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Dummy Research Paper

Evaluation of Educational Management at Secondary School
Level in Upper Dir Pakistan.

by
Mumtaz Muhammad
M Phil Education.

Submitted to; Dr Umbreen Ishfaq Hazara University
Haripur Campus.
June 2012.

Hallo Welt

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1. INTRODUCTION

Educational management at secondary level will be designed to evaluate the management roles

and the possibilities of management development at secondary school in the geographical region

of Upper Dir Pakistan. The said research will enhance our understanding of the related issues,

and expected this added insight to contribute towards our handling of the issues a practitioner's

approach. The primary questions formulated at the interstices of my subjectivity as a Muslim,

Pakistani, with reference to the roles and practices of school Principals/heads in pakistan, and

with a specific focus on upper dir. This study evolve and will develop over time as the research

will progress. The immediate factor that motivated the research is my experience as a school

teacher and subject specialist since December 1996.

There is no prior research in the area, and as such this will be highly original research project. No

research related in any way to secondary school management had ever been carried out in the

area of upper dir. I feel a need to study this area with the intention to understand and explore the

present situation, and the future possibilities.This study will explore contemporary literature

about educational Management andleadership in general, and school heads in particular, with

special reference to Pakistan.

It is evident even from a cursory glance of available literature about principal management that

most of the research has been carried out from a Western point of view. Little or no attention has

been paid to the practices of educational management in developing countries which is why

examples of managerial practices in literature are not satisfactory. Context plays a vital role in

determining an individual s characteristics at both personal and professional level. The same is


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the case with educational management. It cannot be viewed out of context. This study will

evaluate managerial practices in the Pakistani context. It Will also examine whether principals

leadership or distributive leadership is the current practice in Pakistan.

The focus of the research is to explore roles and practices of institutional heads in a Muslim,

single-sex, scchool context. At one level the thesis can be read as an in-depth study of how these

roles and practices were shaped and exercised in a unique and unresearched context. At another

level, it can be viewed as a policy study, analyzing practices, and the possibilities to improve

them with an awareness of the Quranic mandate and the constraints of a Muslim society. At

another level it attempts an analysis of micro-politics of power with regard to Principals/school

heads who are in positions of authority (as principals) that effects school management. To

explore these interacting levels, I need a sensitive and flexible research framework which could

accommodate the shifts of lens, and capture what is happening in all complexity.

For the ease of reading, the thesis is divided into four parts which mark major stages of this

research journey:

 Part one Situating the Research.

 Part two Theoretical Framework

 Part three Research Findings

 Part four Discussion

Part will provide an overview of the historical, religious and political development of the

education system in the present day Pakistan. Researcher will explore a more general overview


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of the field drawing from international literature and concepts. It engages in the discussion of the

nature of educational organisations, management tasks, the notions of educational leadership in

general and also with specific reference to the Islamic philosophy of education, and the gender

issues related to educational management.

Part two will develop the framework introduced in part one. The use of a qualitative approach for

my investigations. I argue for its appropriateness to investigate a previously unexplored context.

This approach puts value to contextual knowledges and lived experiences, recognising diversity,

plurality, and fragmentation. I will discuss Foucauldian notions of power/knowledge and

discourse, and explore the formulations of power discourses and their implications for education

in a Muslim society with references to the Quran and the Hadith.

Part three is concerned with the presentation of research findings, but as I explained at the

beginning of the introduction, it is not solely research findings. In qualitative research, data

collection and analysis are simultaneous, interacting, reciprocal processes, guiding, shaping and

developing each other in their interplay. Part four will consist of two chapters which jointly offer

a deeper analysis in interplay with my personal background in Islam and Islamic philosophy, and

my professional and political concerns over issues of gender, education and college management.

1.1 STATEMENT OF THE PROBLEM

This study will seek to evaluate and examine the management roles and practices of the

secondary school heads in a specific region of upper Dir.


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1.2 OBJECTIVES

The research objectives are:

 To understand and explain the management roles of Principals/school heads, men and

women, in Upper Dir.

 To analyse management practices and the associated issues, and their mutual interaction

in shaping each other in this particular case; and

 To explore the possibilities of management development as perceived by these

Principal/heads in this specific context.

1.3 RESEARCH QUESTIONS

The research questions to be answered are as follows.

 What are the perceived roles of the Principal/school heads and how these perceptions

influence their practices?

 What are major forces contributive to role-constructions and management practices?

 How these perceptions interact with school management at secondary level?

 What are the major issues in school management at secondary level?

1.4 HYPOTHESIS

The general hypothesis for this research is that the school environment in secondary schools of

Khyber Pukhtoon Khawa area of Upper Dir is conducive towards quality management in the

education function, which means that skilled Heads/ Principals of the school at secondary level

can play an important role to address quality issues related to over all management of the schools

at secondary level in this area.


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1.5 SIGNIFICANCE OF THE STUDY

The study will focus on the existing set up of educational management at secondary level and to

find out the challenges faced by Education Manager to understand problems versus to smooth

running of the Education system. The research paper would be significant for

minimizing/reducing issues and problems of the Education Managers at school level in Upper

Dir. The stake holders, governmental and non-governmental organizations could be convinced to

reduce the issues and problems of the managers.

1.6 DELIMITATION OF THE STUDY

Due to the limited time and resources available to the researcher the said research study will be

limited to only secondary schools in Upper Dir and Swat.

1. LITERATURE REVIEW

Every society is a group of people who live together, play together and share joys and sorrows

together (Jerald, 2000). Education is also a social process which is established with the efforts of

policy makers, administrators, teachers, students and community members. Like other

organizations, in education some people perform the role of managers, while others play the role

as followers.

Secondary education holds a key position and is the terminal stage for the majority of students.

The largest number of educated manpower in Pakistan is available at this stage. The economists


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consider the secondary education as a backbone of the national economy while the sociologists

consider it is an effective weapon of social reforms. It can be said that secondary education is

closely related with the economic development and social welfare of the country (Ali, 1970).

For achieving the targets of secondary education to prepare the country for futuristic

development there is need to establish and launch this system of education effectively. It means

effective organizational behaviour of concerned persons is required then we can say education is

the best tool for enhancing the quality of entire social system.

Hughes describes management as the process of securing decisions about what activities the

organisation (unit of organisation) will undertake, and mobilizing the human and material

resources to undertake them (Hughes et el: 1985). Stephen Ball interprets management as "a

`moral technology' or a technology of power", a professional, professionalizing discourse which

"produces the object about which it speaks - organisation" (1990a: 156-7). This interplay

between the discourses of management and organisation, influences the roles and practices of the

managers.

The persons who are responsible for guidance counseling and direction use management skills

and create suitable environment for getting targets easily. The organizational activities are

coordinated and regularly feedback is ensured only to maintain and keep the culture and climate

alive. Successful management is totally dependent on the human element. Heads do not get the

job performed by themselves, regardless of their individual talents or drive. They must work with

the through other to achieve organizational goals and objectives (Karus and Curts, 1986).


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Management of School means setting realistic goals and drawing up plans to achieve them.

Those plans involve distinct phases, setting objectives, allocating resources, delivering results,

evaluating the impact, and resetting objectives in the light of evaluation (Thomas, 1999). The

working role of administrator is likewise manger. The need for manger has well increased with

the development of more complex organization. Rapid growth of knowledge that is useful to

management will demand a higher quality of mangers. The word management identifies a

special group of people whose job is to direct the effort and activities of other personnel towards

common objectives, therefore management get things done through other people (Massie,

1992).

Therefore, successful management is totally dependent upon the human element. Heads do not

get the job performed by themselves, the through others to achieve organizational goals and

objectives (Karus and Curts, 1986). According to Certo (2003) management functions are

activities that make up the management process, the four basic management activities are

planning, organizing, influencing (influencing referred as motivating, leading, directing, or

actuating is concerned primarily with people within organizations) and controlling.

Ubben and Huges (1992) describe five functional aspects four of these take place inside the

institution and the other occurs in interaction with the outside world. The inside functions

include curriculum development, instructional improvement, student services, financial and

facility management. The outside function is community relations. Leadership and managerial

behavioral dimensions encompass and complete the map of administrative job.


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Rue and Byars (2000) also state that three basic skills have been identified: conceptual skills,

human relations skills (involve understanding people and being able to work well with them) and

technical skills. It is generally agreed that supervisory management needs more technical skills

than managers at higher levels. Human relations skills are essential to effective management at

all levels.

The goal of educational management at the institutional level is to achieve the social and system

goals of education plus any additional objectives peculiar to the specific institution, to do this the

manager will need to understand more completely the existing motivation of their fellow

administrators, teachers and pupils (Kemmerer and Windham, 1997). Sharing of management

tasks and ownership of the need for them is crucial to successful school. In our opinion,

management is managing people and other resources in the organization and outside the

organization for achieving the mission and objectives of the organization. It is nothing but

managing people with tact; managing people for achieving targets.

According to a Report of the World Bank (1991), the main ways in which governments can help

to improve the quality of education are setting standards, supporting inputs to improve,

achievement, adopting flexible strategies for the acquisition and use of inputs, and monitoring

performance. Over all for quality education at any level requires effective management practices,

effective teaching learning process, adequate teaching learning facilities and professional

development of academicians and administrators or managers. Manager plays an important role

in any activity. It helps for the success of an activity or organization. It organizes the factors of

production from effective utilization.


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1. RESEARCH DESIGN

This study will adopt a mix method qualitative/quantitative approach in which the researcher will

primarily use two diverse methods, surveys and in-depth interviewing through which research

findings will be collected, presented and analysed separately in response to the theoretical

inclines. The survey type will provide the numeric description of opinions of the population by

studying the sample of the population, using questionnaire for data collection with the intent to

explore the regimes of the truth.

3.1 POPULATION

The Secondary Schools of District Upper Dir including male and female will be the population

of the study. The total number of Secondary Schools is 70 where 45 are for boys and 25 are for

girls. All the teachers and the students of class 9th and 10th are included in the population. The

Principals/ heads of the schools are also included in the population.

3.2 SAM PLE

The researcher will use probability method to make the data more valid and each participant

having an equal chance for providing information. 50 % i.e. 19 female and 50% i.e. 33 of male

secondary schools will be selected from the study. 40 Principals/heads and 210 teachers of these

school will be selected as sample of the study.

3.3 RESEARCH INSTRUM ENT


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Three types of questionnaires will be developed to explore the relationship between principals

and teachers, and its effect on students performance. The researcher will also develop an open

ended questionnaire for interview.

3.4 M ETHODOLOGY

This research study is quantitative and qualitative type of research in which along with the use of

statistical tools to some extent values will be judged.

3.5 TOOLS

Three questionnaires i.e. for principals, teachers and students, one for each. The interview

method will also be used to investigate the research.

3.6 DATA COLLECTION

Data will be collected through questionnaires and interview. To collect data well in time the

researcher himself will go to nearest schools and the schools that will not be approachable the

questionnaires will be sent through post. And the postal letters if not returned in time will be

convened again through reminders.

3.7 DATA ANALYSIS

The collected data will be analysed with the chi-square using SPSS software.


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REFERENCES.

1. Abdullah, A.S. (1982). Educational Theory: A Quranic Outlook. Umm-Al-Qura

University, Makkah. Saudi Arabia.

2. Abel, E. and Pearson, M,. (Eds: 1989). The Spectrum of Women's Lives. Gordon and

Breach: New York.

3. Adair, J. (1988). Effective Leadership: A Modem Guide to Developing Leadership Skills.

London: Pan.

4. Adler, S. Laney, J. and Pasker, M: 1993: Managing Women. Open University Press

:Buckingham.

5. Angus, L,. `New Leadership and the Possibility of Educational Reform', in Smyth, J (ed)

1989: Critical perspectives on Educational Leadership. London: The Falmer Press.

6. Asberg, Rodney. (1973). Primary education and national development :a case study of

the conditions for expanding primary education in West Pakistan. Stockholm : Almqvist

and Wiksell.

7. Bass, Bernard M and Avolio, Bruce J. (1994). Improving organizational effectiveness

through transformational leadership. Thousand Oaks, Calif Sage Publications.

8. Bennett, N. Glatter, R and Levacie, R. (1994). Improving Educational Management

Through Research and Consultancy. London: Paul Chapman and OUP.


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1. Egley, R. J., & Jones, B. D. (2005). Principals' inviting leadership behaviors in a time of

test-based accountability. Scholar-Practitioner Quarterly, 3(1), 13-24. Retrieved

November 3, 2007, from Education Research Complete database.

2. Evans, L. (1997). Understanding teacher morale and job satisfaction. Teaching and

Teacher Education, 13, 831-845. Retrieved November 3, 2007, from PsycINFO database.

3. Evans, V., & Johnson, D. J. (1990). The relationship of principals' leadership behaviour

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Leadership and Teacher Morale 72 Psychology, 17, 11-18. Retrieved October 1, 2007,

from Academic Search Premier database.

4. Hackman, M. Z., & Johnson, C. E. (2000). Leadership: The Communication Perspective.

Prsopect Heights, IL: Waveland Press.

5. Hardy, L. (1999). Why teachers leave. American School Board Journal, 186(6), 12-17.

6. Hipp, K. A. (1997). Documenting the Effects of Transformational Leadership Behavior

on Teacher Efficacy. (ERIC Document Reproduction Service No. ED407734) Retrieved

September 24, 2006, from ERIC database.

7. Horan, J. (1999). Leadership. Orana, 35(2), 19-25. Retrieved March 13, 2008, from

Academic Search Premier database.

8. Burnham, J W; Bush, T; ONeil, J and Glover,: 1995: Leadership and Strategic

Management. London : Pitman.

9. Bush, Tony. (1980). Approaches to school management :a reader. London : Harper and

Row, in association with the Open University Press.

10. Bush, Tony. (1986). Theories of educational management. London : Harper and Row.


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1. Bush, T. (1994). Theory and Practice in Educational Management, in Bush T and

Burnham, WJ (eds): 1994; op cited; pp 33-53.

2. Busher, H and Smith, M (Eds:1993): Managing educational institutions: Reviewing

Development and learning. Sheffield Hallam University: BEMAS.

3. Curie, A. (1966). Planning for Education in Pakistan. Tavistock Publications: London,

Sydney, Wellinhton.

4. Cawelti, G. (1984). Behavior patterns of effective principals. Educational Leadership,

41(5), 3. Retrieved February 16, 2008, from Academic Search Premier database.

5. Egley, R. J., & Jones, B. D. (2005). Principals' inviting leadership behaviors in a time of

test-based accountability. Scholar-Practitioner Quarterly, 3(1), 13-24. Retrieved

November 3, 2007, from Education Research Complete database.


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