This document provides an introduction and background information about The Educator's High School located in Hyderabad, Sindh, Pakistan. It discusses the school's historical background since being established in 2001. It also provides details on the school's geographical location, literacy rates of students over time, dropout rates and causes, progression rates, and analysis of factors involved in the school's success and failures. The introduction concludes with sections on management, functions of management, supervision, administration, and leadership in the school.

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FACULTY OF EDUCATION, OLD CAMPUS, HYDERABAD SINDH
M.ED PRACTICAL PROJECT- I
SUBJECT: EDUCATIONAL MANAGEMENT AND SUPERVISION (EMS)
RESEARCH TOPIC
ANALYSIS OF EDUCATIONAL MANAGEMENT AND SUPERVISION
PROCESS OF THE EDUCATORS SECONDARY SCHOOL HYDERABAD
THESIS SUBMITTED TOWARDS THE PARTIAL FULFILMENT OF THE
REQUIREMENT OF THE UNIVERSTY OF SINDH JAMSHORO, FOR THE
AWARD OF MASTERS OF EDUCATION DEGREE IN THE DEPARTMENT
OF EDUCATION, OLD CAMPUS, HYDERABAD
NAME: SABEETA KUMARI D/o ARJAN DAS
ROLL# 251 M.ED (OFF-CAMPUS)

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CERTIFICATE
This is to certify that the M.ed Project entitled “Analysis of Educational Management
and Supervision process of The Educators Secondary School Hyderabad” is submitted
by Sabeeta Kumari to the department of education, old campus, Hyderabad Pakistan
for the award of the degree of Masters of Education. The research work carried out by
her under my supervision is genuine and suitable for the fulfillment of award of M.ed
degree.
SUPERVISOR
Dr. Muhammad Dilshad
Department of Education,
University of Sindh, Jamshoro

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DEDICATION
I dedicate this effort to my parents, who supports me morally and financially. I also
dedicate this to my honorable Supervisor and teachers for their guidance and
encouragement.

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AKNOWLEDGMENT
Dr. Muhammad Dilshad has been the ideal research supervisor. Her sage
advice, insightful criticisms, and patient encouragement aided the writing
of this research in innumerable ways.

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Tables of contents
DECATION ………………………………………………………………….. ……..III
ACKNOWLEDGMENT………………………………………………………… ….IV
TABLES OF CONTENTS……………………………………………………………V
TASK # 01 7
1. INTRODUCTION………………………………………………………………….8
1.1. Historical Background……………………………………………………………8
1.2. Geographical Background………………………………………………………..9
1.3. Cohort Male and Female Literacy………………………………………………..9
1.4. Dropout…………………………………………………………………………..11
1.5. Causes of Dropout……………………………………………………………….11
1.6. Progression Rate………………………………………………………………....12
1.7. Analysis………………………………………………………………………….13
1.8 Management ……………………………………………………………………..14
1.9 Management functions…………………………………….................................. 16
1.10 Supervision……………………………………………………………………...20
1.11 Administration…………………………………………………………………..26
1.12 Leadership …………………………………………………………………….. 26
TASK # 02 34
2.1. Mission…………………………………………………………………………..35
2.2. Vision……………………………………………………………………………35
2.3. Objectives………………………………………………………………………..35
2.4 Targets to be achieved……………………………………………………………35

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TASK # 03 36
H.M Questionnaire Demographic chart ……………………………………………37
3.1. H.M Questionnaire……………………………………………………………..38
3.2. Teacher Questionnaire………………………………………………………….40
3.3. Observation checklist …………………………………………………………..42
TASK # 04
Analysis of information……………………………………………………………...44
4.1. H.M Questionnaire……………………………………………………………...45
4.2 Teacher Questionnaire…………………………………………………………...46
4.3 Observation checklist …………………………………………………………....60
TASK # 05 65
5.1. Findings………………………………………………………………………….66
5.2. Positive Trends…………………………………………………………………..66
5.3. Negative Trends…………………………………………………………………67
5.4 Discussion………………………………………………………………………..67
5.5. Recommendation………………………………………………………………..68
5.6. Conclusion………………………………………………………………………69
REFERENCE………………………………………………………………....71

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Write introduction of your school. Start with the geographical and
historical introduction. Also describe adult, cohort male and female
literacy, dropout and progression rate and analysis for success and
failure on all of these counts.

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INTRODUCTION
This is M.ed project which is related to the course of Educational Management and
Supervision. The study is carried out into five chapters guided by our teacher Sir
Dilshad. I was assigned to evaluate either Government Secondary or Private
Secondary School. I had chosen “The educator’s high school is located at happy
homes Qasimabad Hyderabad.
1.1 HISTORICAL BACKGROUND
The building of the educator’s high school was situated in 2001. The Honor of this
school was Abdul Majeed Samo, after that this school was handed over under the
supervision of Mr. Intkhab Samo. He started Urdu and English languages. In 2005
this school modified into Middle school. Now a day this is High school is running
under the proper supervision and management regarding to education. There are
above 1000 students enrolled in this school. There is co. education school system.
Co-education
School where boys and girls both can get education, where Boys and Girls students
attend separate classes or in separate buildings or schools
High School
 Grade 9: 13-14 years old
 Grade10: 14-15 years old
Secondary education in Pakistan begins from grade 9 and lasts for four years. After
end of each of the four school years, students are required to pass a national
examination administered by a regional Board of Intermediate and Secondary
Education (or BISE).
Upon completion of grade 9, students are expected to take a standardized test in each
of the first parts of their academic subjects. They again give these tests of the second
parts of the same courses at the end of grade 10. Upon successful completion of these
two examinations, they are awarded a Secondary School Certificate (or SSC). This
locally termed as 'matriculation certificate’.
The curriculum usually includes a combination of eight courses including electives
(such as Biology/Computing, Chemistry and Physics) as well as compulsory subjects
(such as English, Urdu, Mathematics, Islamiyat and Pakistan Studies).

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Classes Offered
 Play Group
 Nursery / Kachi
 Junior/ Middle or Elementary schools
 High school
1.2 GEOGRAPHY
The Educators High school is located near Alamdar chock, opposite to Girls Degree
College Qasimabad Hyderabad. Approximately the building of this school is on
23000ft and comprising 15 rooms and one laboratory, a computer lab staff room clerk
office and visiting room. Since the establishment of this school the facilities were very
low the lack of teaching staff due to the lack of interest of semi government
organization, teaching and non-teaching staff is available in this school.
1.3 COHORT MALE AND FEMALE LITERACY
Since the establishment of the educator’s high school at Qasimabad Hyderabad, the
level of literacy rate was very low because those days the people did not allow their
children to get education. According to record first enrolment of this school were 300
students. Approximately 40% is the literacy rate, 25% boys and 15% girls were
engaged in education during those days. Now a days the enrolment of this school
above 1000 students
Definition of Literacy:
This entry includes a definition of literacy and Census Bureau percentages for
the total population, males, and females. There are no universal definitions and
standards of literacy. Unless otherwise specified, all rates are based on the most
common definition - the ability to read and write at a specified age. Detailing the
standards that individual countries use to assess the ability to read and write is beyond
the scope of the Fact book. Information on literacy, while not a perfect measure of
educational results, is probably the most easily available and valid for international
comparisons. Low levels of literacy and education in general, can impede the
economic development of a country in the current rapidly changing, technology-
driven world.

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Literacy rate of The Educators School (All campuses)
Classes Enrolment Regular Irregular Male Female Literacy
Percentage
Kachi-I 100 80% 20% 60 40 80%
II 150 90% 10% 80 70 90%
III 100 80% 20% 60 40 80%
IV 150 90% 10% 80 70 90%
V 100 80% 20% 70 30 80%
VI-VIII 200 80% 20% 120 80 80%
IX-X 200 70% 30% 130 70 70%
Causes ofIrregularity
The causes of absenteeism of students are according to be the following;
 Lack of subject interest,
 Lack of personal interest in studies, available opportunities for entertainment
like malls, movie halls etc.
 The mental capacity of a student’s does not match with the course opted,
 Too much pamperness from family,
 The poor teaching skills of a teacher also keep away student from the school,
lack of confidence,
 Ragging also cause absenteeism,
 Excess of homework and sometimes fear from examination keep away
students from school.
 Preparation for the participation in TV shows in dance musical or acting, G.K.
contest programs also increase the percentage of absenteeism. Preparation for
examination causes absenteeism.
 Over expectation of parents also deteriorate the attendance of a student when
she/he is unable to cope with parent nature of making comparison among their
own children of with the friends of their child.

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 Too much socialization causes absenteeism. It mostly happens during teen age
and college when the students form a group to freak out. When more than
desired facilities are provided by parents such as CAR, Mobiles, and High
Amount of Money as Pocket Money the student start enjoying those facilities
and become absent. Inferiority complex within student causes absenteeism.
Drop Out
Definition:
A student who leave the formal education system before completing studies for
graduation at same or at different school at a later date
1.4 Drop Out
Since the level of education in the Private school is low due to lack of
seniority and very reduce to normal strength particularly so far as specially girls who
live in rural area the drop out ratio in high in rural areas because there are many
problems for example poverty and illiteracy etc.
1.5 CAUSES OF DROPOUT
Main causes of drop out ratio:
 Negative thoughts toward girls child education
 High fees
 Lack of interest from students
 Heavy burden of curriculum
 Lack of encouragement among students
 Poor management or non- democratic management and administration
 Heavy burden of curriculum
 Lack of assessment from parent and teacher side
 Poverty
 Girl’s child security
 Lack of child interest
 Corruption in private jobs
 Lack of teaching staff / team work
 Lack of carrier counseling

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1.6 PROGRESSION RATE
Progression rate of total Students in the Educators High School
For the purpose of encourage the high standard education. The government of Sindh
facilitates and provides the separate building and qualified teacher from the city sides
and well equipped material for positive change and progression. The school
management takes step and educational or school management helps to introduce
basic concept of education. To work out with regional politician and parents do not
take a step seriously that the lack of education especially for girls.
It is the responsibility to realize the main factors and aim to provide the good
education especially to girls.
Progression of students in special schools
1. According to the Code of Aid for Special Schools, schools for children with
hearing impairment, physical disability, intellectual disability, and visual impairment
cum intellectual disability are provided with a pre-set quota to allow students with
such a need and valid reasons to extend their years of study in these schools.
2. In exercising school-based professional judgment to arrange students to extend
their years of study, the schools concerned are required to put in place a proper
mechanism in accordance with the requirements/guidelines as set out in
Classes Enrolment passed Failed Repeated Progression
Percentage
Kachi-I 100 80% 20% 5% 80%
II 150 90% 10% 5% 90%
III 100 80% 20% 10% 80%
IV 150 90% 10% 10% 90%
V 100 80% 20% 5% 80%
VI-VIII 200 80% 20% 20% 80%
IX-X 200 70% 30% 30% 70%

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EDBC003/2010 on “Improvement Measures on Extension of Years of Study for
Students of Aided Special Schools”.
1.7 ANALYSIS
Management is the higher authority of school which control all things in school its
means management.
Success of Analysis has the following characteristics
1. There is instructional processes materials
2. Setting of curricular activities
3. Time table is developed
4. Alignment is good
5. Grouping / team work
6. Scheduling is proper
7. Training and staff refresher courses
8. Development in administrative tasks
9. curriculum Procedures are good
10. Assessment Systemic level
11. There is Leadership work
12. Well developed Mission
13. Well developed Vision
14. Morale
15. Planning
16. Budget
17. Policies
18. Values/beliefs
19. Organizational
20. Cultural values and respect
21. Physical Facilities
22. Awareness of Technology
23. Competencies
24. Collaboration
25. Evaluation/ assessment is good

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Failure Of analysis
 Lack of Planning and organizing
 Lack of funds to establish them on a sound and stable financial footing
 External and contextual Factors a- economic factors, b- Government support,
c- Social support, d- Information factors and e- Informal factors)
 Lack of qualified teaching staff
 There is no discipline there which is first planning of any school organization.
 They have lack of books, furniture, staff chair, and clean water also there is no
canteen available therefore, the students are suffering here since there.
The success or failure of an analysis is often dependent on overcoming a series of
potential barriers, e.g. securing sufficient financial backing, adequate and appropriate
guidance, and training etc. Yet in light of the substantial growth in self-employment,
there has been little research into the experiences of successful and failure in analysis
and many questions remain unanswered.
1.8 MANAGEMENT
Management is the process of reaching organizational goals by working with and
through people and other organizational resources.
Management has the following 3 characteristics:
1. It is a process or series of continuing and related activities.
2. It involves and concentrates on reaching organizational goals.
3. It reaches these goals by working with and through people and other organizational
resources.
EDUCATIONAL MANAGEMENT
The process of planning, organizing, directing and controlling the activities of an
institution by utilizing human and material resources so as to effectively and
efficiently accomplish functions of teaching, extension work and research.
OR

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EDUCATIONAL MANAGEMENT
Educational management, also sometimes known as educational administration, is
commonly associated with elementary and secondary schools as well as institutes of
higher learning like colleges and universities. Educational management
professionals can also be found working in governmental agencies, private
companies, and not-for-profit organizations. Those working in educational
management might act as policy-makers, researchers, or consultants to help evaluate
and develop ways to enrich and enhance the educational system at all levels. Most
educational management professionals have earned at least a master's degree and
many are licensed teachers or principals.
SCOPE OF EDUCATIONAL MANAGEMENT:
 Everything concerned with the education of the child through the agency of
the school, will be included in educational management.
 To organize library, museum, hostel etc.
 To maintain the school records.
 To finance and budget.
 To evaluate of pupil achievement.
 To provide the material equipment, such as building, furniture, farms
laboratories, library, museum, art gallery etc.
 To prepare timetable.
 To maintain discipline.
 To cooperate with departmental authorities and implementing the orders of the
higher educational authorities.
 To organize guidance service.
 To prepare the curriculum for the different classes.
 To organize a systematic co-curricular programmers.
 To supervise school work.
 To organize health and physical education.
 To coordinate the work of home, school and community.
 To provide various auxiliary services like mid-day meals, school uniform,
textbooks etc.

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1.9 MANAGEMENT FUNCTIONS
The 4 basic management functions that make up the management process are
described in the following sections:
1. Planning
2. Organizing
3. Influencing
4. Controlling.
PLANNING:
Planning involves choosing tasks that must be performed to attain organizational
goals, outlining how the tasks must be performed, and indicating when they should be
performed. Planning activity focuses on attaining goals. Managers outline exactly
what organizations should do to be successful. Planning is concerned with the success
of the organization in the short term as well as in the long term.
EDUCATIONAL PLANNING
MEANING
In order to understand what educational planning means, it is necessary to understand
what is meant by planning and what a plan is. It is from this level that we will go into
the explanation of educational planning.
Adesina (1990) defines planning as a way of protecting our intentions, that is, a
method of deciding what we want to accomplish.
Ejiogu (1990) holds that to plan, means to project, forecast, design or make or chart
our course.
From these views, it can be summarized that planning refers to the act of deciding in
advance what is to be done, how and when to do it, where and who is to do it in order
to achieve the goals or objectives of the system.
For example, when arrangements are made as to how many students are to be in a
class, how many classes will be needed to accommodate all the available children
seeking admission into our school system, we say we have planned the educational
system.

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A plan is a detailed scheme, programme or method worked out before hand for the
purpose of achieving a set objective. There are three basic elements in a plan, viz: it
deals with the future, involves action and identifies who is to implement the future
action.
Characteristics
Educational planning has a number of characteristics. According to Adesina (1981)
these characteristics are basically four. They are: primacy of planning, pervasiveness
of planning, mission – oriented and future oriented.
ORGANIZING:
Organizing can be thought of as assigning the tasks developed in the planning stages,
to various individuals or groups within the organization. Organizing is to create a
mechanism to put plans into action. People within the organization are given work
assignments that contribute to the company’s goals. Tasks are organized so that the
output of each individual contributes to the success of departments, which, in turn,
contributes to the success of divisions, which ultimately contributes to the success of
the organization.
SCHOOL ORGANIZATION
“School organization” refers to how schools arrange the resources of time, space, and
personnel for maximum effect on student learning. The school's organizational plan
addresses those issues that affect the school as a whole, such as the master schedule,
the location of staff in different rooms, and the assignment of aides to teachers or
teams
Scope and Importance of Organization in Education
The scope of school organization is very vast. It includes; efficiency of the institution,
securing benefits of the school through practical measures, clarification of the
functions of the school, coordination of the educational programmes, sound
educational planning, good direction, efficient and systematic execution. It provides
close collaboration and sense of sharing responsibilities, organized purpose and
dynamic approach.

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1. Role of School Plant
It is a comprehensive term which means, building, playground, furniture, equipment,
library, laboratory etc. all those physical facilities which are required for achieving
various objectives of the school organization constitutes the school plant. Optimum
utilization of school plant helps in achieving fruitful results and desired objectives.
2. Role of Curricular and Co-Curricular Activities
Kerr defined curriculum as, “all the learning which is planned and guided by the
school whether it is carried on in a group or individually, inside the school or outside
it”. He further states that it can be divided into four inter-related components i.e.,
curriculum objectives, knowledge, learning experiences and curriculum evaluation.
Curricular activities involves games, sports, scouting, hiking, debates, essay writing,
workshops, symposiums, naat competitions, role playing, discussion, seminars which
play their important role for comprehensive development of the personality of the
child.
3. Role of Human Resources
Human resources of the school are students, teaching staff and non-teaching staff.
There is no betterment without teacher in the school. Proper planning and
organization of teaching learning activities can only be achieved through Cooperation,
willingness, involvement, fellow feelings and devotion of teachers, students,
librarians, assistants, peons, etc.
4. Role of Financial Resources
Utilization and development of financial resources have its great importance in school
organization. School organization requires proper budgeting, accounting and audit
system because these are beneficial for making transparent policies, plans, rules and
regulation.
INFLUENCING:
Influencing is also referred to as motivating, leading or directing. Influencing can be
defined as guiding the activities of organization members in he direction that helps the
organization move towards the fulfillment of the goals. The purpose of influencing is
to increase productivity. Human-oriented work situations usually generate higher
levels of production over the long term than do task oriented work situations because
people find the latter type distasteful.

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CONTROLLING:
Controlling is the following roles played by the manager:
1. Gather information that measures performance
2. Compare present performance to pre established performance norms.
3. Determine the next action plan and modifications for meeting the desired
performance parameters.
Cliton O.Longenecker and Sony S.Arris (2002): They discuss how organizations we
use management education to create competitive advantage y an article titled-
Creating competitive advantage through effective management education and
conclude that management education and development is essential in order for an
organization to remain competitive.
The complete set addressed the following themes: teaching and learning, teacher
development, education management and parent and community involvement and
early childhood education and development.
Teachers supported by effective management are widely held as one of the keys to
education quality and change (Chapman & Adams, 2002). Current evidence is
reviewed in the next section. Within the scope of school management this review also
includes two sub-themes related to school governance that are of particular relevance
in the developing world: (1) decentralization as translated into different types of
School-Based Management (SBM); and (2) privatization. Changes in school
governance associated with decentralization of education to local authorities and with
privatization in many developing countries involve significant change in expectations
and in the prominence of head teachers and communities in improving schools
(Chapman & Adams, 2002; Oduro, Fertig & Raviera, 2007). This rapid review on
school management provides a synthesis of the research literature as well as a
summary of current issues and gaps in the literature are reviewed.

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1.10 SUPERVISION
Supervision is a process by which one worker is given responsibility by the
organization to work with another worker(s) in order to meet certain organizational,
professional and personal objectives which together promote the best outcomes for
service users. The process of dealing with or controlling things or people
Educational supervision is a term used to identify the work duties of administrative
workers in education. Educational supervisors make sure the educational institution
operates efficiently and within the legal requirements and rules. The purpose of this
field is to make sure teachers and other faculty members are doing what they're
supposed to be doing and that students are receiving the best education possible.
Needfor Supervision
1. Supervision is needed to provide expert technical assistance
2. Supervision is needed for growth of teachers
3. Supervision is needed to help prepare teachers for learning
4. Supervision is needed to keep teachers up to date
5. Supervision is necessary to provide democratic professional leadership
SUPERVISION
In the education process the role of teachers cannot be underestimated (Glatthorn
cited in Kutsyuruba, 2003). In addition improving teaching is a complex process in
which many elements should interact. Teachers are in the center of this improvement
process. Hence teachers acceptance and interaction with the supervisory practice,
therefore, the techniques, methods, models, or processes used by supervisors at
schools, provide the catalyst for any supervisory success. The way teachers gain
professional support from instructional supervisors and the way teachers view the
instructional supervision that they are undergoing and think about it is very important
in the outcomes of the supervision process.
Instructional supervision is an interactive process that depends on the source of
supervision the supervisor and the teacher. Therefore, assessing the practices and
challenges of instructional supervision is important in implementing successful
supervision (Abdulkareem, 2001).

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Supervision is “an intervention that is provided by a senior member of a profession to
a junior member or members of that same profession”. This relationship is evaluative,
extends over time, and has the simultaneous purposes of enhancing the professional
functioning of the junior member(s); monitoring the quality of professional services
offered to the clients she; he, or they see(s), and serving as a gatekeeper of those who
are to enter the particular profession, (Bernard and Goodyear, 1998).
Supervision has gone through many changes caused by the political, social, religious
and industrial forces. Supervision as a field of educational practice emerged slowly,
"did not fall from the sky fully formed" (http://www.education.State
university.com/ pages /2472/ supervision).
The definition of supervision is different with different literatures and different
professional aspects. Particularly, (Surya Govinda and Tapan, 1999:8) defined The
Practices and Challenges of Instructional Supervision Jimma University 2014 Page 2
educational supervision as; “all those services whose main function is to control and
evaluate, and/or advice and support school heads and teachers”. Education inspection
was introduced in to the education system in Ethiopia about 35 years after the
introduction of modern (western) type of education in the country around 1934 E.C.
According to the literature there are forces that brought about the need for school
inspection. Firstly, the fast growth of elementary and secondary schools in the empire,
secondly the need for coordination of the curriculum and thirdly, and most
importantly, to help teachers in the classroom activities.
Beginning 1955 E.C the twenty or so year’s old inspection was replaced by
supervision. Now a day, improving the quality of education has given priority
throughout the world. To monitor the quality, the national authorities highly depend
on the school supervision, (De Grauwe, 2001a:13). Quality has different meanings
depending on the kind of organization and the customers served (Certo, 2006:7).
Particularly, education quality, according to (Dittmar, Mendelson and Ward,
aa2002:30) is; “the provision of good education by well prepared teachers”. However,
all teachers are not qualified enough and as a result they need support from
supervisors (Giordano, 2008:11). To improve teachers‟ instructional performance;
the instructional supervisors should also work with teachers in fixable and
collaborative style. Thus, in order to bring effective education through the improved
teaching-leaning process; instructional supervisors should be democratic and
cooperative and should get serious attention in the school.

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Researches by (Beach and Reinhartz, 2000) emphasized that the importance of the
collaborative effort of all participants involved in the supervisory process. This would
help in improving the way this practice are introduced and avoid any potential conflict.
In line with this, Education Sector Development Program IV [ESDP IV] by the
Ministry of Education noted the importance of providing quality based instructional
supervision to improve the quality of education (MoE, 2010:10) with forming school
clusters.
The concept of instructional supervision differs from school inspection in the sense
that the former focuses on guidance, support, and continuous assessment provided to
teachers for their professional development and improvement in the teaching-learning
process, whereas the latter gives The Practices and Challenges of Instructional
Supervision Jimma University 2014 emphasis on controlling and evaluating the
improvement of schools based on stated standards set by external agents outside the
school system.
Instructional supervision is mainly concerned with improving schools by helping
teachers to reflect their practices; to learn more about what they do and why; and to
develop professionally (Sergiovanni and Starratt, 2007). For about ten years, the
field of instructional supervision has been suffering from unfriendly and unstable
relations between teachers and supervisors. At school level, how supervisors should
professionally support while working with teachers was the discussion about the field
of instructional supervision and was a main derive for developing the different
supervision models because; different models produced different practices. The aim
was to increase for the best method by which supervisors could best improve the
teachers‟ performance; provide them with the needed assistance; for the total school
improvement and providing quality education for the learners. Having this, MOE,
(2003), mentioned that the main focus of instructional supervision is providing
support for teachers and enhances their role as key professional decision makers in
practice of teaching. To achieve this aim supervisors usually employ several
supervisory practices. But MOE, (2002) mentioned that, the previous years, the
woreda education experts who are assigned to supervision at school level are not able
to solve school problems. Sometimes they wont to school they do nothing except
collecting information from the hands of school principals. Because of this, teachers
did not gained support from supervisors for improvement of their instructional
limitations.

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Alternatively, instructional supervision at school level; the focus of this research, has
been conceived a better model for helping teachers; school leaders to expand their
knowledge and expertise in many countries.
As Dawson, (2002), describe the classroom performance of a teacher as
implementing curriculum, planning, classroom management and instructional
techniques, instructional supervision is the cycle of activities between a supervisor
and a teacher with the objective of improving classroom performance, to improve
student achievement. Their liaison role is, however, not only vertical; increasingly
supervisors are entrusted with horizontal relations and have a privileged role to play
in identifying and spreading new ideas and good practices between schools.
Particularly when ambitious reform programs are being, their role in disseminating
the reform and in ensuring smooth implementation at the school level becomes
important. Researches indicated that, instructional supervisors greatly responsible to
link their schools with the community; NGOs and individuals to solve financial and
material scarcities of the school with the aim of achieving the goal of stakeholder
participations on the school improvement programs. But currently in the context of
Asossa Zone primary school supervisory practices, they miss completely this function.
Instructional Supervisors in educational organizations have individual goals for
improvement and believe that purpose of instructional supervision is to achieve those
specified goals. It is the cycle of activities between a supervisor and a teacher with the
objective of improving classroom performance. Instructional supervision is the link
between teacher needs and school goals so individuals can improve and work together
towards the vision of the school (Glickman, 1990). Most researches on the quality of
education focus on the key role of teachers and school leaders in bringing education
quality. However, as all teachers and school leaders are not qualified enough, they
need support from Instructional supervisors (Giordano, 2008:11). Similarly,
education in Ethiopia is passing through a period of transition from the emphasis on
quantity to emphasis on quality.
According to MOE, (2004), the Ethiopian government has now shifted its attention to
improve quality of education. It has started quality education initiative called
“General Education Quality Improvement Package (GEQIP) of 2007. Some of its
programs were school improvement program and continuous professional
development of teachers.

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Quality education depends on several issues, among others educational planning,
management, teacher’s professional competence, and efforts of students, instructional
supervision and classroom teaching-learning situation (MOE, 2002). This current
movement demands that the process of instructional supervision undergo a movement
of reform and renewal. In this movement it seems essential to assess the practices and
challenges of instructional supervision. Working in supervision reform without having
this kind of information is a great deficiency that might misguide the efforts for
improvement. Accordingly, this study aims to assess the practices and challenges of
instructional supervision in primary schools of Asossa Zone regarding the actual
instructional supervisory practices implemented by supervisors at schools. Thus,
personal and professional development is the outcome of the effective instructional
supervision.
Schools are the formal agencies of education‟ where the future citizens are shaped
and developed through the process of teaching and learning. So schools need to help
all students to develop their potentials to the fullest level. This requires the
effectiveness and commitment of the stockholders particularly teachers, school
leaders and management (Aggarwl, 1985). So schools must improve their basic
functions of teaching and learning process that aims at helping and empowering all
students to raise their broad outcomes through instructional improvement. To achieve
these expected outcomes, we need to have well selected curriculum; and improved
instructional situations and professionally motivated and competent teachers. Of all,
the one which is the main input and important is the teacher who needs effective
instructional support. The relevant and quality education can be provided for the
learners by engaging a well trained and professionally developed teachers at all levels
of education. It is meaningless to build schools and distributed educational materials
without effective and efficient human power that can transmit the educational content
to learners. It is believed that the improvement of schools would not be accomplished
without improving teachers‟ education. The quality of teachers‟ education is
determined by the provision of adequate supervision support from supervisors. The
realization of professional competence of teachers and the quality of education
remains questionable unless due emphasis is given from different level education
officials to implement school based instructional supervision program effectively.

25. 25
Bernard and Goodyear (1998) offer this definition that has come to be accepted within
the counselling profession.
“Supervision is an intervention that is provided by a senior member of a profession to
a junior member or members of that same profession. This relationship is evaluative,
extends over time, and has the simultaneous purposes of enhancing the professional
functioning of the junior member(s), monitoring the quality of professional services
offered to the clients she, he, or they see(s), and serving as a gatekeeper of those who
are to enter the particular profession.”
1.11 ADMINISTRATION
If you want to play a role in the smooth running of a university, college or school,
then a career in education administration may be for you. Education administrators
organize and manage the administration, support systems and activities that keep an
educational institution running smoothly. They're usually based in higher or further
education (HE or FE), but jobs are also available in schools and private colleges.
You will normally work in areas such as admissions, quality assurance, data
management and examinations or in a specialist department such as finance, careers,
marketing or human resources. All of these can be either centrally based or within
faculties, departments or other smaller units. Job titles and job descriptions vary
widely, and not all will have 'education' or 'administrator' in the title.
Responsibilities
As an education administrator, you'll need to:
1. Work on committees including academic boards, governing bodies and
task groups;
2. Assist with recruitment, public or alumni relations and marketing activities;
3. Administer the 'student lifecycle' from registration or admission to
graduation or leaving;
4. Provide administrative support to an academic team of lecturers, tutors or
teachers;
5. Draft and interpret regulations and deal with queries and complaints
procedures;
6. Coordinate examination and assessment processes;

26. 26
7. Maintain high levels of quality assurance, including course evaluation and
course approval procedures;
8. Use information systems and prepare reports and statistics for internal and
external use;
9. Participate in the development of future information systems;
10. Contribute to policy and planning;
11. Manage budgets and ensure financial systems are followed;
12. Purchase goods and equipment, and process invoices;
13. Supervise other administrative staff;
14. Liaise with other administrative staff, academic colleagues, teachers and
students;
15. Communicate with partner institutions, other institutions, external agencies,
government departments and prospective students;
16. Organize and facilitate a variety of educational or social activities.
1.12 DEFINITION OF LEADERSHIP
Leadership, according to Peter DeLisle, is the ability to influence others, with or
without authority. All successful endeavors are the result of human effort; thus, the
ability to influence others is a derivation of
• Interpersonal Communications
• Conflict Management
• Problem solving
Leadership is a direct function of three elements of interpersonal effectiveness
• Awareness
• Ability
• Commitment
Leadership is the ability to develop a vision that motivates others to move with a
passion toward a common goal.

27. 27
LEADERSHIP VS MANAGEMENT
• Management seeks stability & predictability
– (order)
• Leadership seeks improvement through change
– (disorder)
LEADERSHIP & MANAGEMENT SKILLS
Leadership – soft skills
 Communications
 Motivation
 Stress Management
 Team Building
 Change Management
Management – hard skills
 Scheduling
 Staffing
 Activity Analysis
 Project Controls
IMPORTANCE OF LEADERSHIP
Leadership is an important function of management which helps to maximize
efficiency and to achieve organizational goals. The following points justify the
importance of leadership in a concern.
1. Initiates action- Leader is a person who starts the work by communicating the
policies and plans to the subordinates from where the work actually starts.
2. Motivation- A leader proves to be playing an incentive role in the concern’s
working. He motivates the employees with economic and non-economic
rewards and thereby gets the work from the subordinates.
3. Providing guidance- A leader has to not only supervise but also play a
guiding role for the subordinates. Guidance here means instructing the

28. 28
subordinates the way they have to perform their work effectively and
efficiently.
4. Creating confidence- Confidence is an important factor which can be
achieved through expressing the work efforts to the subordinates, explaining
them clearly their role and giving them guidelines to achieve the goals
effectively. It is also important to hear the employees with regards to their
complaints and problems.
5. Building morale- Morale denotes willing co-operation of the employees
towards their work and getting them into confidence and winning their trust. A
leader can be a morale booster by achieving full co-operation so that they
perform with best of their abilities as they work to achieve goals.
6. Builds work environment- Management is getting things done from people.
An efficient work environment helps in sound and stable growth. Therefore,
human relations should be kept into mind by a leader. He should have personal
contacts with employees and should listen to their problems and solve them.
He should treat employees on humanitarian terms.
7. Co-ordination- Co-ordination can be achieved through reconciling personal
interests with organizational goals. This synchronization can be achieved
through proper and effective co-ordination which should be primary motive of
a leader.
LEADERSHIP QUALITIES
1. Focus
“It’s been said that leadership is making important but unpopular decisions. That’s
certainly a partial truth, but I think it underscores the importance of focus. To be a
good leader, you cannot major in minor things, and you must be less distracted than
your competition. To get the few critical things done, you must develop incredible
selective ignorance. Otherwise, the trivial will drown you.”
—Tim Ferriss, bestselling author, host of The Tim Ferriss Show
2. Confidence
“A leader instills confidence and ‘followership’ by having a clear vision, showing
empathy and being a strong coach. As a female leader, to be recognized I feel I have
to show up with swagger and assertiveness, yet always try to maintain my Southern

29. 29
upbringing, which underscores kindness and generosity. The two work well together
in gaining respect.”
—Barri Rafferty, CEO, Ketchum North America
3. Transparency
“I’ve never bought into the concept of ‘wearing the mask.’ As a leader, the only way I
know how to engender trust and buy-in from my team and with my colleagues is to be
100 percent authentically me—open, sometimes flawed, but always passionate about
our work. It has allowed me the freedom to be fully present and consistent. They
know what they’re getting at all times. No surprises.”
—Keri Potts, senior director of public relations, ESPN
4. Integrity
“Our employees are a direct reflection of the values we embody as leaders. If we’re
playing from a reactive and obsolete playbook of needing to be right instead of doing
what’s right, then we limit the full potential of our business and lose quality talent. If
you focus on becoming authentic in all your interactions, that will rub off on your
business and your culture, and the rest takes care of itself.”
—Gunnar Lovelace, co-CEO and cofounder, Thrive Market
5. Inspiration
“People always say I’m a self-made man. But there is no such thing. Leaders aren’t
self-made; they are driven. I arrived in America with no money or any belongings
besides my gym bag, but I can’t say I came with nothing: Others gave me great
inspiration and fantastic advice, and I was fueled by my beliefs and an internal drive
and passion. That’s why I’m always willing to offer motivation—to friends or
strangers on Reddit. I know the power of inspiration, and if someone can stand on my
shoulders to achieve greatness, I’m more than willing to help them up.”
—Arnold Schwarzenegger, former governor of California
6. Passion
“You must love what you do. In order to be truly successful at something, you must
obsess over it and let it consume you. No matter how successful your business might
become, you are never satisfied and constantly push to do something bigger, better
and greater. You lead by example not because you feel like it’s what you should do,
but because it is your way of life.”

30. 30
—Joe Perez, cofounder, Tastemade
7. Innovation
“In any system with finite resources and infinite expansion of population—like your
business, or like all of humanity—innovation is essential for not only success, but
also survival. The innovators are our leaders. You cannot separate the two. Whether it
is by thought, technology or organization, innovation is our only hope to solve our
challenges.”
—Aubrey Marcus, founder, Onnit
8. Patience
“Patience is really courage that’s meant to test your commitment to your cause. The
path to great things is always tough, but the best leaders understand when to abandon
the cause and when to stay the course. If your vision is bold enough, there will be
hundreds of reasons why it ‘can’t be done’ and plenty of doubters. A lot of things
have to come together—external markets, competition, financing, consumer demand
and always a little luck—to pull off something big.”
—Dan Brian, COO, WhipClip
9. Stoicism
“It’s inevitable: We’re going to find ourselves in some real shit situations, whether
they’re costly mistakes, unexpected failures or unscrupulous enemies. Stoicism is, at
its core, accepting and anticipating this in advance, so that you don’t freak out, react
emotionally and aggravate things further. Train our minds, consider the worst-case
scenarios and regulate our unhelpful instinctual responses—that’s how we make sure
shit situations don’t turn into fatal resolutions.”
10. Wonkiness
“Understanding the underlying numbers is the best thing I’ve done for my business.
As we have a subscription-based service, the biggest impact on our bottom line was to
decrease our churn rate. Being able to nudge that number from 6 percent to 4 Percent
meant a 50 percent increase in the average customer’s life time value.
We would not have known to focus on this metric without being able to accurately
analyze our data.”
—Sol Orwell, cofounder, Examine.com

31. 31
11. Authenticity
“It’s true that imitation is one of the greatest forms of flattery, but not when it comes
to leadership—and every great leader in my life, from Mike Tomlin to Olympic ski
coach Scott Rawles, led from a place of authenticity. Learn from others, read
autobiographies of your favorite leaders, pick up skills along the way... but never lose
your authentic voice, opinions and, ultimately, how you make decisions.”
—Jeremy Bloom, cofounder and CEO, Integrate
12. Open-mindedness
“One of the biggest myths is that good business leaders are great visionaries
with dogged determination to stick to their goals no matter what. It’s nonsense. The
truth is, leaders need to keep an open mind while being flexible, and adjust if
necessary. When in the startup phase of a company, planning is highly overrated
and goals are not static. Your commitment should be to invest, develop and maintain
great relationships.”
—Daymond John, CEO, Shark Branding and FUBU
13. Decisiveness
“In high school and college, to pick up extra cash I would often referee recreational
basketball games. The mentor who taught me how to officiate gave his refs one
important piece of advice that translates well into the professional world: ‘Make the
call fast, make the call loud and don’t look back.’ In marginal situations, a decisively
made wrong call will often lead to better long-term results and a stronger team than a
wishy-washy decision that turns out to be right.”
—Scott Hoffman, owner, Folio Literary Management
14. Reasonableness
“We all provide something unique to this world, and we can all smell when someone
isn’t being real. The more you focus on genuine connections with people, and look for
ways to help them—rather than just focus on what they can do for you—the more
likable and personable you become. This isn’t required to be a great leader, but it is to
be a respected leader, which can make all the difference in your business.”

32. 32
15. Empowerment
“Many of my leadership philosophies were learned as an athlete. My most successful
teams didn’t always have the most talent but did have teammates with the right
combination of skills, strengths and a common trust in each other. To build an
‘overachieving’ team, you need to delegate responsibility and authority. Giving away
responsibilities isn’t always easy. It can actually be harder to do than completing the
task yourself, but with the right project selection and support, delegating can pay off
in dividends. It is how you truly find people’s capabilities and get the most out of
them.”
—Shannon Pappas, senior vice president, Beachbody LIVE
16. Positivity
“In order to achieve greatness, you must create a culture of optimism. There will be
many ups and downs, but the prevalence of positivity will keep the company going.
But be warned: This requires fearlessness. You have to truly believe in making the
impossible possible.”
17. Generosity
“My main goal has always been to offer the best of myself. We all grow—as a
collective whole—when I’m able to build up others and help them grow as
individuals.”
—Christopher Perilli, CEO, Pixel Mobb
18. Persistence
“A great leader once told me, ‘persistence beats resistance.’ And after working at
Facebook, Intel and Microsoft and starting my own company, I’ve learned two major
lessons: All great things take time, and you must persist no matter what. That’s what
it takes to be a leader: willingness to go beyond where others will stop.”
—Noah Kagan, Chief Sumo, appsumo
19. Insightfulness
“It takes insight every day to be able to separate that which is really important from
all the incoming fire. It’s like wisdom—it can be improved with time, if you’re paying
attention, but it has to exist in your character. It’s inherent. When your insight is right,
you look like a genius. And when your insight is wrong, you look like an idiot.”

33. 33
20. Communication
“If people aren’t aware of your expectations, and they fall short, it’s really your fault
for not expressing it to them. The people I work with are in constant communication,
probably to a fault. But communication is a balancing act. You might have a specific
want or need, but it’s super important to treat work as collaboration. We always want
people to tell us their thoughts and ideas—that’s why we have all these very talented
people working with us.”
—Kim Kurlanchik Russen, partner, TAO Group
21. Accountability
“It’s a lot easier to assign blame than to hold yourself accountable. But if you want to
know how to do it right, learn from financial expert Larry Robbins. He wrote a
genuinely humble letter to his investors about his bad judgment that caused their
investments to falter. He then opened up a new fund without management and
performance fees—unheard of in the hedge fund world. This is character. This is
accountability. It’s not only taking responsibility; it’s taking the next step to make it
right.”
—Sandra Carreon-John, senior vice president, M&C Saatchi Sport & Entertainment
22. Restlessness
“It takes real leadership to find the strengths within each person on your team and
then be willing to look outside to plug the gaps. It’s best to believe that your team
alone does not have all the answers— because if you believe that, it usually means
you’re not asking all the right questions.”

34. 34
With the help of the school administration develop mission and
vision statement of the school and targets set by the school
administration.

35. 35
2.1 Mission
The mission is to focus on the educational development of girls as the pivotal part of
society. The students should be competitors, and development of patriotic feelings
also quality education with commitment.
2.2 Vision
The ability to think about plans the future with imagination or wisdom. The
vision is students should be skilled and well mannered, follow the ethical contents.
The students should be patriotic towards their country.
2.3 Objectives of schooladministration
 To provides quality of education
 To facilitate them for creating the sources of communication.
 To provides the better environment foe educational friendly atmosphere.
 Influencing changes at local level with local communication to change attitude
and behavior towards girl’s education.
 To enhance basic awareness amongst girls for improvement of their basic
hygiene for good health.
 Enrich activities promoting quality of teaching and learning are introduced.
2.4 Targets to be achieved
1. Each student is to be evaluating management of one department, section or
institution.
2. Student should make a daily study of institution.
3. The student is required to carry out the principles of evaluating the institution.
4. The student is to refer objectives of the administration, managers and
supervisors also their achievement from the institution.
5. Evaluation may be planned, presented, and recommended on the basis of
objectives.
6. Conclusion should be drawn regarding the whole series of activities on the
part of the student.

36. 36
Develop a questionnaire or interview protocol in the back drop of the
above information to gauge the appropriateness and alignment of the
schooling plan for the strengths and weaknesses.

37. 37
In this section of task 4 we have used the survey method for data collection.
Demographic Chart for H.M Interview
Institution Name: _________________________________________________
Interviewee (Title and Name): ______________________________________
Interviewer: ______________________________________________________
Age: ___________________________________________________________
Qualification: ____________________________________________________
Skills: ___________________________________________________________
Experience: ______________________________________________________
Weakness: _______________________________________________________
Command on which subject:_________________________________________
Survey Section Used:
_____ A: Interview Background
_____ B: Institutional Perspective
_____ C: Assessment
_____ D: Department and Discipline
_____ E: Teaching and Learning
Other Topics Discussed:____________________________________________
________________________________________________________________
Documents Obtained: _____________________________________________
________________________________________________________________
________________________________________________________________
Post Interview Comments or Lead

38. 38
3.1 H.M interview questionnaire
Sr# H.M interview questionnaire Yes No
1. Q1: Are teachers maintains their personality?
2. Q2: Are the teachers teaching according to student’s level?
3. Q3: Are the teachers known about method of teaching?
4. Q4: Are the teachers giving full concentration on students?
5. Q5: Do you motivate for girls education?
6. Q6: Do you motivate the students ask question without hesitation?
7. Q7: Do you provide extra material which helps the teachers in his
learning?
8. Q8: Are you providing good environment of education to the
students?
9. Q9: Do you check the attendance daily basis?
10. Q10: Do you round the school during class?
11. Q11: Do you check the maintains of students on daily basis?
12. Q12: Do you check the copies of students?
13. Q13: Do you guide the teachers for teaching methodology?
14. Q14: Do you take class during teaching?
15. Q15: Do you check the lesson plan of teacher?
16. Q16: Do you have command the entire subject of secondary level?
17. Q17: Do attain the pray daily?
18. Q18: Do you aware new technology to your teachers?
19. Q19: Do you encourage the teachers to show their skills?
20. Q20: Do you manage the program who more energetic the
students?

39. 39
Demographic Chart for Teacher Interview
Institution Name: _________________________________________________
Interviewee (Title and Name): ______________________________________
Interviewer: ______________________________________________________
Age: ___________________________________________________________
Qualification: ____________________________________________________
Skills: ___________________________________________________________
Experience: ______________________________________________________
Weakness: _______________________________________________________
Command on which subject:_________________________________________
Survey Section Used:
_____ A: Interview Background
_____ B: Institutional Perspective
_____ C: Assessment
_____ D: Department and Discipline
_____ E: Teaching and Learning
Other Topics Discussed:____________________________________________
________________________________________________________________
Documents Obtained: _____________________________________________
________________________________________________________________
________________________________________________________________
Post Interview Comments or Lead

40. 40
3.2 Teacherinterview questionnaire
Sr# TeacherInterview questionnaire Yes No
1. Q1: Do you prepare yourselves before class?
2. Q2: Do you prepare the Av-aids before start the class?
3. Q3: Do you use technology in the classroom?
4. Q4: Every student listening your voice?
5. Q5: Do you know about objectives of topic which you deliver?
6. Q6: Are you satisfied from your job?
7. Q7: Do students easily understand the topics?
8. Q8: will you complete the science course within end of year?
9. Q9: Do you prepare students for province-wide (or state-wide)
testing?
10. Q10: Do you know about classroom management style?
11. Q11: Do you avoid classroom management issues?
12. Q12: Do you nurture student self-confidence?
13. Q13: Do you manage students with reading disabilities?
14. Q14: Are you satisfied with your schools physical working
environment?
15. Q15: Do you have command on your subjects?
16. Q16: Have you polite behavior in the class?
17. Q17: Are you communicated with other teachers in your school?
18. Q18: Do you assigning homework?
19. Q19: Do you manage classroom noise levels?
20. Q20: Do repeat topic again and again during classroom?

41. 41
3.3 ObservationChecklist
Demographic Chart
Institution Name: _________________________________________________
Interviewee (Title and Name): ______________________________________
Interviewer: ______________________________________________________
Age: ___________________________________________________________
Qualification: ____________________________________________________
Skills: ___________________________________________________________
Experience: ______________________________________________________
Weakness: _______________________________________________________
Command on which subject:_________________________________________
Survey Section Used:
_____ A: Interview Background
_____ B: Institutional Perspective
_____ C: Assessment
_____ D: Department and Discipline
_____ E: Teaching and Learning
Other Topics Discussed:____________________________________________
________________________________________________________________
Documents Obtained: _____________________________________________
________________________________________________________________
________________________________________________________________
Post Interview Comments or Lead

42. 42
3.3 ObservationChecklist
Sr# Questions Yes No
1. The Teacher achieves their aims.
2. The Teacher before their class.
3. The Teacher prepares their lesson plan.
4. The Teacher used clear board work.
5. The Teacher managed the class effectively.
6. The Teacher used variety of interaction patterns.
7. The Teacher used teaching techniques to enhance learning.
8. The Teacher receives feedback for improvement in teaching.
9. Headmaster provides the Instructional materials.
10. Headmaster is communicated with staff.
Appropriateness and alignment of the schooling plan for the strengths and
weaknesses
All strengths identified through input from the broader group of the schooling
plan
1. High-Quality Teachers
2. Academic Achievement
3. Curriculum/Quality of Curriculum/Challenging/Rigorous/Adaptive
4. Academic Rigor
5. Teachers/Administrators/Counselors
6. Strong Tax Base/Economic Stability
7. High Expectations of Excellence
8. Parent and Community Support
9. Development of Problem Solvers
10. Professional Development
11. Small Size of District
12. Student Support for IEP/Diverse Population
13. Student Relationships
14. Resources

43. 43
15. Extra-curricular
16. High Percentage of College Bound
17. Diversity
18. History/Philosophy of Independent Thinking
19. Tolerance
20. Community Value of Education
21. Facilities
22. Heritage/Tradition of Success
All weaknesses identified through input from the broader group of the schooling
plan
1. Budget/Financial Restraint
2. Replacing Master Teachers
3. Social-Emotional Needs of Students
4. Kids in the Middle
5. Complex Needs of Students
6. Creation of Inequities/Meeting the Needs of All
7. Technology
8. Stress
9. Academic Equity
10. PK-12 Articulation of Curricular and Non-Curricular Objectives
11. Initiative Overload/Too Many Goals
12. Science and Technology
13. Safety/Security
14. Cubicle Thinking – Acknowledging the Big Picture
15. Lack of Teacher Autonomy
16. Emphasis on Only What We Can Measure with Assessment
17. Lack of “Enforced” Protocol for Dealing with Difficult Parents
18. The Difficult Parent
19. Programming for Non-College Bound Students
20. State/Federal Mandates
21. Disparity of Student Recognition
22. Demographics
23. Playgrounds

44. 44
Make analysis of this information

45. 45
4.1 H.M interview questionnaire analysis
H.M interview questionnaire Analysis
Q1: Do all teachers maintain their personality? Yes, most of the teachers
maintain their personality
Q2: Are the teachers teaching according to student’s age
level?
Yes, most of the teachers
teaching according to student’s
age level
Q3: Are the teachers known about method of teaching? Yes, teachers known about
method of teaching
Q4: Are the teachers giving full concentration on
students?
Yes, most of the time
Q5: Do you motivate for girls education? Yes, most of the time
Q7: Do you provide extra material which helps the
teachers in his learning?
Yes, most of the time
Q8: Are you providing good environment of education to
the students?
Yes, most of the time
Q9: Do you check the attendance daily basis? Yes, sometimes
Q10: Do you round the school during class? Yes, sometimes
Q11: Do you check maintains of students on daily basis? Yes, sometimes
Q12: Do you check the copies of students? Yes, sometimes
Q13: Do you guide the teachers for teaching
methodology?
Yes, most of the time
Q14: Do you attend class during teacher teaching in class? Yes, most of the time
Q15: Do you check the lesson plan of teacher? Yes, sometimes
Q16: Do you have command on the all subjects of
secondary level?
No, Not at all
Q17: Do attain the pray daily? Yes, sometimes
Q18: Do you aware new technology to your teachers? Yes, sometimes
Q19: Do you encourage the teachers to show their skills? Yes, most of the time
Q20: Do you manage the teachers training programs to
become more energetic?
Yes, most of the time

46. 46
4.2 Teacherinterview questionnaire analysis
ITEMS LIST Yes No
Q1: Do you prepare yourselves before class? 80% 20%
Q2: Do you prepare the Av-aids before start the class? 60% 40%
Q3: Do you use technology in the classroom? 60% 40%
Q4: Every student listening your voice? 70% 30%
Q5: Do you know about objectives of topic which you deliver? 85% 15%
Q6: Are you satisfied from your job? 85% 15%
Q7: Do students easily understand the topics? 80% 20%
Q8: will you complete the science course within end of year? 80% 20%
Q9: Do you prepare students for province-wide (or state-wide)
testing?
60% 40%
Q10: Do you know about classroom management style? 70% 30%
Q11: Do you avoid classroom management issues? 70% 30%
Q12: Do you nurture student self-confidence? 60% 40%
Q13: Do you manage students with reading disabilities? 60% 40%
Q14: Are you satisfied with your schools physical working
environment?
70% 30%
Q15: Do you have command on your subjects? 70% 30%
Q16: Have you polite behavior in the class? 70% 30%
Q17: Are you communicated with other teachers in your school?
80% 20%
Q18: Do you assigning homework? 80% 20%
Q19: Do you manage classroom noise levels? 60% 40%
Q20: Do repeat topic again and again during classroom? 70% 30%
Rating scale

47. 47
Table 4.2.1
Analysis: It was observed that about 80% of teachers prepare themselves because
they says that before discussing further the various aspects of teacher quality, the
study teachers saw themselves as adequately- or well-prepared to teach. Most of the
teacher’s response was well preparation before class provides a more overview.
Figure 1
Table 4.2.2
Analysis: During teacher’s interview, it was observed that about 60% of teachers use
AV-AIDS, because they believe that students can easily understand lecture through
AV-AIDS. They believe that AV-AIDS are good motivational materials.
Figure 2
Yes
80%
No
20%
Yes
60%
No
40%
Item 1 Yes No
Do you prepare yourselves before class? 80% 20%
Item 2 Yes No
Do you use the Av-aids before start the class? 60% 40%

48. 48
Table 4.2.3
Analysis: By considering the above table, it indicates that 60% of teachers use
technology and 40% teachers don’t use technology. Majority of teachers use
technology because they believe that technology is source of motivation of candidates
during classroom teaching. Technology can be used to help engage students in
thinking critically to promote self regulated learning and improve literacy skills. H.M
believed that our ultimate goal is to contribute to teacher education in the area of
technology integration to improve pre- and in-service training and professional
development programs that take into account the interrelationships between teachers’
beliefs and their technology integration practices. It would be helpful in improving
technology integration trainings. As an international phenomenon, technology is an
important part of our everyday lives and efforts to improve teaching and learning
(Sandholtz, Ringstaff, & Dwyer, 1997; Voogt, Tilya, & van den Akker, 2009;
Williams, Linn, Ammon, & Gearhart, 2004). With the importance of technology in
education, technology integration has been greatly emphasized in teacher training and
professional development (Lawless & Pellegrino, 2007). However, it has been
criticized that teachers have not been provided with adequate support that goes
beyond learning specific technology skills (e.g., using a particular tool or software
program) (Llorens, Salanova, & Grau, 2002). Learning technologies (Internet, CD-
ROM) offer students, as well as their teachers, new opportunities to construct
knowledge that has not before been available in this easy and quick mode. We should
keep in mind the fact that even if students probably have more time to spend on their
studies than their teachers do, the study period is always limited in hours and weeks
according to their study programmes. However, it could then be argued that the
Internet causes confusion in this aspect with its unorganized huge amount of
information and communication possibilities. One of the most important features of
educational multimedia is the interactivity (feedback) between material and user, and
hence the stimulation to better learning. Also, the fact that students can contribute in a
new way to their own production of learning material creates a new learning paradigm.
We believe that the transition from passive consumers to active producers of
Item 3 Yes No
Do you use technology in the classroom? 60% 40%

49. 49
educational material would improve learning. In the future we can see teachers and
students collaborating in producing learning material.
In short, to promote teachers’ technology integration practice in the classroom, it has
been suggested that second-order barriers to technology integration should be
identified and overcome; positive changes in teacher beliefs could help surmount
second-order barriers (Ertmer, 2005; Hew & Brush, 2007). Thus, we examined how
teachers’ beliefs are related to their technology integration practices.
In doing so, first, we reviewed the literature to determine the teacher beliefs that
should be examined. Second, we examined teachers’ (a) beliefs about the nature of
knowledge and learning, as well as (b) beliefs about effective ways of teaching. Last,
we investigated how such beliefs are related to teachers’ technology integration
practice. Throughout the investigation, it was expected that information about
relationships between teacher beliefs and technology integration would suggest how
to take teacher beliefs into consideration so as to facilitate technology integration
Figure 3
Table 4.2.4
Analysis: During this interview, it was considered that majority of students easily pay
attention on the teacher’s voice because of the well disciplined class and silence of
students. Majority, about 70% of students can understand the lecture in the class.
Figure 4
Yes
60%
No
40%
70%
30% Yes
No
Item 4 Yes No
Every student can pay attention your voice easily? 70% 30%

50. 50
Table 4.2.5
Analysis: It was considered from the above table, about 85% of teachers focus on
objectives of the topic which they are delivering in the classroom teaching and
learning process. Majority of teacher believe that by focusing on the objectives we
can easily complete our course at the end of session.
Figure 5
Table 4.2.6
Analysis: It was considered that about eighty five percent teachers were satisfied with
their job. Because of their skill, knowledge, and experience match with the
requirement of job. Most of the teachers think their skills, knowledge and experience
are being used as much as they like to be used.
Figure 6
85%
15%
Yes No
85%
15%
Yes No
Item 5 Yes No
Do you know about objectives of topic which you deliver? 85% 15%
Item 6 Yes No
Are you satisfied with your job generally? 85% 15%

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Table 4.2.7
Analysis: During teacher’s interview, it was considered from the above table that
about 80% of students easily understand the lecture. Because most of the teachers use
Av- Aids and different technologies like computer and multimedia etc. Teachers
believed that technology can be used to help engage students in thinking critically to
promote self regulated learning and improve literacy skills.
Figure 7
Table 4.2.8
Analysis: The analysis of the above table could be considered that majority of
teachers know about classroom management style because most of them were trained
and attended many trainings and teachers training workshops to develop their
classroom management styles. They believe that training regarding to classroom
management help in their professional development. Most the teacher had a B.ed and
M.ed degree that’s why they know about classroom management style. Apart from
this, they possess teaching experiences.
Figure 8
Yes
80%
No
20%
70%
30% Yes
No
Item 7 Yes No
Do students easily understand the topics? 80% 20%
Item 8 Yes No
Do you know about classroom management style? 70% 30%

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Table 4.2.9
Analysis: It was analyzed from the above table; about 80% of teachers could
complete their course of studies at the end of session. Majority of teachers were
focused on their tasks and objectives of studies till end of session.
Figure 9
Table 4.2.10
Analysis. It was analyzed from the above table; about 60% of teachers could prepare
their students for province-wide (or state-wide) testing. Majority of teachers believed
on student’s abilities and their success. The hard working students are prepared for the
province wide competitions/ testing for enhancing their skills. Testing in schools is
usually thought to serve only the purpose of evaluating students and assigning them
grades. Those are important reasons for tests, but not what we have in mind. Most
teachers view tests (and other forms of assessment, such as homework, essays, and
papers) as necessary evils. Yes, students study and learn more when given
assignments and tests, but they are an ordeal for both the student (who must complete
them) and the teacher (who must construct and grade them). Quizzes and tests are
given frequently in elementary schools, often at the rate of several or more a week,
but testing decreases in frequency the higher a student rises in the educational system.
Yes
80%
No
20%
Item 9 Yes No
Do you complete your subject course at the end of session? 80% 20%
Item 10 Yes No
Do you prepare students for province-wide (or state-wide) testing? 60% 40%

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By the time students are in college, they may be given only a midterm exam and a
final exam in many introductory level courses. Of course, standardized tests are also
given to students to assess their relative performance compared to other students in
their country and assign them a percentile ranking. However, for purposes of this
question, we focus on the testing that occurs in the classroom as part of the course or
self-testing that students may use themselves as a study strategy (although surveys
show that this practice is not widespread).
Figure 10
Table 4.2.11
Analysis: Majority (70%) of teacher’s response was yes, that they avoid the
classroom management issues like making lesson too long, lack of discipline, lacking
confidence etc, because research shows that students can’t sustain attention for more
than five to 10 minutes. Break your lesson into parts, and involve students by using
cooperating learning groups. You can also incorporate a few “brain breaks” where
students get up and get moving to help them release some energy. Teachers respond
that they feel confident during lecture delivering in the classroom because there are
disciplined students.
Figure 11
Yes
60%
No
40%
70%
30% Yes
No
Item 11 Yes No
Do you avoid classroom management issues? 70% 30%

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Table 4.2.12
Analysis: The analysis of information in the above table considered that 60% of the
teachers are trying to nurture the students self confidence through extracurricular
activities or national or international system of testing. They believe that self-
confidence is not inherited; it is learned. Teacher told that, learning any valuable skill
requires lots of practice. Give students time to explore new skills in different ways.
Take advantage of curiosity. The more students learn, the more self-confidence will
grow. Sometime they build their confidence by appreciations and encouragement
regarding to their accomplishments.
Figure 12
Table 4.2.13
Analysis: As this analysis indicated that many students can read the lessons easily
but some students were affected with reading disabilities. Majority of teachers are
expected to use text independently; and they are expected to use text for the purpose
of thinking and reasoning. Teachers begin by discussing some interventions that are
specific to reading, targeting the training of phonological (speech sounds) skills, then
they proceed to discuss individual tutoring and supplementary small-group efforts
provided by professionals with specialties in reading that have been designed to
provide comprehensive supplementary literacy instruction.
Yes
60%
No
40%
Item 12 Yes No
Do you nurture student self-confidence? 60% 40%
Item 13 Yes No
Do you manage students with reading disabilities? 60% 40%

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Figure 13
Table 4.2.14
Analysis: Majority of teachers were satisfied with schools physical working
environment. They said that their classes are well decorated, good space for seating
arrangement and good lightning system, so the students couldn’t find any difficulty
during classroom activities or teaching and learning process. Seventy percent teachers
responded positively with this item statement.
Figure 14
Table 4.2.15
Analysis: Seventy percent teachers responded positively with this item statement,
because they believed that without command on subjects teachers couldn’t achieve
their targets or objectives. Majority of teacher believe that having command on
subjects, they can easily clear the concepts of students.
Yes
60%
No
40%
70%
30% Yes
No
Item 14 Yes No
Are you satisfied with your schools physical working
environment? (Heating, lighting, and space etc)
70% 30%
Item 15 Yes No
Do you have command on your subjects? 70% 30%

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It also indicated that 30% teacher were lack of command on subject knowledge, so
they were fail to provide knowledge about subject and clarify the concepts of students.
Figure 15
Table 4.2.16
Analysis: During teacher interview, it was analyzed that about 80% of teachers
assigning the homework to student for the purpose of self study and attached with
subject at their home without wasting of time. First of all sense of duty, most of the
teacher responded that, by doing daily homework a student will become more
responsible towards his duties related to life as well as educational institute. Because
this is something through which one will always be ready and prepare to hard work
will not take it easy. On the other hand students who did not get daily homework has
seen lazy and careless or couch potato.
Figure 16
70%
30% Yes
No
Item 16 Yes No
Do you assigning homework? 80% 20%
Yes
80%
No
20%

57. 57
Table 4.2.17
Analysis: During the teacher’s interview and analysis from the above table, it is
considered that majority (80%) of teachers are communicated with other teaching
staff regarding to their school tasks and updated information. It is a fact that human
communication plays an important role for how we develop an intellectual mind and
the way knowledge is transferred to the next generation. A basic assumption is then
that human communication between students and between student and teacher is an
essential component in academic studies. Communication, in oral as well as in written
form, is a constituent element in higher education, e.g. in seminars around a written
essay. The transition from information to knowledge is most often done by
interpersonal communication even if it could be argued that intrapersonal
communication is the main characteristic of learning. In this learning process we need
access to both communication channels (the written and spoken language), and in
most cases the internet can only provide us with acceptable quality for the written
language. The dialogue is also essential and most often a dialogue has to take place in
a synchronous mode, whereas learning environment on the internet provides us
mainly with asynchronous means. The fact that as a student you can access your
course independent of time and space does not mean that there is anyone around
willing to participate in an academic discussion with you in your time and space. This
freedom of knowing that you have an audience on the internet does not mean that this
audience is willing to participate in communication with you.
Figure 17
Yes
80%
No
20%
Item 17 Yes No
Are you communicated with other teachers in your school? 80% 20%

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Table 4.2.18
Analysis: During the teacher’s interview and analysis from the above information in
the table, it could be considered that majority (70%) of teachers explain the topic
again and again in the class because they believe that there different kinds of children
in the class like slow, average and gifted, as well as intelligent learners to
accommodate for gifted or high-ability student in the class. So the teachers repeat
their topic again and again for those students who are slow and average learners to
clarify their concepts about topic. This information showed that most teacher believe
in explanation of topics in the class.
Figure 18
Table 4.2.19
Analysis: Majority of teacher responded that they control and manage the classroom
noise levels, so they could easily achieve their objectives and learning outcomes.
Because they believe that most of student easily understand topics in silent or well
disciplined classroom. The above table indicated that about 60% of teachers manage
the classroom noise levels.
70%
30% Yes
No
Item 18 Yes No
Do you explain the topic again and again in the class? 70% 30%
Item 19 Yes No
Do you manage classroom noise levels?? 60% 40%

59. 59
Figure 19
Table 4.2.20
Analysis: During the teacher’s interview and analysis from the above information in
the table, it could be considered that majority (70%) have polite behavior in the class
because they believe that by polite behavior in the class students easily understand the
instructions. Majority of teachers responded that punishment is not a good way to
control the students, by polite behavior we can easily control the students and manage
classroom discipline.
Figure 20
Yes
60%
No
40%
70%
30% Yes
No
Item 20 Yes No
Have you polite behavior in the class? 70% 30%

60. 60
4.3 ObservationChecklist
Sr# Questions Yes No
1. The Teacher achieves their goals. 
2. The Teacher prepares themselves before their class. 
3. The Teacher prepares their lesson plan. 
4. The Teacher used clear board work. 
5. The Teacher managed the class effectively. 
6. The Teacher used variety of interaction patterns. 
7. The Teacher used teaching techniques to enhance learning. 
8. The Teacher receives feedback for improvement in teaching. 
9. Headmaster provides the Instructional materials. 
10. Headmaster is communicated with staff. 
Q 1: The Teacher achieves their goals.
Discussion: Most of the teachers achieve their goals because they know their
achieving objectives towards their learning process. I think teachers are in a unique
position to have a direct impact on their students. Teachers can see their work in
action, see the changes they affect, and in so doing they witness firsthand their goals
coming to fruition. An architect can hope to design affordable homes for people in
need but may not necessarily meet every person who benefits from his noble
intentions. But teachers have direct interactions with the people they’re helping, and
whatever their goals may be, this allows them to see these goals realized. A great
teacher should love educating students, and one of the principal goals many teachers
set for themselves is to be the best educator they can be. Teaching is one of those
careers where you learn something new every day, and many educators cite this as
one of the main things they hope to get out of their career. Teachers also learn a great
deal about themselves through teaching. Teaching requires you to step out of yourself
in a way you may have never done before, and through this you learn about yourself
as a teacher and as a person.

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Q 2: The Teacher prepares themselves before their class.
Discussion: It is observed that most of the teachers prepare themselves before their
class. In general, being prepared for class has less to do with how much or how little
time you spend preparing, and more to do with how well and how wisely you use that
time. Lecturers have an easier time answering this question because the standard for a
good lecture, while difficult to achieve, is easy to identify. Preparing a section, or any
class, in which you want students to act on, think about, scrutinize, or practice using
material requires a different form of preparation. The most obvious and important
difference is that class can truly succeed only if everyone—not just you—is prepared.
You therefore need to focus your preparation around the preparation and the learning
of your students.
Preparation is essential for many reasons (when it comes to anything in life,
classes included).
First, one cannot take notes if they do not have the materials needed. Therefore,
materials, such as writing instruments, paper, or electronic tablets (laptops/desktops
included), are needed for notes. Without notes, one does not have the specific material
needed to study.
Second, one needs to have the textbooks or literature required. Without these, the
student cannot read the required material.
Third, if one does not read the required material, they cannot take part in an academic
discussion over the material. While one can discuss something they are unfamiliar
with, one learns more by examining the material a discussion will cover.
Fourth, one needs to be mentally prepared. If one comes into a class upset, the
likeliness of their mind wandering is great. If one comes into a class focused upon
education and the class, then the likeliness of them succeeding in the class is greater.
Lastly, being prepared leads to less stress. If one is not prepared then they may feel
stressed out. On the other hand, if one has completed the assignments, read the
material, and understands the material, they will be more likely to be able to focus
upon the class.

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Q 3: The Teacher prepares their lessonplan.
Discussion: Most of the teachers prepare their lesson plan because Lesson planning is
a vital component of the teaching-learning process. Proper classroom planning will
keep teachers organized and while teaching, thus allowing them to teach more, help
students reach objectives more easily and manage lesson - helps the teacher to plan
lessons which cater for different students. Although lesson plans constitute a major
part of being a teacher, they are dreaded and sometimes their importance
underestimated by some teachers. Some teachers even advance the unpredictability of
some events in the classroom to discredit any attempt to provide any strict planning of
what occurs in the classroom. Although this might be true, it should be noted that a
lesson plan is a project of a lesson. It’s not (and cannot) be a description of what will
exactly happen during lesson delivery. It provides, however, a guide for managing the
classroom environment and the learning process. I used to think of lesson plans as
road maps. They gave me the general idea of where I was headed, but there were still
plenty of opportunities for interesting detours along the way. I’ve noticed that very
few people actually use paper maps anymore, so perhaps a car navigator is now a
better analogy for lesson planning. I can’t imagine traveling without my navigator,
nor can I imagine teaching without a lesson plan.
Q 4: The Teacher used clear board work.
Discussion: Most of the teachers used clear board work because they know that
students easily understand the clear board work. I think teachers are in a unique
position to have a direct effect on their students learning. They should know that how
to use the board (black or white board work). It provides, however, a guide for
managing the classroom environment and the learning process.
Q 5: The Teacher managed the class effectively.
Discussion: Most of the teachers think that effective classroom
management. Classroom management systems are effective because they increase
student success by creating an orderly learning environment that enhances students'
academic skills and competencies, as well as their social and emotional
development. ... Identify important student behaviors for success.

63. 63
Q 6: The Teacher used variety of interaction patterns.
Discussion: Most of the teachers use variety of interaction patterns. They use
following Classroom Interaction patterns.
o Collaborative Learning
o Discussions and Debates
o Interactive Sessions
o Loud Reading
o Story-telling
o Conversation with learners
o Role Play
Q 7: The Teacher used teaching techniques to enhance learning.
Discussion: Teachers believe thatteaching techniques are very important for discover
and learn new possibilities. I think you can individualizer some person depending
of individual characteristics. Teaching techniques refer to methods used to help
students learn the desired course contents and be able to develop achievable goals in
the future. Teaching techniques identify the different available learning techniques to
enable them to develop the right techniques to deal with the target group identified.
Assessment of the learning capabilities of students provides a key pillar in
development of a successful teaching technique. After analyzing the target learners,
teachers can choose from the following teaching strategies to ensure maximum output
is achieved with their class.
Q 8: The Teacher receives feedback for improvement in teaching.
Discussion: Most of the teachers take students feed back because they believe that
student feedback has become the most widely used -and, in many cases, the only-&
source of information to evaluate and improve teaching effectiveness. Some
instructional developers use the approach effectively while others do not. Of course,
as Seldin (1995) points out, some teachers fail to recognize the need for improvement
in their own teaching. They think that they are already doing a good job in the
classroom, a perception that reduces their interest in strengthening their performance.
Student feedback on teaching falls far short of a complete assessment of a teacher
teaching contribution. On the other hand too often the feedback that students receive
once the summative assessment is completed is too late. Students need feedback that

64. 64
they can use to improve immediately. When a task is complete and there is no
opportunity to redo the task or attempt a similar task immediately or almost
immediately afterwards, then the feedback cannot be used productively for the student
to make progress. If there is an opportunity to use the feedback at a later date, then tell
the students when they will be able to use it and ensure that you draw attention to it at
the next opportunity.
Q 9: Headmaster provides the Instructional materials.
Discussion: Sometimes Headmaster provides them Instructional materials because
teachers believe that without Instructional materials their teaching is incomplete
means they cannot easily achieve their goals.
Q 10: Headmaster is communicated with staff.
Discussion: Headmasters believe that the art of communication involves listening and
speaking as well as reading and writing. ... They make excellent teachers because they
are able to transmit knowledge, skills and values at the same time
they communicate their caring for the students entrusted to their care. They help
motivate students to learn. School principals must know how to firmly communicate
their academic and administrative decisions to parents who may not be co-operating
or who lack formal education. The face to face communication with others constitutes
a logical component in the role that the principal must perform on a daily basis.

65. 65
AA
FINDING, RECOMMENDATION AND CONCLUSION

66. 66
5.1. FINDINGS
On the basis analysis of data the following findings were made
Our finding from above table, school administration is non-democratic, it is only busy
increasing teaching load and responsibilities of teachers, because of this reason most
of teachers feel boring and lack interest during teaching learning process, sometimes
leave the school before completion of session.
It was found that due low salary package and increasing load of teaching in private
schools, most of teachers leave their job. School head is busy in collecting fees from
students there is no proper attention towards the quality education.
Most of teachers were less skilled not aware about the use modern technologies like
computer and internet resources. Most of them were not experienced. They don’t have
professional degree.
Positive Trends of Headmaster and TeacherInterview
5.2. Positive trends
1. Most of the teachers maintain their personality.
2. The teachers teaching according to student’s age level/ individual
differences.
3. Most of the teachers are energetic and ready to teach and develop
themselves.
4. The teachers known about method of teaching.
5. Most of teacher tries to use their skill.
6. H.M and Teachers Motivate girls for education
7. New teachers like to work in challenging situation and accept challenges.
8. Teachers are also use Av-aids.
9. H.M sometimes round /attend the class during teacher teaching.
10. Most of the teachers assigning homework.
11. H.M and Teachers are satisfied from their job.
12. H.M and Teachers nurture student self-confidence
13. Teachers know about objectives of topic
14. H.M and Teachers prepare their students for province-wide (or state-wide)
testing?

67. 67
Negative Trends of Headmasterand TeacherInterview
5.3. Negative trends
1. Lack of supervision.
2. No specialization in old teachers.
3. H. M don’t check the attendance daily basis
4. Lack of training program for new as well old teachers.
5. Lack of lab materials/ instruments in the school.
6. Use in methodology old.
7. Lack of experience teacher as need today’s.
8. Sometime negative attitude of senior teachers.
9. Teachers don’t have professional degree (B.Ed or M.Ed).
10. Don’t provide extra material which helps the teachers in his learning.
Teachers bring themselves or take from students.
11. H.M don’t check the copies of students
12. Teachers politically employed do not teach and do not want to teach.
13. H.M and Teacher are not fully aware new technology to your
teachers.
14. H. M and teachers don’t have fully command on all subjects.
15. H. M and teachers don’t manage students with reading disabilities.
5.4 Discussion
The research study about H.M and teachers interview questionnaires, it was analyzed
that majority of teachers faced difficulty in implementing their management planning
and supervision that when he/ she plan for their student learning due to load shedding
and lack of providing awareness of AV-Aids/ extra instructional materials.
Because of no proper ventilation and natural phenomena of sunlight, majority of
teachers strongly agree that they have faced the problems to motivate students
towards learning as well as their own stamina were fallen and the interest were
decreased because teachers could not maintain eye contact due to darkness,
suffocation and felt uncomfortable to stay long time in the class. For that reason lost
our student precious time and failed in course progression.

68. 68
Most of students were agree with teachers that have felt frustration and there were
disturb due to feeling restlessness and pressure on their eyes to look off in the
darkness and also their learning were divert if there is summer season.
It was observed that due to lack of leadership among most of the teachers and school
administration, school couldn’t progress towards quality education.
The majority of students said that due to load shedding, teaching load and lack of
awareness from management side we could not complete our assignments, and
learning tasks due to difficulties in writing work and visibility problem that’s why
they suspended their learning and at the end of syllabus directly effects on the result
of examination.
5.5 Recommendation
 Schools management should resolve supervision and management issues and
provide financial resources to management.
 Schools should arrange training programs.
 Teachers should be experienced and must know about modern teaching
methodologies.
 Make the better policies for teachers and students as their management issues
can be solved.
 There should be proper utilization of funds.
 All teachers, school administration and students should perform their tasks
sincerely and maintain discipline in school as well in classroom.
 Teacher should pay attention towards student’s disability and emotional
problems.
 Teachers should be motivated and possess knowledge about computer and
English language.
 Teacher should be patient and polite in behavior with administration and staff
members.
 H.M should have leadership qualities.
 Opportunities for students to develop self-management skills.
 There should be a range of academic and vocational options.