The document reports on a case study of a headteacher's role in school improvement at a community-based school in Karachi, Pakistan. It finds that the headteacher faces many challenges like lack of resources and teacher turnover, but works to improve teaching and learning, infrastructure, and satisfy parents within the school's limitations. Distributed leadership and support from the school managing committee and teachers help enable school improvement efforts.
14. ahmad syukri, marwazi, musli, uin jambi, www.ijhssi.orgHapzi Ali
This summary provides an overview of the key points from the document:
1. The document discusses empowerment of Islamic elementary schools (SDITs) in Jambi Province, Indonesia to improve education quality.
2. It finds that education foundations effectively empower SDITs by committing to quality, cooperating with parents and community, and emphasizing religious and character education.
3. SDITs improve quality through programs adhering to government standards and those of the integrated Islamic school network, including in content, teachers, facilities, and management.
value-based education means the part of the education which imparts certain essential moral, ethical, social, spiritual, environmental, and national values in children for their all-around development and prepares them as a complete man.
This document discusses the need for an India-centered education system based on Gandhi's concept of basic education. It outlines how the current system is a product of colonial rule and does not meet India's needs. Gandhi's basic education approach focused on integrating practical skills and "work education" to make students self-sufficient. The document proposes a model where schools would be connected to local industries and communities. This would help acquire skills, reduce unemployment, and promote self-sufficiency at both the individual and national levels. It argues this India-centered education approach is urgently needed to address India's current social and economic problems.
Inclusive Education: Challenges and Remedies at Implementation level in IndiaSarathChandranR1
This document discusses inclusive education in India. It notes that inclusive education seeks to educate all students, regardless of ability, in the same classrooms. It also discusses some of the challenges of implementing inclusive education in India, such as large class sizes and lack of teacher training. The document argues that teacher preparation programs need to better prepare teachers for inclusive classrooms through more courses on special education students and experience teaching in inclusive classrooms.
This document discusses theoretical perspectives on managing disadvantaged schools, using remote indigenous schools as a case study. It begins by introducing the importance of education in Malaysia's development. School administrators play a key role in school success. The document then reviews literature on leadership styles and a conceptual framework for indigenous education. It describes the methodology of interviewing administrators at two indigenous schools. Findings show the administrators prioritize basic skills and have modest performance targets, seeing indigenous students need supportive and encouraging teaching methods tailored to their culture.
This study assessed the contributions of Community Based Management Organizations in promoting Literacy in UBE schools in Kaduna State. The study was carried out with the objectives to assess the contributions of community based management organizations in promoting literacy in UBE schools in Kaduna State, and to find out the relevance of literacy towards community development. The study adopted survey research design with the target population of 4225 headmasters, 411 principals and 5301 teachers in UBE schools in Kaduna State. A sample size of 497 respondents was sampled from the entire population using random sampling technique which consisted of 211 headmasters, 21 principals and 265 teachers. A close ended questionnaire tagged “Contributions of Community Organizations in Promoting Literacy Questionnaire” was used for data collection. The instrument was validated by three experts of the rank of senior lecturer in Measurement and Evaluation, English language and Curriculum. The reliability level of 0.85 was obtained using Cronbach alpha technique. The researcher with the help of three research assistants administered the questionnaire to the respondents. In answering the research questions, frequency counts, mean and standard deviation were used. while Kruskal-Wallis was used to test the formulated hypotheses at 0.5 level of significance. Finding revealed that community based management organizations contributed in promoting literacy in UBE schools in Kaduna State, and that literacy is relevant and play crucial role in community development. The study concluded that community based management organizations contributed in areas such as advocacy on enrolment, provision of textbooks, notebooks, biros, charts, maps, pictures, flashcards and so on, in promoting literacy in UBE schools in Kaduna State. Recommendations were put forward among others that community based management organizations should contribute more to the production and distribution of literacy and other instructional materials for UBE schools in Kaduna State. This will help equip pupils with functional literacy skills.
Dr. MinJeong Kim, NATIONAL FORUM OF TEACHER EDUCATION JOURNAL, 23(3) 2013William Kritsonis
Dr. MinJeong Kim, NATIONAL FORUM OF TEACHER EDUCATION JOURNAL, 23(3) 2013 - NATIONAL FORUM JOURNALS (Founded 1982), Dr. William Allan Kritsonis, Editor-in-Chief - www.nationalforum.com
14. ahmad syukri, marwazi, musli, uin jambi, www.ijhssi.orgHapzi Ali
This summary provides an overview of the key points from the document:
1. The document discusses empowerment of Islamic elementary schools (SDITs) in Jambi Province, Indonesia to improve education quality.
2. It finds that education foundations effectively empower SDITs by committing to quality, cooperating with parents and community, and emphasizing religious and character education.
3. SDITs improve quality through programs adhering to government standards and those of the integrated Islamic school network, including in content, teachers, facilities, and management.
value-based education means the part of the education which imparts certain essential moral, ethical, social, spiritual, environmental, and national values in children for their all-around development and prepares them as a complete man.
This document discusses the need for an India-centered education system based on Gandhi's concept of basic education. It outlines how the current system is a product of colonial rule and does not meet India's needs. Gandhi's basic education approach focused on integrating practical skills and "work education" to make students self-sufficient. The document proposes a model where schools would be connected to local industries and communities. This would help acquire skills, reduce unemployment, and promote self-sufficiency at both the individual and national levels. It argues this India-centered education approach is urgently needed to address India's current social and economic problems.
Inclusive Education: Challenges and Remedies at Implementation level in IndiaSarathChandranR1
This document discusses inclusive education in India. It notes that inclusive education seeks to educate all students, regardless of ability, in the same classrooms. It also discusses some of the challenges of implementing inclusive education in India, such as large class sizes and lack of teacher training. The document argues that teacher preparation programs need to better prepare teachers for inclusive classrooms through more courses on special education students and experience teaching in inclusive classrooms.
This document discusses theoretical perspectives on managing disadvantaged schools, using remote indigenous schools as a case study. It begins by introducing the importance of education in Malaysia's development. School administrators play a key role in school success. The document then reviews literature on leadership styles and a conceptual framework for indigenous education. It describes the methodology of interviewing administrators at two indigenous schools. Findings show the administrators prioritize basic skills and have modest performance targets, seeing indigenous students need supportive and encouraging teaching methods tailored to their culture.
This study assessed the contributions of Community Based Management Organizations in promoting Literacy in UBE schools in Kaduna State. The study was carried out with the objectives to assess the contributions of community based management organizations in promoting literacy in UBE schools in Kaduna State, and to find out the relevance of literacy towards community development. The study adopted survey research design with the target population of 4225 headmasters, 411 principals and 5301 teachers in UBE schools in Kaduna State. A sample size of 497 respondents was sampled from the entire population using random sampling technique which consisted of 211 headmasters, 21 principals and 265 teachers. A close ended questionnaire tagged “Contributions of Community Organizations in Promoting Literacy Questionnaire” was used for data collection. The instrument was validated by three experts of the rank of senior lecturer in Measurement and Evaluation, English language and Curriculum. The reliability level of 0.85 was obtained using Cronbach alpha technique. The researcher with the help of three research assistants administered the questionnaire to the respondents. In answering the research questions, frequency counts, mean and standard deviation were used. while Kruskal-Wallis was used to test the formulated hypotheses at 0.5 level of significance. Finding revealed that community based management organizations contributed in promoting literacy in UBE schools in Kaduna State, and that literacy is relevant and play crucial role in community development. The study concluded that community based management organizations contributed in areas such as advocacy on enrolment, provision of textbooks, notebooks, biros, charts, maps, pictures, flashcards and so on, in promoting literacy in UBE schools in Kaduna State. Recommendations were put forward among others that community based management organizations should contribute more to the production and distribution of literacy and other instructional materials for UBE schools in Kaduna State. This will help equip pupils with functional literacy skills.
Dr. MinJeong Kim, NATIONAL FORUM OF TEACHER EDUCATION JOURNAL, 23(3) 2013William Kritsonis
Dr. MinJeong Kim, NATIONAL FORUM OF TEACHER EDUCATION JOURNAL, 23(3) 2013 - NATIONAL FORUM JOURNALS (Founded 1982), Dr. William Allan Kritsonis, Editor-in-Chief - www.nationalforum.com
Analysis of the impediments influencing the management ofAlexander Decker
This document analyzes impediments to managing special needs education in inclusive primary school settings in Embu County, Kenya. It finds that while inclusion is available and schools have resources, those resources do not adequately meet the needs of special needs education. Key impediments identified include disagreements over inclusion, lack of national policy, and challenges with labeling, cultural factors, staffing, resources, attitudes and parental/professional disagreements. The study concludes more must be done to overcome these challenges and ensure persons with special needs can access education and live meaningful lives.
This document discusses ensuring quality education for all through teachers' unions. It begins by outlining different perspectives on the purpose of education from thinkers like Plato to Amartya Sen. It then discusses quality education, defining it and outlining its aspects and impact zones. The document proposes interventions for quality education, including preparing teachers and ensuring accountability. It lists prerequisites and strategies for improving quality, such as community involvement and decentralization. Finally, it provides indicators and tools for measuring quality education.
A study on the effectiveness of ninth standard Biology chapter “The Continuit...SarathChandranR1
The main aim of sexuality education is to teach -‘sexual relation is a holistic process to give birth to young ones, for the existence of human race and sexuality education is the main part of value education.
This article examines how a superintendent can effectively respond to and shape school culture. It uses the example of John Stanford, the late superintendent of Seattle Public Schools. When he took over, morale was low but he was able to turn the district around by becoming a role model, effective communicator, and empowering teachers and community involvement. He established a clear vision and strategic plan, set high expectations, and created a positive learning environment to improve student achievement.
Social Studies Teachers' Quest for a Vertically-Articulated Career PathReynaldo Inocian
This document discusses a study on the career paths of social studies teachers in the Philippines who earned Master's degrees between 2000-2013. It found that teachers had diverse demographic profiles, motivations for pursuing further education were varied, and earning a Master's provided significant benefits. However, enrollment numbers in Master of Arts in Education in Social Studies at Cebu Normal University declined in some years due to work pressures causing students to transfer or migrate for jobs. The study aims to understand how further education can help teachers advance in a vertically-articulated career path and ensure professional excellence.
1. The document discusses the scope and concepts of education. It defines education as the systematic transmission of knowledge, skills, and culture through formal instruction.
2. The scope of education encompasses many subjects and aspects of life including philosophy, educational guidance, educational sociology, economics, methods of teaching, administration and supervision, population education, and environmental education.
3. Education is described as a lifelong process of development, an attempt to develop individuals and society, a means of modifying behavior, and a process of training, instruction, influence, and direction.
This document discusses issues, challenges, and suggestions related to higher education. It notes that while India has made progress expanding access to higher education, challenges remain around quality, inclusion, and connecting education to employment. The document recommends adopting experiential learning approaches, using technology effectively, promoting quality and holistic education, strengthening teacher-student relationships, and updating teaching pedagogies. It suggests industry-academia collaboration, incentives for teachers, mobilizing resources, and adopting student-centered and dynamic teaching methods to improve higher education.
This document discusses issue-based curriculum, which focuses on developing knowledge through exposing learners to social issues. It presents issue-based curriculum as a departure from traditional knowledge transmission models. The challenges for teachers in developing and teaching issue-based lessons are discussed. Key issues addressed in Kerala that could be studied include land and water management, agriculture, human resource development, and health. The Critical Thinking Curriculum Model is presented as a framework for designing issue-based lessons using multidisciplinary real-world problems.
Adjustment level of principals in realtion to gender and localityAlexander Decker
This document summarizes a research study that examined the adjustment levels of school principals in relation to gender and locality. The study found that principals of boys schools had higher adjustment levels than principals of girls schools. It also found that principals of urban schools had significantly higher adjustment levels than principals of rural schools. The document provides background on the importance of principals in education systems and discusses the methodology and results of the study.
This document summarizes a study that examined the implementation of inclusive education in 7 elementary schools in Karangmojo Sub-district, Gunungkidul Regency, Indonesia. The study revealed that:
1) School members cultivated mutual respect and the principal played a key role in supporting inclusion.
2) School policies promoted inclusion through flexible admissions, accessibility improvements, teacher collaboration, and curriculum flexibility for students with special needs.
3) Inclusive practices included identifying and assessing students with special needs, adapting teaching methods, and allocating school budgets for inclusion.
A webinar on 'Inclusive Education' organised by Department of Education,
Manonmaniam Sundaranar University,
Tirunelveli.
Invited Resource Person
Mrs.S.Kanthimathi,
Chairman,
Bharath Group of Institutions,
Tenkasi.
Selected Head Teachers Leadership Styles and Their Influence on Pupils Academ...paperpublications3
Abstract: The Kenya Government has invested resources on Free Primary Education in order to improve on the pupil’s academic performance. Despite the high investment in training school heads, the performance in Kenya Certificate of Primary Education (KCPE) in many schools is still low especially in Tindiret Sub-County. This may be attributed to several influences of headteachers leadership styles among other factors. Poor academic performance in some schools has resulted to public outcry, protests by parents. This study investigated the extent to which selected headteachers’ leadership styles influences pupils’ academic performance. The study adopted descriptive research design. The target population comprised of 76 headteachers and 532 teachers in Tindiret Sub-County. Two-self-administered questionnaires were used to obtain data on headteachers’ and teachers’ perceptions on school leadership styles in relation to academic performance. Document analysis of KCPE results gathered information about the school KCPE performance from 2011 to 2014. The results of the study’s findings were that, the autocratic and laissez faire leadership styles had significant negative relationship with school performance in schools. Democratic and transformational leadership styles had significant positive relationship (p<0.05) with academic performance of schools. The study recommends that school head teachers to involve other stakeholders in decision making, they should involve teachers and pupils in setting school targets, they should hold regular meetings and champion the application of transformational leadership ideals.
This document discusses issues, challenges, and suggestions related to higher education in India. It notes that while India has developed a large higher education system since independence, it still faces problems in areas like quality, inclusion, and resources. The document reviews literature on holistic education and experiential learning approaches. It recommends that higher education adopt experiential learning, address societal issues like gender inequality, improve teacher-student relationships, use technology effectively, and focus on quality and industry connections. Suggestions include moving toward a learning society, improving incentives for teachers, using innovative practices, mobilizing more resources, and adopting student-centered dynamic teaching methods.
Primary education in India faces challenges including poor performance on international assessments, low reading levels among students, high private school enrollment rates, and no significant increase in student retention rates; the document proposes adopting an activity-based learning methodology, increasing public-private partnerships and the percentage of GDP spent on education, and enhancing instruction quality through teacher incentives and professional development to help address these issues affecting primary education quality in India.
SEKOLAH PERJUMPAAN IMPLEMENTATION AS A MODEL OF STRENGTHENING CHARACTER BUILD...AJHSSR Journal
ABSTRACT: This study aims to describe the implementation of SekolahPerjumpaan (SP) at SMAN 1
Gunungsari in improving the quality of institutional governance, analyze the advantages of SekolahPerjumpaan
as a model of strengthening character education in the learning process at SMAN 1 Gunungsari and analyze the
weaknesses of implementing SekolahPerjumpaan as a model of strengthening character education in building
relationships. collegiality) internal and external institutions at SMAN 1 Gunungsari. This study uses a
qualitative approach. Data were obtained by interview, observation, and documentation study. The results of his
research showed that implementing the ASekolahPerjumpaan at Gunungsari 1 Public High School improved the
ethics of everyone in the SekolahPerjumpaan at Gunungsari 1 Public High School. Implementing the
SekolahPerjumpaan at SMAN 1 Gunungsari in the learning process is designed to be flexible in determining the
types of activities that will become SekolahPerjumpaan activities and the time or duration required for its
implementation. So it does not interfere with the system that has been formed and running. While the weakness
of implementing the SekolahPerjumpaan is that not all school members are fully involved in this parentingbased SP program, so parents do not know about the SP program, especially what is being learned.
Misconceptions about SP to the unpreparedness of some school members in terms of setting aside their free time
to attend encounters up to habits with things that are already comfortable with previous conditions.
KEYWORDS: Education, School,Sekolah Perjumpaan, Character Building
Principal as Education Leader (Case Study at YPK Ransiki Junior High School)Paulus Robert Tuerah
This document summarizes a study that examined the principal's leadership at YPK Ransiki Junior High School. It described the school context and outlined the research questions. The study used a qualitative case study approach involving interviews with the principal, vice principals, teachers, and committee members. Key findings were that the principal strived to develop teachers through training opportunities, acted neutrally to address issues, collaborated well within the school and community, and motivated teachers to continue improving.
This document discusses best practices for social studies teaching and learning as outlined by the National Council for the Social Studies (NCSS). It describes five principles of powerful social studies teaching: being meaningful, integrative, values-based, challenging, and active. It provides examples of how these principles can be applied in the classroom, such as having students interview family members about immigration history to make the topic more meaningful. The document emphasizes using these principles to prepare students for civic life and engagement with societal issues.
This document discusses community participation in school education in India. It covers topics like the relationship between education and society, the role of the community in elementary education, and provisions for community participation under initiatives like the Sarva Shiksha Abhiyan and Right to Education Act. It emphasizes that community participation is important for effective school functioning and management, and can help mobilize resources, monitor teachers and student attendance, and provide academic support.
The main principles of education by Jessica SalgueroGaby Sam
The document discusses the educational system in Ecuador, outlining its main functions and principles. The key functions of the system are the transmission of accumulated knowledge to new generations, promoting social cohesion, providing social mobility, enabling social adjustment, and supporting democratic reconstruction. The main principles discussed are autonomy, participation, and pluralism in teaching. The functions aim to educate citizens and train them to participate in democracy. The law regulates public education to improve school performance and ensure equal opportunities for all.
This document summarizes a research article that reviews the literature on culturally responsive school leadership (CRSL). The review finds that CRSL focuses on making the entire school environment, not just teaching, responsive to the needs of minoritized students. The review develops a framework around four strands of CRSL: critical self-awareness, CRSL and teacher preparation, CRSL and school environments, and CRSL and community advocacy. It identifies specific CRSL behaviors centered around inclusion, equity, advocacy, and social justice. Finally, it reflects on the promise and implications of further research on CRSL.
Analysis of the impediments influencing the management ofAlexander Decker
This document analyzes impediments to managing special needs education in inclusive primary school settings in Embu County, Kenya. It finds that while inclusion is available and schools have resources, those resources do not adequately meet the needs of special needs education. Key impediments identified include disagreements over inclusion, lack of national policy, and challenges with labeling, cultural factors, staffing, resources, attitudes and parental/professional disagreements. The study concludes more must be done to overcome these challenges and ensure persons with special needs can access education and live meaningful lives.
This document discusses ensuring quality education for all through teachers' unions. It begins by outlining different perspectives on the purpose of education from thinkers like Plato to Amartya Sen. It then discusses quality education, defining it and outlining its aspects and impact zones. The document proposes interventions for quality education, including preparing teachers and ensuring accountability. It lists prerequisites and strategies for improving quality, such as community involvement and decentralization. Finally, it provides indicators and tools for measuring quality education.
A study on the effectiveness of ninth standard Biology chapter “The Continuit...SarathChandranR1
The main aim of sexuality education is to teach -‘sexual relation is a holistic process to give birth to young ones, for the existence of human race and sexuality education is the main part of value education.
This article examines how a superintendent can effectively respond to and shape school culture. It uses the example of John Stanford, the late superintendent of Seattle Public Schools. When he took over, morale was low but he was able to turn the district around by becoming a role model, effective communicator, and empowering teachers and community involvement. He established a clear vision and strategic plan, set high expectations, and created a positive learning environment to improve student achievement.
Social Studies Teachers' Quest for a Vertically-Articulated Career PathReynaldo Inocian
This document discusses a study on the career paths of social studies teachers in the Philippines who earned Master's degrees between 2000-2013. It found that teachers had diverse demographic profiles, motivations for pursuing further education were varied, and earning a Master's provided significant benefits. However, enrollment numbers in Master of Arts in Education in Social Studies at Cebu Normal University declined in some years due to work pressures causing students to transfer or migrate for jobs. The study aims to understand how further education can help teachers advance in a vertically-articulated career path and ensure professional excellence.
1. The document discusses the scope and concepts of education. It defines education as the systematic transmission of knowledge, skills, and culture through formal instruction.
2. The scope of education encompasses many subjects and aspects of life including philosophy, educational guidance, educational sociology, economics, methods of teaching, administration and supervision, population education, and environmental education.
3. Education is described as a lifelong process of development, an attempt to develop individuals and society, a means of modifying behavior, and a process of training, instruction, influence, and direction.
This document discusses issues, challenges, and suggestions related to higher education. It notes that while India has made progress expanding access to higher education, challenges remain around quality, inclusion, and connecting education to employment. The document recommends adopting experiential learning approaches, using technology effectively, promoting quality and holistic education, strengthening teacher-student relationships, and updating teaching pedagogies. It suggests industry-academia collaboration, incentives for teachers, mobilizing resources, and adopting student-centered and dynamic teaching methods to improve higher education.
This document discusses issue-based curriculum, which focuses on developing knowledge through exposing learners to social issues. It presents issue-based curriculum as a departure from traditional knowledge transmission models. The challenges for teachers in developing and teaching issue-based lessons are discussed. Key issues addressed in Kerala that could be studied include land and water management, agriculture, human resource development, and health. The Critical Thinking Curriculum Model is presented as a framework for designing issue-based lessons using multidisciplinary real-world problems.
Adjustment level of principals in realtion to gender and localityAlexander Decker
This document summarizes a research study that examined the adjustment levels of school principals in relation to gender and locality. The study found that principals of boys schools had higher adjustment levels than principals of girls schools. It also found that principals of urban schools had significantly higher adjustment levels than principals of rural schools. The document provides background on the importance of principals in education systems and discusses the methodology and results of the study.
This document summarizes a study that examined the implementation of inclusive education in 7 elementary schools in Karangmojo Sub-district, Gunungkidul Regency, Indonesia. The study revealed that:
1) School members cultivated mutual respect and the principal played a key role in supporting inclusion.
2) School policies promoted inclusion through flexible admissions, accessibility improvements, teacher collaboration, and curriculum flexibility for students with special needs.
3) Inclusive practices included identifying and assessing students with special needs, adapting teaching methods, and allocating school budgets for inclusion.
A webinar on 'Inclusive Education' organised by Department of Education,
Manonmaniam Sundaranar University,
Tirunelveli.
Invited Resource Person
Mrs.S.Kanthimathi,
Chairman,
Bharath Group of Institutions,
Tenkasi.
Selected Head Teachers Leadership Styles and Their Influence on Pupils Academ...paperpublications3
Abstract: The Kenya Government has invested resources on Free Primary Education in order to improve on the pupil’s academic performance. Despite the high investment in training school heads, the performance in Kenya Certificate of Primary Education (KCPE) in many schools is still low especially in Tindiret Sub-County. This may be attributed to several influences of headteachers leadership styles among other factors. Poor academic performance in some schools has resulted to public outcry, protests by parents. This study investigated the extent to which selected headteachers’ leadership styles influences pupils’ academic performance. The study adopted descriptive research design. The target population comprised of 76 headteachers and 532 teachers in Tindiret Sub-County. Two-self-administered questionnaires were used to obtain data on headteachers’ and teachers’ perceptions on school leadership styles in relation to academic performance. Document analysis of KCPE results gathered information about the school KCPE performance from 2011 to 2014. The results of the study’s findings were that, the autocratic and laissez faire leadership styles had significant negative relationship with school performance in schools. Democratic and transformational leadership styles had significant positive relationship (p<0.05) with academic performance of schools. The study recommends that school head teachers to involve other stakeholders in decision making, they should involve teachers and pupils in setting school targets, they should hold regular meetings and champion the application of transformational leadership ideals.
This document discusses issues, challenges, and suggestions related to higher education in India. It notes that while India has developed a large higher education system since independence, it still faces problems in areas like quality, inclusion, and resources. The document reviews literature on holistic education and experiential learning approaches. It recommends that higher education adopt experiential learning, address societal issues like gender inequality, improve teacher-student relationships, use technology effectively, and focus on quality and industry connections. Suggestions include moving toward a learning society, improving incentives for teachers, using innovative practices, mobilizing more resources, and adopting student-centered dynamic teaching methods.
Primary education in India faces challenges including poor performance on international assessments, low reading levels among students, high private school enrollment rates, and no significant increase in student retention rates; the document proposes adopting an activity-based learning methodology, increasing public-private partnerships and the percentage of GDP spent on education, and enhancing instruction quality through teacher incentives and professional development to help address these issues affecting primary education quality in India.
SEKOLAH PERJUMPAAN IMPLEMENTATION AS A MODEL OF STRENGTHENING CHARACTER BUILD...AJHSSR Journal
ABSTRACT: This study aims to describe the implementation of SekolahPerjumpaan (SP) at SMAN 1
Gunungsari in improving the quality of institutional governance, analyze the advantages of SekolahPerjumpaan
as a model of strengthening character education in the learning process at SMAN 1 Gunungsari and analyze the
weaknesses of implementing SekolahPerjumpaan as a model of strengthening character education in building
relationships. collegiality) internal and external institutions at SMAN 1 Gunungsari. This study uses a
qualitative approach. Data were obtained by interview, observation, and documentation study. The results of his
research showed that implementing the ASekolahPerjumpaan at Gunungsari 1 Public High School improved the
ethics of everyone in the SekolahPerjumpaan at Gunungsari 1 Public High School. Implementing the
SekolahPerjumpaan at SMAN 1 Gunungsari in the learning process is designed to be flexible in determining the
types of activities that will become SekolahPerjumpaan activities and the time or duration required for its
implementation. So it does not interfere with the system that has been formed and running. While the weakness
of implementing the SekolahPerjumpaan is that not all school members are fully involved in this parentingbased SP program, so parents do not know about the SP program, especially what is being learned.
Misconceptions about SP to the unpreparedness of some school members in terms of setting aside their free time
to attend encounters up to habits with things that are already comfortable with previous conditions.
KEYWORDS: Education, School,Sekolah Perjumpaan, Character Building
Principal as Education Leader (Case Study at YPK Ransiki Junior High School)Paulus Robert Tuerah
This document summarizes a study that examined the principal's leadership at YPK Ransiki Junior High School. It described the school context and outlined the research questions. The study used a qualitative case study approach involving interviews with the principal, vice principals, teachers, and committee members. Key findings were that the principal strived to develop teachers through training opportunities, acted neutrally to address issues, collaborated well within the school and community, and motivated teachers to continue improving.
This document discusses best practices for social studies teaching and learning as outlined by the National Council for the Social Studies (NCSS). It describes five principles of powerful social studies teaching: being meaningful, integrative, values-based, challenging, and active. It provides examples of how these principles can be applied in the classroom, such as having students interview family members about immigration history to make the topic more meaningful. The document emphasizes using these principles to prepare students for civic life and engagement with societal issues.
This document discusses community participation in school education in India. It covers topics like the relationship between education and society, the role of the community in elementary education, and provisions for community participation under initiatives like the Sarva Shiksha Abhiyan and Right to Education Act. It emphasizes that community participation is important for effective school functioning and management, and can help mobilize resources, monitor teachers and student attendance, and provide academic support.
The main principles of education by Jessica SalgueroGaby Sam
The document discusses the educational system in Ecuador, outlining its main functions and principles. The key functions of the system are the transmission of accumulated knowledge to new generations, promoting social cohesion, providing social mobility, enabling social adjustment, and supporting democratic reconstruction. The main principles discussed are autonomy, participation, and pluralism in teaching. The functions aim to educate citizens and train them to participate in democracy. The law regulates public education to improve school performance and ensure equal opportunities for all.
This document summarizes a research article that reviews the literature on culturally responsive school leadership (CRSL). The review finds that CRSL focuses on making the entire school environment, not just teaching, responsive to the needs of minoritized students. The review develops a framework around four strands of CRSL: critical self-awareness, CRSL and teacher preparation, CRSL and school environments, and CRSL and community advocacy. It identifies specific CRSL behaviors centered around inclusion, equity, advocacy, and social justice. Finally, it reflects on the promise and implications of further research on CRSL.
The document discusses empowering teachers in education. It defines teacher empowerment as giving teachers the ability to make considerations about their teaching methods and make their own decisions to solve classroom problems. It also discusses empowering the community around schools by fostering cooperation between schools, parents, and community institutions. The goals of community empowerment are to develop mutual understanding, assistance, and close cooperation between schools and external stakeholders. Finally, the document presents a teacher learning model that involves quality assessment, training, mentoring, and reflection to improve teacher effectiveness and school organization.
Learning creatively together - educational change report 2016Marjaana Kangas
This document summarizes key aspects of ubiquitous learning and educational change. It discusses how learning occurs everywhere intentionally and unintentionally, both physically and digitally. This development requires schools to update perceptions of learning environments and pedagogy. The document outlines dimensions of ubiquitous learning, including the increasing use of technology and informal learning environments. It also discusses actors involved in educational change, like the relationship between society, schools, and children's worlds. Processes of change are identified, like identification, coordination, reflection and transformation. The document then focuses on new pedagogies for educational change, like boundary crossing pedagogy and participative pedagogy. It emphasizes the teacher's role in interprofessional collaboration and as a leader of co
Constructivism and classroom management in preschoolslilbeans
The document discusses the constructivist teacher's approach to classroom management in Malaysian preschools. It notes the shift from a transmission approach where the teacher transmits knowledge, to a constructivist approach where learners play an active role and the teacher facilitates. While constructivism encourages engagement and community, some strategies may not suit preschoolers. A balance is needed between constructivism and using rewards for young children. The constructivist teacher fosters learning and respect among diverse students in Malaysia.
Devono, frank how principals and teachers percieved nfeasj v29 n4 2012William Kritsonis
Dr. William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. Kritsonis has served as an elementary school teacher, elementary and middle school principal, superintendent of schools, director of student teaching and field experiences, professor, author, consultant, and journal editor. Dr. Kritsonis has considerable experience in chairing PhD dissertations and master thesis and has supervised practicums for teacher candidates, curriculum supervisors, central office personnel, principals, and superintendents. He also has experience in teaching in doctoral and masters programs in elementary and secondary education as well as educational leadership and supervision. He has earned the rank as professor at three universities in two states, including successful post-tenure reviews.
The document discusses a model resource book for small schools in disadvantaged areas of Sri Lanka. It provides background on the challenges facing small schools, which serve deprived communities but lack adequate resources and opportunities. The model aims to address these issues through a holistic approach incorporating eight dimensions like pedagogical changes, teacher training, community involvement and more. The goal is to transform small schools into dynamic hubs that can enhance education, development and quality of life for poor and marginalized groups.
14. ahmad syukri, marwazi, musli, iain sts jambi, www.ijhssi.orgkhristina damayanti
This summary provides an overview of the key points from the document:
1. The document discusses empowerment of Islamic elementary schools (SDITs) in Jambi Province, Indonesia to improve education quality.
2. It finds that education foundations are able to empower SDITs to become high-quality, sought-after schools through commitments to quality, community support, strong religious education, and good management.
3. SDIT empowerment strategies to improve education quality include engaging stakeholders, partnerships, promotions, infrastructure investments, academic and extracurricular programs, educator development, and rewards/sanctions.
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1. Journal of Research and Reflections in Education
December 2014, Vol.8, No.2, pp 86-96
http://www.ue.edu.pk/jrre
The Role of a Principal / Headteacher in School Improvement: A Case Study of a
Community-Based School in Karachi, Pakistan
1
Sadruddin Bahadur Qutoshi, 2
Jan-e-Alam Khaki
1
Assistant Professor, Karakorum International University, Pakistan.
2
Associate Professor, Aga Khan University, Institute for Educational Development, Pakistan.
(Email: sadruddin.qutoshi@kiu.edu.pk)
Many studies have been conducted internationally on headteachers‟ role in School Improvement (SI). In Pakistan, however,
this is a new but increasingly expanding area of study focusing different types of schools (Khaki, 2005) including private,
public, and community based. This study on headteacher‟s role in SI was conducted in a community based school in Karachi
comprising of migrants from different parts of Pakistan and (refugees from) Afghanistan. A case study, using semi-structured
interviews from headteacher and other stakeholders were used to explore the headteacher‟s role in SI. The findings show that
role of the Headteacher in SI is complex, daunting, multi-dimensional, and multilayered (Lizotte, 2013; Moos, 2013).
Headteacher performs her best to provide better education to learners; tries to meet stakeholders‟ expectations in terms of
improving teaching and learning, improving school infrastructure (e.g., up-gradation of the school building), keep her
teachers motivating and satisfying parents. The disabling factors include lack of financial resources, teachers‟ turnover, and
resource management but school managing committee and energetic teachers play as enabling factors in SI (Bryk, 2010).
Given her contextual limitations inherent in the community school, she is making the most of what is available to her through
practicing distributed leadership style.
Key words: headteacher/ principal, school improvement, community schools, school leadership, distributed leadership
Introduction
The emergence of community based schools
is a phenomenon which has taken a new momentum
as an alternative route to poor, failing and ineffective
public school system in Pakistan. Many
communities have started building community
schools and offering education even up to university
level to make sure their community survives
educationally in the world of the „survival of the
fittest‟. Despite this mushroom growth of
community schools, not many studies have been
done in Pakistan to see how these newly founded
community schools are managed, and the challenges
they are facing. This study was undertaken in this
context to explore how the community school is led
by the headteacher and what we can learn from her
practice. This article is based on a qualitative case
study of a community school headteacher‟s role in a
densely populated, poorly resourced, and near ultra-
poor community but having an undying quest to
educate their children according to the national and
global needs of a globalizing “village”. The study
reports the findings for the first time through this
article. The article first outlines the context of the
study, and the objectives of the study, how the study
was done and then briefly reports about the findings.
The article then reflects on these findings and
summaries in the form of reflections, and culminates
in making some recommendations in the light of the
findings.
Context of the Study
This is a case study of a community school
headteacher in Karachi Pakistan, belonging to a faith
community. The school, let us call it, Community
Progressive School (CPS) has a strength of 450
students from grade Prep I to II, to Grade 2, called as
Early Childhood Development (ECD), and Grade 3-
8 (primary and secondary sections). The CPS is
attempting to offer affordable yet reasonable quality
education to these children residing in a poor locality
of Karachi, Pakistan. This CPS was selected as
research site through purposive sampling from one
2. Qutoshi, Khaki
87
of the chains of community schools, serving mostly
the low socio-economic background members of the
community in order to provide quality education at
an affordable level of the fee. The school is situated
in a poor migrant locality, living among diverse
similar communities, hailing from different parts of
Pakistan and (refugees from) Afghanistan. The
concept of community schools emerged as a result of
a survey conducted by the community parent
institution, a community organization, to provide
technical support to the community schools.
According to a survey carried out on the school
going age children in the community, 75% children
were found to have been availing low quality
education due largely to fragile financial conditions
of their parents (Riaz, 2004).
Thus, the establishment of the community
schools emerged as a result of this need with a clear
purpose to provide „quality‟ education to the
community children through institutional support
and community participation by utilization of
community resources to reduce the cost education
(Sullivan, 2013). According to Rugh and Bossert
(1998) the concept of community schools is to
“develop, organize and manage (community
schools) within the community effectively. SMCs,
under the Community Based Education Societies
(CBESs) were formed and registered under society‟s
act of Pakistan (p.14). The structure of SMCs
consists of a chairperson, honorary secretary (the
headteacher) member finance, and 10 to 12 other
members, including two to three parent
representatives whose children are studying in these
schools. The role of SMC, according to the terms of
reference of the community school, is to run the
affairs of the school with the help of headteacher and
report to Local Education Board (LEB), another
sister Institution under the umbrella of the
community parent institution. Being fulltime, the
Headteacher was the main person on whom the
major responsibility fell as the Secretary to the
SMC; besides working as a headteacher. As one of
the strategies to reduce the cost of education, these
community schools were started in the morning shift
in the premises of community centers (used for
religious education and other activities in the
evening shift) by sharing the premises.
Literature Review
The studies of headteachers and their roles
in school improvement in the context of developing
countries are, of course, much less than the
developed countries. The studies done in the western
contexts are numerous claiming tremendous success
in schools either „reality or illusion…many claims of
school improvement are illusory. Nevertheless, there
are some improvement strategies that are well-
defined, feasible and robustly shown to be effective.
In future, we need greater clarity and agreement
about what constitutes success‟ (Coea, 2009, p.1).
These are the ground realities of school
improvement and role of headteachers in the context
of West and we can, probably learn a great deal from
these lessons. However, in the context of the
developing countries, specifically in Pakistan, this
area is now has not been explored (Khaki, 2005;
Khaki & Safdar, 2010; Khaki, 2010; Memon,
Nazirali, Simkins, & Garret, 2000; Shafa, 2004;
Simkins, Sisum, & Memon, 1998). There have been
few studies on the headteachers‟ role in the
community schools. Khaki (2005) explored the
effective headteachers of three types of schools in
Pakistan: Public, Community (Qutoshi, 2006) and
individually owned schools. One of the respondents
in both the studies of Kakhi (2005) and Qutoshi
(2006) was a community school headteacher that
gives some insights about the way community
school headteachers‟ effectiveness visa vis school
management is seen by the stakeholders.
These studies show that often community
school headteachers work under tremendous
pressures due to many reasons, including tight
management structures within their „own
institutional context‟, financial constraints, parental
pressures, communal conflicts, and sectarianism,
which often lead to armed conflicts (Moos, 2013).
The headteacher, as community school leader, is
seen as a central person in a particular socio cultural
context (Sullivan, 2013) in the whole process of SI.
Headteacher‟s leadership role is seen in many forms
as gatekeeper and responsible person to transform
the schools to the highest levels while not always
seeing his or her challenges. Where the headteacher
works within the community network in a
participatory collaborative approach in the dynamics
of specific socio culture context and „historical
3. JRRE Vol.8, No.2, 2014
88
processes in which leadership is embedded: the
practice, structure, values and norms of the local and
greater communities that emerged over time and are
still present as a sounding board for new perceptions
and influences‟ (Sullivan, 2013, p.1). Her role is
seen, on the one hand, as a moral agent – a leader
with high levels of commitment, patience, care and
facilitative role, and on the other, an effective
manager to run the affairs of school efficiently by
fulfilling expectations of the stakeholders in a
participatory approach (Lizotte, 2013; Sergiovanni
2000; Williams, 2006). Khaki‟s study (2005) calls
this model as Prophetic Model. Often we see this
model manifested in the Christian schools‟ context
as „servant leader‟ (Greenleaf, 1991, 1971).
However, the concept of SI in the context of
this community school is improving results to the
excellent level and developing skills of students
enabling them to learn intellectually from real life
situations for the benefit of the society through
creating conducive learning environment at school
(Louis & Wahlstrom, 2011; Morris, 1984; Qutoshi,
2006). It is a completely delicate process of creating
„an environment where student learning takes
precedence over everything else (Lizotte, 2013: p.
12) and aimed at accomplishing educational goals
more effectively within the perceived philosophy of
SI. And in so doing, the headteachers‟ leadership
role is central because they are „important and
powerful people‟ (Coulson, 1978; Alexander, 1992)
and their role in SI is to „support and nurture the
professionalism of teachers‟ (Day (1993, p.111) in
order to ensure this aim of improving results to
excellent level with developing skills of learners.
Moreover, SI is not only limited to
improving teaching and learning conditions but to
improve overall aspects relating to students,
employees, resources, environment and relationships
within school and in wider community which
directly or indirectly involve in the matters of school
house. However, to ensure this improvement to
happen headteacher needs essential support for SI.
According to Bryk(2010), there are „five essential
supports for school improvement: a coherent
instructional guidance system, the professional
capacity of its faculty, strong parent-community-
school ties, a student-centered learning climate, and
leadership that drives change(P.1). If a headteacher
in any school system receives this kind of support in
all these five commonly prioritized areas for
improvement one can expect and even claim to
school improvement (Coea, 2009). In the context of
community school system it is obvious for all
stakeholders especially SMC members to understand
the common core of essential support elements for
SI. When SMC members realize the need for SI
within their own cultural context the essence of
participatory and collaborative decision making
environment develops and this way of working or SI
can influence other supporting institutions within the
network of the community (Sullivan, 2013;
Supovitz, & Tognatta, 2013). „It was found that
once community members have the opportunity and
mindset to choose and participate in decisions that
affect their lives, they gain the ability to lead and to
take the initiative to make policy decisions that
distribute benefits equitably and effectively‟ through
collective and collaborative efforts and actions
(Sullivan, 2013, p.1).
Methodology
Headteachers‟ studies have adopted
qualitative, quantitative and mixed method
approaches to investigate their roles. This study
adopted a qualitative study method because the
intention of the study was on only one headteacher
as the focus of study through „holistic in-depth
investigation‟ (Zainal, 2007: 1) to explore the
headteacher‟s role in school improvement. As well,
the study intended to seek the community school
stakeholders‟ views regarding the headteacher‟s role
in the SI in a community school in Karachi,
Pakistan. The study of perceptions and beliefs of the
headteacher about her role as a headteacher and her
school stakeholders‟ views about the role of the
headteacher required qualitative method of
investigation because the study was interested in
knowing the role of the head in a qualitative way.
Saunders et al. (2000: 92) talk about the importance
and use of appropriate research strategy for data
collection and analysis „…what matters is not the
label that is attached to a particular strategy, but
whether it appropriate for your particular
research…‟ that links with the research questions to
explore . According to Yin (1994, 2003; see also
Patton, 1990) case study is an empirical inquiry that
explores ground realities in a natural settings in
which researcher can collect data from different
sources that enhances its credibility.
4. Qutoshi, Khaki
89
To explore these „real life situations‟ of a
headteacher in the context of a community school
and get an insight of the phenomena, semi structured
interviews, as data collection tools, from headteacher
and chairman of the SMC were used (Yin, 2003).
Moreover, group interviews from seven students (2
from grade III, and one each from grade IV-VIII),
seven teachers of the same classes and from seven
parents, purposefully selected, were conducted to
collect required data from the multiple sources. The
purpose of collecting all relevant data was to explore
the phenomena through collection of data from
variety of sources in order to address this study‟s
key questions, like: What is the role of a community
school headteacher in the process of school
improvement? How does the headteacher manage
the resources and time to achieve objectives of
school improvement? Why does headteacher prefer
to use some strategies to improve the school? What
are the facilitating and hindering factors on way to
school improvement?
To address these questions, the required data
was gathered till a saturation point reached during
these interviews. For data analysis as a process of
drawing meaning, and making sense of the meaning
from the data, Robert Stake‟s method of „categorical
aggregation and direct interpretation‟ was used for
thematic analysis (1995). To develop themes in a
systematic manner and interpret the themes
principles of analysis were used: “use of all of the
relevant evidence; exploration of major rival
interpretations; and addressing significant aspects of
case study” (Rowley, 2002:9).
Since this study was limited to one school
headteacher, generalizability of findings was not
intended to a wider context. However, the findings
can help schools which have more or less similar
contexts elsewhere in these systems of community
schools in Pakistan and other developing countries
of the globe to learn some interesting lessons from
this study to improve their schools by focusing on
the role of headteachers in school improvement.
Findings
The study findings show that the
headteacher of the school has to perform multiple
and complex roles as a school manager, community
mobilize (Farah, et al., 1998; Levin & Lockhead,
1993; Lizotte, 2013), a liaison officer (developing
linkages between school, community and
institutions), resource mobilizer (identifying and
arranging teaching and learning resources at school)
and instructional leader a reporter to inform and
motivate parent and sister institutions and
communicate the information with relevant
stakeholders and an honorary secretary to SMC etc
(Champan, 2002; Qutoshi, 2004; Riaz, 2004; Moos,
2013). Headteacher appeared to focus more on
administrative, financial and social activities due to
the nature of school administration. Expressing her
views, the Headteacher said, “I can hardly give
40:60 times to academic and administrative duties in
school… I think it is not a satisfactory situation”
(Interview, November 27, 2005). Sharing her
concerns regarding these activities often taking
much of her time, she reported:
… I have to see financial, administrative and
other social side tasks related to more school
administration but less academics. As a
headteacher, ideally it should be 80:20
(academic: administration) but at least it
should be 70:30 in our cases which will help
us to focus more on teaching and learning.
(Interview, November 27, 2005)
The Headteacher argued that the amount of
time she focuses on academics to improve teaching
learning practices for SI in the existing situation is a
continuous process. She admitted that often her role
gets tilted more towards administration/management
despite her attempts to focus on pedagogical
leadership. According to Memon (1998), the
headteachers in Pakistan tend to play more
administrative roles rather than pedagogic leaders.
The stakeholders‟ perceptions and document
analysis both show a higher expectation level than
the current level of headteachers‟ performance for
student learning. However, headteacher seemed to
emphasize more of her academic role to bring a
visible change in teaching and learning conditions
(Fullan, 2001, 2007; Louis & Wahlstrom, 2011; Van
Velzen, Miles, Eckholm, Hameyer, & Robin, 1998),
and creating an emotionally safe conducive learning
environment for students and staff (Virmani, 1996).
The findings shows Headteacher‟ dissatisfaction
over the low level of student achievement which is,
5. JRRE Vol.8, No.2, 2014
90
according to her, not only because of the lack of
time and resources to focus on learning outcome but
also lack of proper planning and ineffective
institutional support (Bryk, 2010; Qutoshi, 2004).
Teacher‟s frequent turnover was found to be
one of the most frustrating issues (Brown & Wynn,
2009) that badly suffer students in getting new
teachers and their way of teaching. According to
headteacher, teachers‟ frequent turnover was due to
low salary structures and no incentives in
community school system and the school
management remained unable to find alternative
trained teachers well in time to take the classes of
leftover teachers to avoid students‟ academic loss.
The Chairman said that … “ I know we have low
salaries in our community schools because of low
fee structures…and we face many problems in
finding alternate trained teachers when teachers
suddenly quit from school at the end of the month
without prior intimation” (Interview, November 27,
2005). He further expressed that SMC cannot charge
high fee from students to raise the salary of the
teachers. Thus it leads to a dilemma even for SMC
to increase financial resources which are required to
improve salary structures. This clearly shows that
the school offers low salaries, no provident funds
and other incentives to improve teachers‟ retention.
They have nothing to get at the time of leaving
school even serving after many years in these
community schools and that is why they just quit at
the end of month after getting salary and resultantly
students suffer at the end.
However, to meet the challenges of
teachers‟ turnover timely, the management
encourages volunteer teachers from the community
to avoid academic losses to children. But, these
novice teachers cannot engage learners with variety
of learning activities in class. Students also reported
similar issues about teachers‟ turnover in their
school and the impact on their understanding
lessons. They said, „we do not like new teachers
many times in one year… sometimes we do not
understand what new teachers teach… they teach
without group work and activities in class
(Interview, November 27, 2005). This situation
becomes a major issue for the Headteacher in
improving teacher retention and decreasing turnover
by improving salary structure and introducing
incentives to teachers because these authorities rest
to the Committee (Brown, & Wynn, 2009). In school
management the chairman has more decision powers
that paralyze the headteacher in bringing structural
changes. It is argued that schools where community
work for common cause „collaborative decisions‟
should be taken by the members for better actions to
improve the school „rather than individual decision
making‟ through one man show (Sullivan, 2013;
Supovitz, & Tognatta, 2013).
Moreover, the findings revealed that many
other factors, like lack of professional knowledge,
skills and different levels of perceptions of members
of the SMC with different priorities on one hand and
the ineffective support from institutions on the other
hand are huge barriers on the way to SI (Bryk,
2010). The Chairman argued, “Sometimes
institutional support to community school remains a
hurdle … we want to upgrade school and without
councils‟ permission we can do that… our parents
suffer when they have to send their children to other
expensive schools” (Interview, November 27, 2005).
Findings show that teachers more generally
found appreciative of their headteacher‟s efforts
regarding the SI in their school. Expressing the
views about student achievement in the way of SI a
teacher during the interview highlighted the
headteacher‟s efforts in these words:
Our headteacher is helping us to perform
better than other schools… and we try our
best as a team and as a result our school
received two times Best School Award
among the community schools… our
students participated in Mathematics and
Science Olympiad… and got winner awards
(Interview, November 27, 2005).
This shows that the Headteacher focuses on
students‟ achievement through competitions to
develop school‟ image among the community
schools network. Such competitions are often seen
as an important indicator of a good school or a good
headteacher of a school in Pakistan. The findings
show that the headteacher‟s overall focus generally
is on improving teaching and learning through
demonstrating her instructional and distributed
leadership (Louis & Wahlstrom, 2011). She found to
be very much concern about mentoring teachers at
different levels. She takes training classes of senior
teachers to enable them good helpers of new
teachers and distribute them responsibilities to train
new teamers. One of the subject coordinators
6. Qutoshi, Khaki
91
express her views that „…headteaher is regularly
guiding us how to train new teachers in preparing
lesson plans, checking student work, assessing their
progress and reporting to her (Interview, November
27, 2005). This shows that headteacher is
demonstrating distributed leadership. However, is
not only giving roles but also empowering teachers
to demonstrate their roles by taking decisions on
tasks as leaders (Harris, 2008; Hunter, 2012;
Spillane, Camburn, Pustejovsky, Pareja, & Lewis,
2009; Sullivan, 2013). This element of engaging
senior teachers in leadership roles assisting them to
perform better in their teaching and keeping a close
relation through reporting the progress of their
children shows that she practices distributed
leadership role in the school. Distributed leadership
is desirable Harris, (2008) and others show that it is
about assisting teachers to improve their
instructional skills and provide more effective
instruction to their students (Hunter, 2012; Supovitz,
& Tognatta, 2013; Lizotte, 2013).
The findings show that the limitations of
SMC and supporting institutions, poor time
management in dealings with the community during
school hours, lack of resources, low salaries and
poor incentives to staff appeared to be some of the
dilemmas for community school Head. The
Headteacher said, “SMC do not realize teachers‟
importance …our teachers are low paid as compared
to other schools in the area …after getting some
experience from community school they join other
schools for better salaries and incentives”
(Interview, November 27, 2005). However, to avoid
academic losses of the children due to teachers‟
frequent turnover, SMC needs to reflect on financial
benefits to teachers that cause school switching by
experienced teachers just for better incentives and
more salaries in other private schools within the
same locality.
Findings also showed that parents attach a
lot of expectations from the school head/school to
offer best education to their children. They have
their own preferences like developing students‟ kills
needed for the society and market like high fluency
in speaking/writing English language. One of the
parents interviewed succinctly expressed these
expectations,
We want our children (to) speak fluent
English and need good teachers in school…
but our children cannot express their views
fluently in even higher classes…
Appreciating the Head‟s role in keeping the
communication with parents, he added, “But
the Headteacher is very good and
encourages us to visit school to discuss
about our children (‟s progress) and school
(issues)… she listens to us and shares the
progress and challenges (of the school) as
well. (Interview, November 27, 2005)
The findings support that the apprehensions
and dilemmas of community school headteacher are
largely found to be embedded in having high
expectations from stakeholders, on the one hand, and
on the other, lack of matching support mechanism of
the management, community and the supporting
institutions (Nowlan, 2001). Headteachers seem to
play an active role in developing a strong school-
parent- community relations through their
involvement activities by arranging their visiting
school, holding meetings with teachers and sharing
their concerns regarding progress of their children‟
academic matters (Bryk, 2010).
The finding shows that community school
headteacher is playing multiple roles in a particular
socio-cultural and politico-historical context of the
school where teachers, parents, community
members, supporting institutions and SMC members
keep high expectations from her to improve school.
These expectations found to be looking for students
improved results, acquired skills in English language
speaking, retaining competent teachers at school,
providing community fresh graduates as volunteer
teaching opportunities, providing training to
teachers to improve their instruction, mobilizing
resources for teaching and learning, communicating
progress with stakeholders, developing strong
relations with parents, community and institutions
etc. However, within limited resources and less time
for academic matters, amount of supports available,
frequently turnover of teachers due to no incentives
and low salary structure, achieving the desired aims
of the quality education for which the establishment
of community schools was envision found to be a
demanding and challenging job for the headteacher
while exercising limited decision making powers but
7. JRRE Vol.8, No.2, 2014
92
using a distributed leadership style to engage all
stakeholders at different levels.
Discussion
From the study of the headteacher‟s role in
SI it emerges that it is a complex, sophisticated and
interconnected job; not a linear simplistic picture
(Lizotte, 2013). This picture is nuanced with a lot of
struggle on the part of the headteacher to survive
sometimes and sometimes, thrive in the given socio-
cultural context of community school. In a complex
community managed and run school, a headteacher
is not the master of the destiny of the school but a
„manager‟, a „trustee‟ of the community. However,
the headteacher emerges in this study as a strategic
as well as democratic leader with people centered
cum target oriented approaches while playing her
roles and fulfilling her responsibilities in a complex
set up of the community school system as well as an
educational leader (Memon et al., 2000, 2003) with
distributed leadership style of leading despite facing
many challenges on her way to SI (Harris, 2008;
Hunter, 2012; Lizotte, 2013; Louis & Wahlstrom,
2011; Supovitz, & Tognatta, 2013).
Headteacher found sharing responsibility
among stakeholders, community and institutions and
provide opportunity to work together to improve
school (Hallinger & Heck, 2010; Harris, Day,
Hopkins, Hadfield, Hargreaves & Chapman, 2003)
but most of the time undesired results (due to lack of
basic skills, knowledge and attitude towards
responsibilities by SMC members) multiply the
challenges for the headteacher to achieve the desired
results.
The results revealed that there is a great
need to improve more the Headteachers‟ qualities of
strategic leadership (Brent, 2005), pedagogical
leadership (Barth, 1990; Hargreaves & Fullan, 1998;
Leithwood & Montgomery, 1996; Sergiovanni,
1996, 1998), and democratic leadership (Goleman,
1995; Robbins, DeCenzo & Wolter, 2012) to face
the inborn conditions of the typical community
school in Pakistan. The Headteacher‟s knowledge,
skills, strategies, actions, beliefs and perceptions,
(Sergiovanni, 1992, 2000) are found to be the
headteacher‟s powerful tools for bringing
improvement in the community schools. However,
there is no one best way to lead in all situations
(Stacey, 1997), but effective use of variety of
leadership styles is vital for the community school
headteacher to be an effective leader (Bender &
Bryk, 2000; Fullan, 2002).
The role duality of the headteacher as the
headteacher as well as the Honorary Secretary of
SMC and job complexity with non-clarity of roles
put her in a dilemma in deciding what to do and
what not to do. Early and Weindilin (2004) report
that the headteachers‟ roles are predominantly
administrative, managerial and financial, which
substantially affect quality of leadership in this
scenario, setting academic goals, improving teaching
and learning, improving relations with community,
institutions and parents, seeking resources and
building school capacity in order to provide quality
education to the Community become more
ambiguous and challenging (Andrews & Soder,
1987; Chapman, 2002; Jaffer, 2000; Lizotte, 2013;
Memon, 2003, 2008; Supovitz, & Tognatta,
2013).Under such circumstances, it is the
headteacher who may either sail the boat across; or
sink it into the deep ocean depending on his or her
concepts of SI, knowledge, skills, values, expertise,
and more importantly, the leadership style and
commitment to improve the school (Hallinger &
Heck, 2010;Moos, 2013).
The context specific leadership styles of
headteacher are fundamental in bringing
improvements in different areas of a school system
(Andrews & Soder, 1987; Brown, & Wynn, 2009;
Dinham, 2005; Fullan, 2001, 2007; Newmann, King
& Youngs, 2000; Moos, 2013). However, it is not
only the styles but the way a leader involve in whole
process of influencing the led to achieve the desired
objectives of the SI in a particular environmental
context (Bush & Glover, 2002; Lithwood, Jantzi &
Steinbach, 1999; Robbins, DeCenzo & Wolter,
2012). Moreover, the complex structural settings,
where the expectations of the different stakeholders
from the headteacher are much more than the level
of support and facilitation given in addition to the
diverse range of challenges to manage and improve
the school make the job of headteacher more
challenging and difficult.
Some of these challenges that the
headteacher is reportedly facing are scarcity of
resources, misuse of resources due to sharing of
school premises, teachers‟ turnover, work overload,
more administrative and less academic time, and
insufficient support from SMCs to make the school
8. Qutoshi, Khaki
93
environment in community quite complex, but how
to change this culture and step forward with a clear
vision to restructure and bring about change in
existing practices for improvement depends upon an
effective leadership role (Brown, & Wynn, 2009;
Fullan, 2002, 2007; Hatcher, 2004; Louis &
Wahlstrom,2011; Memon, 2003; Moos, 2013;
Sergiovani,1990, 2000).
The study shows that the Headteacher has
two major roles: capacity building and instructional
leadership. It is evident from the study that it is
imperative to focus more on improving teaching
learning in order to address the concerns raised by
the students, teachers, parents and headteacher
(herself) than spending most of the time on other
responsibilities embedded in her role as community
school headteacher.
The findings showed that parents have high
expectations from the Headteacher and school to
polish their children‟s skills like speaking fluently in
English, reading variety of story books, and
understanding mathematical and science concepts,
along with providing extending library and computer
lab facilities. In order to bring a visible change in
learning conditions of students (Louis &
Wahlstrom,2011; Van Velzen et al, 1998), it is
necessary to create emotionally safe environment for
students and staff, and increase confidence in
students through more caring and sharing (Virmani,
1996). It is imperative that the community schools to
make merit based selections of competent staff
members because relying on mediocre low salaried
teaching staff and volunteers may impair the
development of those they lead (Sultan, 2005).
To overcome the contextual challenges
identified in this study, the Headteacher needs to
upgrade staff‟s knowledge, qualifications, skills, and
develop qualities of strategic leadership (Brent,
2005), pedagogical and transformational leadership
(Barth, 1990; Hargreaves & Fullan, 1998; Khaki,
2009; Leithwood & Montgomery, 1982;
Sergiovanni, 1996), and democratic and situational
leadership (Goleman, 1995 Robbins, DeCenzo &
Wolter, 2012) including her own. However, a
situational analysis and effective use of variety of
leadership styles is vital for the community school
headteacher to be an effective leader.
Commentary on Discussions and Findings
Looking at concepts of SI in general and in
the light of community school system in particular
analyzing the nature of support mechanism and
challenges that existing in the school and role of
headteacher in the whole process of SI we can say
that headteacher is struggling desperately to achieve
the objective of SI within a specific socio-cultural
context of the school. The five essential supports
defined by Bryk (2010), as a theoretical model for
SI, which exist most commonly in effective
community school systems in the contest Pakistan,
this community school is also found to focus on
these five essential elements for SI within its own
contextual limitations (Moos, 2013). These five
essential support elements, according to Bryk (2010)
are: 1) a coherent instructional guidance system; 2)
the professional capacity of its faculty; 3) strong
parent-community-school ties; 4) a student-centered
learning climate; 5) and leadership that drives
change (p. 1), and analyzing the overall situation
based on the findings of the study in the context we
can assert that the school is desperately struggling
with fulfilling almost all these important aspect of
SI. However, headteacher found in a state of
dilemma in getting supports for SI due to numerous
challenges embedded in the nature of the community
school context like frequent turnover of teachers and
lack of resources and their misuse, insufficient
SMC‟s and other sister institutional support,
involving in more clerical and administrative jobs
due to complex nature of her responsibilities and
poor financial condition due to low fee structures
which greatly affect the phenomena of SI in order to
provide quality education to marginalized members
of the community children in the school system.
Moreover, in such a particular school context
headteacher emerges with distributed leadership
style by developing leadership skills in teachers,
supporting them in instructional role in their
classrooms, sharing some administrative school
responsibilities with SMC members and creating
strong parent-school-community linkages and
focusing on student center approaches to teaching
within her limits (Harris, 2008; Hunter, 2012;
Sullivan, 2013; Supovitz, & Tognatta, 2013). In the
light of these findings some recommendations are
made to help headteacher to improve the community
school.
9. JRRE Vol.8, No.2, 2014
94
Recommendations
Although it is difficult to make categorical
recommendations based on this small scale study,
however, following are some of the ways in which
the community school stakeholders may think to
further improve their school which is so critical for
their hopes and aspirations for their children‟s
quality education.
The Headteacher needs more focus on
academic matters by reducing clerical and
administrative time;
In SMC, members should be selected based
on their knowledge, skills and attitude
towards school management to provide
support to and reduce administrative load
from headteacher;
Improve salary structures and provision of
incentives comparatively with immediate
market structures are vital to reduce frequent
turnover;
Supportive role of council and other sister
institutions including LEB is vital to
mobilize and generate basic resources to the
community school;
External monitoring and evaluation of SMC
team to ensure effective roles to play should
be introduced under LEB; and
School management should encourage and
support all teachers and headteacher to
upgrade their qualifications and skills
through professional networking as well as
in-house professional development
activities.
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