agreement with this perspective. In

contrast, a total of 6.93% (21 participants) expressed strong disagreement, while

11.22% (34 participants) indicated a choice of disagree." These responses imply that
91
researchers may place a low priority on enhancing community and parental

involvement. The neutral response was selected by 6.27% of the participants, which

corresponds to 19 individuals. The calculated mean value of 3.97 suggests that the

collective average response agrees with the statement. SD=1.26.

46.20
50.00
40.00 29.37
30.00
20.00 11.22
6.93 6.27
10.00
0.00
Strongly Disagree Neutral Agree Strongly
disagree agree

Figure 4.21 I strive to increase community and parental involvement in school

activities

Table 4. 22 I struggle to implement a standard curriculum

Frequency Percentage Mean Standard Deviation

SD 23 7.59

D 33 10.89

N 24 7.92
3.95 1.29
A 78 25.74

SA 145 47.85

Total 303 100.0

Table 4.22 visually represents the frequency and percentage of participants'

responses to the statement, "I encounter difficulties in implementing a standardised

curriculum. The predominant cohort of respondents, comprising 47.85% or 145

individuals, strongly concurred that researchers encounter challenges implementing a

standardised curriculum. 78 participants, accounting for 25.74% of the sample,

92
selected the response option "Agree. In contrast, it was found that 7.59%, or 23

participants, expressed strong disagreement, while 10.89%, or 33 participants,

indicated disagreement, thereby implying that researchers may not encounter

substantial obstacles when implementing a standardised curriculum. The neutral

response was chosen by 7.92% of the participants, corresponding to 24 individuals.

The calculated mean value of 3.95 suggests that the collective average response

aligned with agreement with the statement. SD=1.29.

47.85
50.00
40.00
25.74
30.00
20.00 10.89
7.59 7.92
10.00
0.00
Strongly Disagree Neutral Agree Strongly
disagree agree

Figure 4. 22 I struggle to implement a standard curriculum

Table 4. 23 I tackle the issue of high student-to-teacher ratios

Frequency Percentage Mean Standard Deviation

SD 43 14.19

D 12 3.96

N 23 7.59
3.84 1.38
A 98 32.34

SA 127 41.91

Total 303 100.0

Table 4.23 presents the frequency and percentage of participants' responses to

the statement "I tackle the issue of high student-to-teacher ratios. The majority of

participants, representing 41.91% or 127 individuals, strongly agreed that Teachers

tackle the issue of high student-to-teacher ratios. Additionally, 32.34%, or 98

93
 participants, chose agree as their response. On the other hand, 14.19%, or 43

participants, strongly disagreed, and 3.96%, or 12 participants, chose disagree,

indicating teachers do not perceive high student-to-teacher ratios as a significant

issue. 7.59% or 23 participants chose the neutral response. The mean value of 3.84

suggests that the overall average response leaned towards agreement with the

statement. SD=138.

50.00 41.91
40.00 32.34
30.00
20.00 14.19
7.59
10.00 3.96

0.00
Strongly Disagree Neutral Agree Strongly
disagree agree

Figure 4. 23 I tackle the issue of high student-to-teacher ratios

Table 4.24 I navigate the challenges presented by a teacher shortage within the school

Frequency Percentage Mean Standard Deviation

SD 41 13.53

D 32 10.56

N 11 3.63
3.72 1.40
A 107 35.31

SA 112 36.96

Total 303 100.0

Table 4.24 demonstrates the frequency and percentage of participants'

responses to the statement "I navigate the challenges presented by a teacher shortage

within the school".The largest group of participants, representing 36.96% or 112

individuals, strongly agreed that teachers navigate the challenges presented by a

94
teacher shortage within the school. Additionally, 35.31%, or 107 participants, chose

agree as their response. On the other hand, 13.53%, or 41 participants, strongly

disagreed, and 10.56%, or 32 participants, chose disagree, suggesting teachers do not

perceive a teacher shortage as a significant challenge. The neutral response was

chosen by 3.63%, or 11 participants. The mean value of 3.72 indicates that the overall

average response leaned towards agreement with the statement. SD=1.40.

35.31 36.96
40.00

30.00

20.00 13.53
10.56
10.00 3.63

0.00
Strongly Disagree Neutral Agree Strongly
disagree agree

Figure 4. 24 I navigate the challenges presented by a teacher shortage within the

school

Table 4.25 I work to modernize outdated assessment and feedback methods

Frequency Percentage Mean Standard Deviation

SD 39 12.87

D 14 4.62

N 9 2.97
3.95 1.35
A 103 33.99

SA 138 45.54

Total 303 100.0

Table 4.25 presents the frequency and percentage of participants' responses to

the statement "I work to modernise outdated assessment and feedback methods". The
majority of participants, representing 45.54% or 138 individuals, strongly agreed that
Teachers should work to modernise outdated assessment and feedback methods.
Additionally, 33.99%, or 103 participants, chose agree as their response. On the other
95
hand, 12.87%, or 39 participants, strongly disagreed, and 4.62%, or 14 participants,
chose disagree, suggesting researchers do not prioritise modernising assessment and
feedback methods. The neutral response was chosen by 2.97%, or 9 participants. The
mean value of 3.95 indicates that the overall average response leaned towards
agreement with the statement. SD=1.35.

45.54
50.00
40.00 33.99

30.00
20.00 12.87
10.00 4.62 2.97

0.00
Strongly Disagree Neutral Agree Strongly
disagree agree

Figure 4. 25 I work to modernize outdated assessment and feedback methods

Table 4.26 I use student-centered approaches to boost academic performance

Frequency Percentage Mean Standard Deviation

SD 34 11.22

D 28 9.24

N 7 2.31
3.90 1.36
A 99 32.67

SA 135 44.55

Total 303 100.0

Table 4.26 illustrates the frequency and percentage of participants' responses

to the statement "I use student-centred approaches to boost academic performance". .

The largest group of participants, representing 44.55% or 135 individuals, strongly

agreed that teachers should use student-centred approaches to boost academic

performance. Additionally, 32.67%, or 99 participants, chose agree as their response.

On the other hand, 11.22%, or 34 participants, strongly disagreed, and 9.24%, or 28

participants, chose disagree, suggesting teachers do not prioritise the use of student-

96
centred approaches. The neutral response was chosen by 2.31%, or 7 participants. The

mean value of 3.90 indicates that the overall average response leaned towards

agreement with the statement. SD=1.36.

50.00 44.55

40.00 32.67
30.00
20.00 11.22 9.24
10.00 2.31
0.00
Strongly Disagree Neutral Agree Strongly
disagree agree

Figure 4. 26 I use student-centered approaches to boost academic performance

Table 4.27 I use data-driven strategies to create positive school environment

Frequency Percentage Mean Standard Deviation

SD 51 16.83

D 12 3.96

N 4 1.32
3.89 1.47
A 88 29.04

SA 148 48.84

Total 303 100.0

Table 4.27 presents the frequency and percentage of participants' responses to

the statement "I use data-driven strategies to create a positive school environment". .

The largest group of participants, representing 48.84% or 148 individuals, strongly

agreed that teachers should use data-driven strategies to create a positive school

environment. Additionally, 29.04%, or 88 participants, chose agree as their response.

On the other hand, 16.83%, or 51 participants, strongly disagreed, and 3.96%, or 12

participants, chose disagree, suggesting researchers do not prioritise the use of data-
97
 driven strategies. The neutral response was chosen by 1.32%, or 4 participants. The

mean value of 3.89 indicates that the overall average response leaned towards

agreement with the statement. SD=1.47.

48.84
50.00
40.00
29.04
30.00
16.83
20.00
10.00 3.96 1.32
0.00
Strongly Disagree Neutral Agree Strongly
disagree agree

Figure 4. 27 I use data-driven strategies to create positive school environment

Table 4. 28 I collaborate with teachers to develop effective instructional strategies for

superior learning results

Frequency Percentage Mean Standard Deviation

SD 23 7.59

D 9 2.97

N 16 5.28
4.17 1.16
A 99 32.67

SA 156 51.49

Total 303 100.0

Table 4.28 demonstrates the frequency and percentage of participants'

responses to the statement "I collaborate with teachers to develop effective

instructional strategies for superior learning results". The majority of participants,

representing 51.49% or 156 individuals, strongly agreed that researchers should

collaborate with teachers to develop effective instructional strategies for superior

learning results. Additionally, 32.67%, or 99 participants, chose agree as their

response. On the other hand, 7.59%, or 23 participants, strongly disagreed, and

98
 2.97%, or 9 participants, chose disagree, suggesting researchers do not prioritise

collaboration with teachers for instructional strategies. The neutral response was

chosen by 5.28%, or 16 participants. The mean value of 4.17 indicates that the overall

average response leaned towards agreement with the statement. SD=1.16.

60.00 51.49
50.00
40.00 32.67
30.00
20.00 7.59
2.97 5.28
10.00
0.00
Strongly Disagree Neutral Agree Strongly
disagree agree

Figure 4. 28 I collaborate with teachers to develop effective instructional strategies for

superior learning result

Table 4.29 I monitor student progress and adjust coaching

Frequency Percentage Mean Standard Deviation

SD 28 9.24

D 23 7.59

N 6 1.98
4.07 1.29
A 88 29.04

SA 158 52.15

Total 303 100.0

Table 4.29 presents the frequency and percentage of participants' responses to

the statement "I monitor student progress and adjust coaching". . The largest group of

participants, representing 52.15% or 158 individuals, strongly agreed that teachers

monitor student progress and adjust coaching. Additionally, 29.04%, or 88

participants, chose agree as their response. On the other hand, 9.24%, or 28

99
participants, strongly disagreed, and 7.59%, or 23 participants, chose disagree,

suggesting teachers do not prioritise monitoring student progress and adjusting

coaching. The neutral response was chosen by 1.98%, or 6 participants. The mean

value of 4.07 indicates that the overall average response leaned towards agreement

with the statement. SD=1.29.

60.00 52.15
50.00
40.00 29.04
30.00
20.00 9.24 7.59
10.00 1.98
0.00
Strongly Disagree Neutral Agree Strongly
disagree agree

Figure 4. 29 I monitor student progress and adjust coaching

Table 4.30 I manage the resources to improves academic performance of students

Frequency Percentage Mean Standard Deviation

SD 37 12.21

D 37 12.21

N 23 7.59
3.79 1.45
A 63 20.79

SA 143 47.19

Total 303 100.0

Table 4.30 presents the frequency and percentage of participants' responses to

the statement "I manage the resources to improve the academic performance of
students". . The largest group of participants, representing 47.19% or 143 individuals,
strongly agreed that teachers manage the resources to improve the academic
performance of students. Additionally, 20.79%, or 63 participants, chose agree as
their response. On the other hand, 12.21%, or 37 participants, strongly disagreed, and
another 12.21%, or 37 participants, chose disagree, suggesting teachers do not

100
 consider managing resources as a significant factor in improving academic
performance. The neutral response was chosen by 7.59%, or 23 participants. The
mean value of 3.79 indicates that the overall average response leaned towards
agreement with the statement. SD=1.45.

47.19
50.00
40.00
30.00 20.79
20.00 12.21 12.21
7.59
10.00
0.00
Strongly Disagree Neutral Agree Strongly
disagree agree

Figure 4. 30 I manage the resources to improves academic performance of students

Table 4.31 I strategize the allocation of resources to optimize learning outcomes

Frequency Percentage Mean Standard Deviation

SD 32 10.56

D 21 6.93

N 11 3.63
4.05 1.34
A 76 25.08

SA 163 53.80

Total 303 100.0

Table 4.31 demonstrates the frequency and percentage of participants'

responses to the statement "I strategize the allocation of resources to optimise learning

outcomes". . The majority of participants, representing 53.80% or 163 individuals,

strongly agreed that Teachers should strategize the allocation of resources to optimise

learning outcomes. Additionally, 25.08%, or 76 participants, chose agree as their

response. On the other hand, 10.56%, or 32 participants, strongly disagreed, and

6.93%, or 21 participants, chose disagree, suggesting teachers do not prioritise

101
strategizing resource allocation for learning outcomes. The neutral response was

chosen by 3.63%, or 11 participants. The mean value of 4.05 indicates that the overall

average response leaned towards agreement with the statement. SD=1.34.

60.00 53.80
50.00
40.00
25.08
30.00
20.00 10.56
6.93 3.63
10.00
0.00
Strongly Disagree Neutral Agree Strongly
disagree agree

Figure 4. 31 I strategize the allocation of resources to optimize learning outcomes

Table 4.32 I innovative teaching methods to stimulate thinking process and creativity
Frequency Percentage Mean Standard Deviation

SD 34 11.22

D 23 7.59

N 4 1.32
3.97 1.34
A 98 32.34

SA 144 47.52

Total 303 100.0

Table 4.32 presents the frequency and percentage of participants' responses to

the statement "I use innovative teaching methods to stimulate the thinking process and

creativity". . The largest group of participants, representing 47.52% or 144

individuals, strongly agreed that teachers should use innovative teaching methods to

stimulate the thinking process and creativity. Additionally, 32.34%, or 98 participants,

chose agree as their response. On the other hand, 11.22%, or 34 participants, strongly

disagreed, and 7.59%, or 23 participants, chose disagree, suggesting teachers do not

102
 prioritise the use of innovative teaching methods for stimulating thinking and

creativity. The neutral response was chosen by 1.32%, or 4 participants. The mean

value of 3.97 indicates that the overall average response leaned towards agreement

with the statement.SD=1.34.

47.52
50.00
40.00 32.34
30.00
20.00 11.22
7.59
10.00 1.32
0.00
Strongly Disagree Neutral Agree Strongly
disagree agree

Figure 4. 32 I innovative teaching methods to stimulate thinking process and creativity

Table 4.33 I implement monitoring and evaluation systems to improve learning

progress

Frequency Percentage Mean Standard Deviation

SD 19 6.27

D 51 16.83

N 7 2.31
3.90 1.30
A 91 30.03

SA 135 44.55

Total 303 100.0

Table 4.33 presents the frequency and percentage of participants' responses to

the statement "I use innovative teaching methods to stimulate the thinking process and

creativity". . The largest group of participants, representing 47.52% or 144

individuals, strongly agreed that teachers should use innovative teaching methods to

stimulate the thinking process and creativity. Additionally, 32.34%, or 98 participants,

103
 chose agree as their response. On the other hand, 11.22%, or 34 participants, strongly

disagreed, and 7.59%, or 23 participants, chose disagree, suggesting teachers do not

prioritise the use of innovative teaching methods for stimulating thinking and

creativity. The neutral response was chosen by 1.32%, or 4 participants. The mean

value of 3.97 indicates that the overall average response leaned towards agreement

with the statement. SD=1.30.

50.00 44.55

40.00 30.03
30.00
16.83
20.00
6.27
10.00 2.31
0.00
Strongly Disagree Neutral Agree Strongly
disagree agree

Figure 4.33 I implement monitoring and evaluation systems to improve learning

progress

Table 4.34 I utilize real-world examples and practical applications to make learning

more effective

Frequency Percentage Mean Standard Deviation

SD 45 14.85

D 42 13.86

N 9 2.97
3.69 1.50
A 74 24.42

SA 133 43.89

Total 303 100.0

Table 4.34 demonstrates the frequency and percentage of participants'

responses to the statement "I utilise real-world examples and practical applications to

make learning more effective". The majority of participants, representing 43.89% or

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 133 individuals, strongly agreed that teachers should utilise real-world examples and

practical applications to make learning more effective. Additionally, 24.42%, or 74

participants, chose agree as their response. On the other hand, 14.85% or 45

participants strongly disagreed, and 13.86% or 42 participants chose disagree,

suggesting teachers do not prioritise the use of real-world examples and practical

applications for effective learning. The neutral response was chosen by 2.97%, or 9

participants. The mean value of 3.69 indicates that the overall average response

leaned towards agreement with the statement. SD=1.50

60.00 43.89
40.00 24.42
14.85 13.86
20.00 2.97
0.00

Figure 4.34 I utilize real-world examples and practical applications to make learning

more effective

Table 4.35 I provide timely feedback to teachers and students

Frequency Percentage Mean Standard Deviation

SD 23 7.59

D 32 10.56

N 10 3.30
3.97 1.26
A 105 34.65

SA 133 43.89

Total 303 100.0

Table 4.35 presents the frequency and percentage of participants' responses to

the statement "I provide timely feedback to teachers and students". . The largest group
of participants, representing 43.89% or 133 individuals, strongly agreed that teachers
provide timely feedback to teachers and students. Additionally, 34.65%, or 105

105
participants, chose agree as their response. On the other hand, 7.59%, or 23
participants, strongly disagreed, and 10.56%, or 32 participants, chose disagree,
suggesting researchers do not prioritise providing timely feedback. The neutral
response was chosen by 3.30%, or 10 participants. The mean value of 3.97 indicates
that the overall average response leaned towards agreement with the statement.

106
 CHAPTER 5

Chapter 5 presents a comprehensive examination of the responsibilities and

impact of head teachers in promoting the scholastic achievements of students within

the Secondary education setting. This chapter delves into head teachers' perceptions,

attitudes, and practices regarding different facets of educational leadership. The

ensuing section of the result discussion critically analyses the findings presented in

each table, emphasising noteworthy patterns, points of convergence or divergence,

and the challenges encountered by headteachers. The study examines the

consequences of the data and identifies specific domains that necessitate attention and

enhancement. The discourse further underscores the significance of collaboration,

professional growth, and data-informed approaches in educational leadership.

5.1 Summary

The researcher comprehensively examined the participants' reactions to Likert

scale inquiries, with a specific emphasis on improving educational practices and

leadership. The results of this study offer significant contributions to educational

leadership and pedagogy by providing valuable insights into multiple dimensions.

These insights contribute to a comprehensive understanding of the perspectives and

practices of the participants involved. The findings of the analysis indicate that a

substantial majority of participants (47.52%) expressed strong agreement with the

statement, "I employ real-world examples and practical applications to enhance the

effectiveness of learning" (Table 4.33). This underscores the significance of

integrating real-world contexts and practical experiences to enrich the learning

process and foster critical thinking and the application of knowledge. Another notable

discovery was that a significant majority of participants (43.89%) expressed strong

agreement with the statement, "I consistently offer prompt feedback to students"

107
(Table 4.36). This statement underscores the participants' acknowledgment of the

importance of providing prompt feedback to promote development and enhancement

among Teachers and learners. The participants dedication to the implementation of

monitoring and evaluation systems was apparent, as a considerable proportion of them

expressed strong agreement (44.55%) with the statement, "I engage in the

implementation of monitoring and evaluation systems to enhance the progress of

learning" (Table 4.34). This underscores the significance of continuous assessment

and evaluation in facilitating continuous improvement. The importance of resource

management has emerged as a critical component of educational leadership. The

statement, "I strategize the allocation of resources to optimise learning outcomes,"

received strong agreement from most participants (53.80%), as indicated in Table

4.32. This statement highlights their dedication to optimising the utilisation of

existing resources and promoting equal opportunities for accessing high-quality

education. A sizable majority (47.19%) of participants strongly agreed with the

statement "I create supportive and conducive learning environments," indicating that

the creation of supportive and conducive learning environments was a top priority for

them (Table 4.14). A substantial agreement of 46.20% in Table 4.22 demonstrates that

the researcher recognised the importance of community and parental involvement.

The participants emphasised addressing the challenges within the realm of

education. Researchers have acknowledged the problem of high student-to-teacher

ratios, with a sizable majority (39.93%) agreeing that this issue requires attention

from researchers (see Table 4.24). The researchers acknowledged the importance of

tackling the issue of teacher shortages, as indicated by the level of agreement

(39.27%) observed in Table 4.18. The analysis findings indicate a notable dedication

among the participants towards implementing innovative pedagogical approaches,

108
fostering motivation and empowerment, efficiently managing educational resources,

cultivating conducive school atmospheres, and tackling significant obstacles. The

findings above offer significant insights for individuals in educational leadership

positions, policymakers, and researchers interested in improving educational practices

and leadership. Through the implementation of these strategies and approaches,

various stakeholders have the potential to make valuable contributions towards

enhancing learning outcomes and fostering overall success within educational

institutions. The results obtained from this chapter provide valuable insights for

informing the development of efficient educational strategies and leadership

approaches that can effectively address the varying requirements of students and

foster their academic development and achievement.

Schools and educational authorities must emphasise offering head teachers

professional development opportunities. This is crucial to augmenting their leadership

abilities, instructional methodologies, and managerial approaches. This will empower

individuals to effectively tackle their challenges and foster a culture of academic

excellence. Advocate for head teachers to foster collaborative partnerships with

teachers, parents, and the broader community. This collaborative effort has the

potential to foster a sense of shared responsibility, provide support, and adopt a

comprehensive approach to improving academic performance. One potential solution

to mitigate the teacher shortage issue is to implement targeted strategies to increase

the number of qualified Teachers in the workforce. Efforts should be exerted to

effectively tackle the teacher shortage through strategies such as targeted recruitment,

retention incentives, and professional development opportunities. This guaranteed that

educational institutions possess an adequate quantity of competent Teachers to fulfil

the academic requirements of their students. It is imperative for educational

109
policymakers and school administrators to actively advocate for consistent and

sufficient funding to address the various challenges arising from limited resources.

This will facilitate educational institutions in furnishing teachers and students with

essential resources, facilities, and support systems.

Foster a culture that encourages head teachers to employ data-driven

methodologies in instructional planning, student progress monitoring, and evaluation

of teaching efficacy. This will enhance the decision-making process based on

empirical evidence and allow for focused interventions to enhance academic

performance. The headteacher should actively adopt and incorporate technology into

the various aspects of teaching and learning. This encompasses providing training and

resources to teachers, promoting educational software and online resources, and using

technology for data analysis and reporting. To cultivate a positive school culture, the

headteacher must emphasise fostering an environment that upholds the principles of

collaboration, respect, and acknowledgment of accomplishments. This objective can

be accomplished by implementing consistent communication practices, establishing

programmes to acknowledge the efforts of both staff and students, and cultivating an

educational environment that promotes support and inclusivity.

Implementing differentiated instructional approaches should be encouraged,

and head teachers play a crucial role in supporting teachers to incorporate these

approaches effectively. This is essential to addressing students' diverse learning styles

and needs. This may encompass providing professional development opportunities

focused on differentiation strategies and facilitating collaborative efforts among

teachers to exchange and disseminate best practices. Implement mentoring and

support initiatives: propose mentoring and support initiatives to assist novice and

inexperienced Teachers in navigating the multifaceted challenges inherent in the

110
teaching profession. The headteacher assumes a crucial role in facilitating these

programmes and offering guidance and support to Teachers. Advocate for continuous

evaluation and reflection: Encourage head teachers to evaluate and reflect on their

practices and school policies actively. This entails soliciting input from Teachers,

students , and guardians and implementing the requisite modifications to enhance

overall scholastic achievement. These actions will establish a nurturing and

supportive learning environment that fosters student growth and enables them to reach

their maximum capabilities.

5.2 Findings

The researcher analysed participant responses and found interesting

educational and leadership practices. The findings above illuminate participants'

perspectives and actions, revealing critical educational priorities. Head Teacher

Discoveries: The tables show participants' Likert scale responses to statements. The

mean and standard deviation in each case reveal the response distribution and

variation. The mean for "I motivate teachers and students to develop their skills"

(Table 4.7) is 3.97, indicating agreement. The analysis of participant responses has

unveiled a series of illuminating insights into effective educational and leadership

practices. These findings comprehensively examine participants' perspectives and

actions, highlighting pivotal educational priorities. The data presented in the tables

and the mean and standard deviation values offer a deep understanding of the

distribution and diversity of responses.

Researcher finding indicate that the several areas garnered agreement among

participants. Notably, "I motivate teachers and students to develop their skills" (Table

4.7) received a mean score of 3.97, showcasing alignment with this approach.

Similarly, the focus on empowering academic performance (Table 4.8) displayed a

111
mean of 3.61, indicating participant agreement. Daily class visits (Table 4.9) leaned

towards agreement with a mean of 3.48, suggesting a shared perspective on the

importance of such visits. Additionally, a mean of 3.74 indicates that students agreed

with innovative teaching methods (Table 4.10). The commitment to academic

performance (Table 4.11) showed a mean of 3.67, signifying consensus. Moving

forward, encouraging positive relationships (Table 4.12) yielded a mean of 3.86,

demonstrating collective agreement.

Further data exploration (Tables 4.18–4.27) highlights participant agreement

on vital educational challenges and strategies. For instance, addressing inconsistent

educational funding (Table 4.18) garnered a mean agreement of 3.90, suggesting a

shared concern. Participants' preference to address technology limitations (Table 4.19)

was evident, with a mean of 3.91 reflecting agreement. A mean of 3.92 indicates that

professional development (Table 4.20) has gained support. A mean of 3.97 captured

the desire to increase community involvement (Table 4.21), demonstrating alignment

with this objective. A mean score of 3.95 indicated that participants connected with

implementing a standard curriculum (Table 4.22).

The exploration of innovative strategies (Tables 4.28–4.36) continues to reveal

areas of consensus. For instance, participants strongly agreed (mean = 4.17) on the

importance of collaborative instructional strategies (Table 4.28). Monitoring student

progress (Table 4.29) received an agreement with a mean of 4.07, indicating a shared

recognition of its significance. The belief in resource management (Table 4.30) to

enhance academic performance was evident, with a mean of 3.79 reflecting

agreement. A mean of 4.05. This indicates the allocation of resources for improved

learning outcomes (Table 4.31). The researcher's comprehensive findings demonstrate

a consistent trend of agreement among participants across various dimensions of

112
educational practices. These insights reflect alignment and provide a valuable

resource for understanding the educational landscape and identifying effective

leadership and learning enhancement strategies.

5.3 Discussion

In examining the role of head teachers in enhancing the academic performance

of students, it is essential to consider multiple factors. First off, the leadership style

that the head teachers adopt has a big impact on the school environment.

Transformational leadership, for instance, can foster a positive atmosphere that

encourages continuous learning and improvement. Headteachers also play a crucial

role in mentoring teachers, facilitating professional development, and implementing

effective teaching methodologies. Headteachers can indirectly improve students'

academic performance by setting high standards and encouraging them to meet them.

Furthermore, head teachers often serve as a bridge between the teachers and the

parents, fostering a collaborative relationship that can enhance student performance.

To truly gauge the impact, conducting studies or surveys within the school

community might be beneficial to gather firsthand insights and data on the perceived

influence of head teachers' roles. Headteachers encounter a myriad of challenges in

creating a positive school environment.

One significant challenge is managing diverse personalities and conflict

resolution among staff members. Another hurdle is ensuring that the school

environment is inclusive and caters to the diverse needs of both students and teachers.

Headteachers often need help with resource constraints, which might hinder the

implementation of programmes to create a positive school environment. They might

also face pressure from various stakeholders, including parents, school boards, and the

community, which sometimes have differing expectations. Adapting to the rapid

113
changes in educational policies, technologies, and teaching methodologies is a

persistent challenge. Keeping abreast of these changes and ensuring that the school

environment is conducive to learning can be taxing. Headteachers employ various

strategies to enhance the academic performance of students. These strategies include

introducing innovative teaching methodologies, fostering a culture of continuous

learning and professional development, and implementing measures to improve

student engagement and motivation. Headteachers might focus on creating a

collaborative school environment where teachers, students, and parents work together

towards common goals. Another vital strategy is establishing a positive school culture

that encourages respect, empathy, and inclusivity. Monitoring and evaluating the

performance of students through regular assessments can help identify areas for

improvement and implement necessary interventions. Encouraging extracurricular

activities can also aid in fostering holistic development, which indirectly contributes

to improved academic performance. It is important to note that the effectiveness of

these strategies can vary, and it is essential for head teachers to continuously assess

and adapt their approaches based on the specific needs and circumstances of their

school community.

The analysis and research conducted in the preceding sections offer a

comprehensive comprehension of the viewpoints and practices of the participants

regarding educational leadership and pedagogy. The results of this study provide

insights into different facets of educational practices and emphasise key areas of

concern for educational leaders and policymakers. A noteworthy discovery pertains to

the participants' dedication to incorporating real-world illustrations and practical

implementations into their instructional methodologies. This discovery is consistent

with contemporary educational research, highlighting the significance of establishing

114
a connection between classroom instruction and real-world situations to augment

student involvement and foster the development of critical thinking abilities. Teachers

can foster meaningful learning experiences by integrating practical experiences and

real-world relevance, promoting a more profound comprehension and practical

application of knowledge. The participants placed significant importance on the

provision of timely feedback to students. This discovery is consistent with previous

research emphasising the importance of formative assessment and prompt feedback in

facilitating student learning and development.

Teachers can assist students in comprehending their progress, recognising

areas that require improvement, and implementing necessary modifications by

providing prompt feedback. This practice promotes a learning environment that is

supportive and focused on growth while also improving communication and

collaboration between Teachers and learners. The analysis further demonstrated the

participants' acknowledgment of the significance of incorporating monitoring and

evaluation systems to enhance learning advancement. This discovery is consistent

with contemporary educational research that supports data-driven decision-making.

Through gathering and analysing data about the advancement of students, Teachers

can discern domains of proficiency and areas that necessitate enhancement. The

discourse additionally emphasised the participants' dedication to establishing

nurturing and favourable learning settings, promoting community and parental

engagement, and tackling significant educational obstacles. These findings are

consistent with existing research emphasising the significance of a positive school

climate, collaborative relationships between schools and families, and comprehensive

systemic changes.

115
5.4 Recommendations

5.4.1 For Head Teacher

1. Empower Teachers: Provide autonomy in curriculum design to encourage

creativity and ownership.

2. Student-Centric Approach: Foster personalised learning experiences aligned with

individual strengths.

3. Inclusive Environment: Promote diversity and equity in all aspects of school

culture.

4. Resource Allocation: Optimise resource distribution for enhanced learning

facilities and technology.

5. Community Engagement: Strengthen partnerships with parents and local

organisations for holistic education.

5.4.2 For Teachers

1. Active Learning: Implement interactive techniques to engage students and deepen

understanding.

2. Feedback Loop: Regularly assess student progress and adjust teaching strategies

accordingly.

3. Tech Integration: Leverage digital tools to enhance lessons and encourage digital

literacy.

4. Emotional Support: Offer emotional support to students, recognising that their

well-being impacts learning.

5. Professional Networking: Collaborate with peers to share insights and improve

teaching practices.

116
5.4.3 For Future Research

1. Neuroscience and Learning: Investigate brain-based strategies for optimised

learning outcomes.

2. Online Learning Efficacy: Examine the effectiveness of virtual classrooms in

diverse educational settings.

3. Cultural Pedagogy: Study how culturally responsive teaching improves student

engagement and performance.

4. Teacher Well-Being: Investigate the connection between teacher job satisfaction

and student success.

117
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