ROLE OF SECONDARY SCHOOL HEADS IN THE

IMPLEMENTATION OF EDUCATIONAL REFORMS

Proposal for MPhil Thesis

Submitted By
Qurat Ul Ain Zaheer Sheikh
Roll No.: MP/2018-F-36

Supervisor
Prof. Dr.Tariq Mehmood Ch.

Institute of education and research

University of the Punjab,
Lahore,

December , 2020
 Abstract

The aim of this study was to assess the role of secondary school principals in

implementing educational reforms. School principals/heads can be seen as

intermediaries between the extra-school and intra-school worlds, standing at the

school's doorstep. During a period of educational reforms, when there are external

demands on the one side, and internal demands on the other, the position of the

principal/head mediator becomes much more important. In the one hand, there are

external demands, and on the other, there is teacher resistance to these demands. This

study looked at how principals/heads mediate between national policy demands and

the role of leadership in educational reform implementation. Secondary government

schools in the district of Lahore were studied in this qualitative analysis.

In this qualitative study, secondary government schools of district Lahore was

considered. The target population of this study was government sector schools of

district Lahore. The accessible population of this study was principals/heads of the

public sector secondary schools of district Lahore recognized by Lahore board. The

data collected with the help of interview guide by nonrandom purposive sampling.

Interview questions was based to identify roles of secondary school heads in the

implementation of educational reforms and what are such reforms that are being

implemented by secondary school heads. Thematic analysis and constant comparative

method was used in this study. To this end the role of secondary school heads in the

implementation of educational reforms was analyzed through thematic analysis.

KEYWORD: principal/head, Roles of heads, educational reforms, secondary

schools. instructional leader, manager.

i
 DECLARATION BY SCHOLAR
It is certified that this MPhil thesis titled “Role of Secondary School Heads

in the Implementation of Educational Reforms” is an original research. Its content

was not already submitted as a whole or in parts for the requirement of any other

degree and is not currently being submitted for any other degree or qualification. To

the best of my knowledge, the thesis does not contain any material published or

written previously by another author, except where due references were made to the

source in the text of the thesis.

It is further certified that help received in developing the thesis and all

resources used for the purpose, have been duly acknowledged at the appropriate

places.

___________________________
Qurat-Ul-Ain Zaheer Sheikh
MP/2018-F-36
Institute of Education and Research
University of the Punjab, Lahore

ii
 DECLARATION BY SUPERVISOR

It is to certify that the research work described in the MPhil thesis is an

original work of the author. It has been carried out under my direct supervision. I have

personally gone through all its data, contents and results reported in the manuscript

and certify its correctness and authenticity.

I further certify that the thesis has be compiled under my supervision and

material included in the thesis has not been used partially or fully, in any manuscript

already submitted or is in the process of submission in partial or complete fulfillment

of the award of any other degree from any other institution. I, therefore, endorse its

worth for the award of MPhil degree in accordance with the prescribed procedure of

university.

___________________________
Research Supervisor
Dr. Tariq Mehmood Ch.
Assistant Professor
Institute of Education and Research,
University of the Punjab, Lahore.

iii
 Approval Sheet

Certified that the contents and form of thesis entitled “Role of Secondary

School Heads in the Implementation of Educational Reforms”Submitted by

Qurat-Ul-Ain Zaheer Sheikh Student No. MP/2018-F-36 have been found

satisfactory for the requirements of degree of Master of Philosophy in Education.

_________________________
Internal Examiner
(Dr. Tariq Mehmood Ch.

_________________________
External Examiner

_________________________
Director

Dated: (Date of Defence)

iv
 AKNOWLEDGEMENT

No onedo anything without the kindness of Allah Almighty. Therefore, the

researcher is thankful to “Allah Almighty”, the most merciful, beneficent and kind,

who gave me the vision to think, learn and search.

All respect to our last “Prophet Hazrat Muhammad (P.B.U.H)” the greatest

educationist who showed us the new ways of learning, wisdom and sense for all

mankind.

The researcher would like to thank Dr. Tariq Mehmood Ch., for all the time

and energy she has dedicated to the supervision of this thesis. This thesis is a mirror

of her ideas and a tribute to her unconditional support.

Lastly, the researcher offers best regards and blessings to all of those who

supported her in any respect (especially in data collection process) during the

completion of this research project.

M.phil Scholar
Qurat-Ul-Ain Zaheer Sheikh

v
 DEDICATION
I dedicate this research work to my loving and caring parents Mr. and

Mrs. Sheikh Zaheer Ahmad, my brothers and sisters who supported me

throughout and especially to my respected teachers and motivators who

guided and helped me with dedication.

vi
 TABLE OF CONTENTS

Chapters Page No

I Introduction..........................................................................................................

Statement of the problem...................................................................

Objectives of the study ......................................................................

Research Questions of the study .......................................................

Significance of the study....................................................................

Operational Definitions of the key terms...........................................

IIReview of the Related Literature........................................................................

Theoretical frame work of the study..................................................

Instructional Leadership and role of principal as manager................

The Instructional Leadership Role of the Principal/head .................

Defining the School’s Mission...........................................................

Managing the Instructional Program.................................................

The third dimension, Promoting a Positive School

Learning Climate includes several functions.....................................

Role of the Principal/head as a manger .............................................

Planning.............................................................................................

Organizing..........................................................................................

Staffing...............................................................................................

Directing............................................................................................

Coordinating......................................................................................

Reporting............................................................................................

Budgeting...........................................................................................

Organizational structure.....................................................................

vii
III Methods and procedures ..................................................................................

Research design.................................................................................

Rationale for the study ......................................................................

Population of the study......................................................................

Sample and sampling technique.........................................................

Instrumentation..................................................................................

Validity of the instruments.................................................................

Data collection technique ..................................................................

Ethical considerations........................................................................

Limitations of the study.....................................................................

Delimitations of study........................................................................

Data Analysis techniques ..................................................................

IVAnalysis and Interpretation of Data..................................................................

Section I.............................................................................................

Introduction........................................................................................

Section II............................................................................................

Coding and analysis ..........................................................................

Section III...........................................................................................

Research Objectives ..........................................................................

V Summary, Findings, Discussion, Conclusion and

Recommendation......................................................................................................

Summary ...........................................................................................

Findings .............................................................................................

Discussion..........................................................................................

Conclusion.........................................................................................

Recommendation...............................................................................

References.................................................................................................................

viii
 LIST OF TABLE

Tables Title Page No

4.1 Planning of goals and syllabi, scheme of studies and time

table.

4.2 Organizing of appraisals and co-curricular activities.

4.3 Supervising of classes and observations of pedagogies

4.4 Directing of duties of teaching and non-teaching staff on

daily basis

4.5 Coordination with staff.

4.6 Evaluating of annual report of school results.

4.7 Making budget of required things according to needs.

4.8 Vision of school according to needs and changes.

4.9 Appreciation of students and staff

4.10 Monitoring and training of staff.

4.11 Appraisals of teachers and students

4.12 Attaining standard in education

4.13 Examination systems

4. 14 Computer education

4. 15 Curriculum reforms

4. 16 100% enrollment and retention

ix
 1

CHAPTER I

INTRODUCTION

Leadership is a multifaceted definition with various interpretations in various ways

and cultures. According to Yukl (2002), defining leadership is a subjective and

arbitrary method. While some meanings are more helpful than others, there is no such

thing as the "right" meaning. Leadership is a collective phenomenon that exists in a

historical and cultural context, rather than a particular individual. as well as in the

memories of those concerned. Yukl (2006) has summarized several definitions of

leadership from the literature encompassing the past fifty years. He argues that in the

study.The aim of the researcher has a big impact on how leadership is defined. Yukl

(2006) The majority of the concepts are taken from leadership market models and

then evaluated in the field of education. The majority of the concepts are taken from

leadership market models and then evaluated in the field of education. Schools

function to provide a supportive atmosphere for the learner's successful learning.

Here, the position of school principals/heads becomes critical, as they are the driving

forces behind effective educational changes. As a result, the importance of

principals/heads in enhancing the success of schools cannot be overlooked. The

principal/heads of school are the single most influential thing in the school. Various

research studies from various countries and school contexts have shown the

influential influence of leadership on school growth. In a hierarchical order, the

leading schools demonstrate the separation of leadership roles. To ensure that the

proposed amendments are carried out smoothly, and which leadership style is more

effective in developing educational reforms is understandable. Academic coordinators

serve as a second layer of leadership to achieve more intervention-based outcomes.

Since leadership is a mechanism, school principals must exercise caution in

 2

influencing, involving, and gaining support from these secondary leaders. With the

passing of time and the changing demands of situations, leadership models have

evolved.

Since the past few decades, Pakistan’s educational system has been widely criticized

for the lack of reforms as suggested in the National Education Policy 1998-2010. The

latest National Educational Policy of Pakistan NEP (1998-2010, p.3) reiterates the

need to address the criticisms laid against the former policies. Despite the pledge of

the current Government of Pakistan in the 1998-2010 National Education Policy to

raise the level of public spending on education from 2.2% to 4% of GDP, the current

figure released by the Ministry of Education for the year 2005-6, after 8 years of the

pledge stands at 2.21% (MOE: 2007). This is a typical example of the gap between

promise and practice that has led to criticism by majority of the researchers and

‘experts’ in the field of education (Siddiqui, 2007; Khan 2003). The educational

policy of Pakistan further warrants to provide the ‘good governance ’of institutions

through intensive training of head teachers/principals and senior managers by the

Provincial Institute(s) of Teacher Education PITE. The focus of such training would

be in the area of ‘school management’ (NEP 1998-2010). One of the promises made

in the Educational Sector Reforms 2005 report states that: Established physical

facilities will be expanded, upgraded, and rehabilitated, with new infrastructure being

built based on need and priority. Additional services will be made available for the

opening of new classes and the upgrading of existing schools. Technology

laboratories and facilities will be given to current secondary schools for the

revamping of science education, as well as equipment for Workshops will be provided

to all current participants. Professional streams are being integrated in secondary

schools during the plan era.

 3

Statement of the problem

This qualitative study investigates about the role of heads in implementation

of educational reforms at secondary level. As a leader plays an important role in

developing educational institute success of institute, this research will explore the

educational reforms and identify the roles of heads in implementing such reforms.

Responses given by the head teachers will explore about the implementation of

educational reforms and up to what extent educational reforms are not implemented.

The aim of this research was to explore the gaps among leadership roles of secondary

school heads and educational reforms implementation. So Researcher will find out the

styles exhibit by head teachers and the extent of role played by them in

implementation of educational reforms and secondary level.

Objectives of the study

This studywill aim to address these research objectives.

1. To identify the roles of secondary school heads in the implementation of

educational reforms.

2. To explore the educational reforms implemented by secondary school heads.

Research Questions of the study

These research questions will aim to achieve the above research objectives of this

study?

1.1what are the roles of school heads that they perform as manager at

secondary schools?

1.2 what are the roles of school heads that they perform as an instructional

leader at secondary schools?

 4

2.1How motivation of students and teachers are being done by secondary

school heads?

2.2 How quality of education is ensure by secondary school heads?

2.3 How quality of assessment is ensure by secondary school heads?

2.4what are the technology education that is provided by secondary school

heads?

2.5How change in curriculum is being implemented by secondary school

heads?

2.6 How secondary school heads keep balance retention and enrollment of

students?

Significance of the study

This research would assist in determining the the roles of secondary school

heads in the implementation of educational reforms.The research will also reveal

leadership styles of the head teachers and different role of leadership by them such as

instructional leadership and role of head as manager that further include

communication, decision making, motivation for employs, supportiveness,

consultations, for successful educational reforms implementation.

With the help of this study not only teachers but educational reforms

developer, curriculum developers and educational actors will also gain valuable

insight and deeper reflection on their status in developing educational reforms. Since

the responses to the research question would be helpful in determining the outcome of

this analysis, it will have realistic meaning and solutions. roles of secondary school

heads in the implementation of educational reforms.

The value of heads and principals as reform agents and instructional leaders is

regularly emphasised in studies on productive schools and change. “All big studies on
 5

creativity and school efficacy indicates that the principal greatly affects the

probability of change,” according to Fullan (1991).

Other research on joint decision-making and transformation established the

principal/head of the school as a central figure in both of these efforts. As a result, it is

important to investigate the positions of heads in joint decision-making and the

implementation of educational changes at the secondary level.

Operational Definitions of the key terms

Principal/head

The head/leader plays an essential position which bridges the gaps between

the school, politics and the programme and means and aims. From such position

derives the principal's/head importance. The district officials, parents and members of

the community, school personnel and children have the most access to the wants and

needs of them. He or she has the most opportunity to develop an important and

sensitive picture of education for some publics and to begin to create the picture via

experience and preparation (Dwyer).

Manager

A manager is an important member of a management team that is in charge of

high-level human resources. Recruiting talent and establishing training requirements

and recruiting practises are just a few of the responsibilities. They also work to

increase quality productivity and performance by analysing and improving

operational processes.

Management

Is the management of corporate processes in order to achieve the highest degree of

productivity available within a company. It is concerned with effectively turning

 6

resources and labour into products and services in order to increase an organization's

benefit.

Instructional leader

Is most commonly associated with school principle who manage curriculums

budgeting and scheduling and are responsible for the success of each student in their

school

Instructional leadership

A school principal's responsibility for curriculum and teaching is broadly

defined. This concept arose from studies aligned with the effective school revolution

of the 1980s, which showed that the principal's position is critical to running good

schools.

Leader

A leader is "a individual who motivates a group of people to accomplish a

common purpose." The 3P's mnemonic for this description is Individual, People, and

Intent, as seen every where in any organization.

Leadership

Leadership is a form of obligation that entails using available resources

(human and material) to achieve specific goals while maintaining a stable and

consistent organisation (Ololube, 2013).

Educational leadership

The method of enlisting and directing the skills and efforts of teachers,

students, and parents toward the achievement of shared educational goals is known as

educational leadership. This term is sometimes used interchangeably with school

leadership.

Educational reforms
 7

The Education Sector Reforms (ESR) are an Action Plan to increase education

efficiency in the areas of Access and Quality at all stages of the system. The 2000-

2003 Action Plan is the result of a formal consultative process that started in

December 1999.
 8

Chapter II

Review of the Related Literature

There are numerous studies that have been conducted on head teachers as the

central pillars and prime mover in the school management process be they public,

private, primary, secondary or kindergartens. Studies emphatically observed that

school leaders play. A crucial role in enhancing school results through affecting

teachers' motivations and abilities as well as the climate and atmosphere in the school.

Efficient school leadership is therefore vital to improve the efficiency and fairness of

education, since policy-makers will have the chance to improve and make the quality

and sustainability of school leadership.Similarly, Mpaata (2017) concluded that

school effectiveness and the ultimate delivery of education cannot be realized if the

leadership function is not performed well.

According to Hope (2002), head teachers implement more central and local

government education policies at present more than ever before. These policies are

related to a number of directives Null tolerance, safety of schools, multicultural

training, linguistic training, grouping, schedule, dress code and technology

included.Educationists such as Fejohn, and Faniran (2016) argue that. If head teachers

reject a policy, it is improbable since success means that they must support the policy

and act on favour of it. It is important to note that head teachers are vital in every

aspect of school life at all levels of education. Consequently,; Throughout the school

and throughout the community their decision making and impact resonate. Head

teachers can be; (1) initiators by initiating programmes; (2) innovators via the

development of new concepts; 3 incentives to achieve objectives and aims (4)

calculators by planning I for programs and activities; and (5) communicators by

disseminating information.t was Mohammed (2016) who noted that effective

 9

leadership can determine proper implementation of the education policy by

identifying and correcting weaknesses through constant interaction with teachers and

also monitoring.

The National Educational Policy 1998-2010 strives to enhance educational

success and reform in public and private institutions. The worldwide literature on

leadership and improved schools indicates that the teacher leaders play a crucial role

in the reform of school level and that external politics, their values and their

educational background are impacted by their actions. Leadership literature shows

that the notion of leadership, which has varied meanings in many circumstances and

cultures, is extremely complicated. Burns, 1978; Avery, 2004. Yukl 2005. Hofstede

1984.) Since the past few decades, Pakistan’s educational system has been widely

criticized for the lack of reforms as suggested in the National Education Policy 1998-

2010.

The latest National Educational Policy of Pakistan NEP (1998-2010) reiterates

the need to address the criticisms laid against the former policies. Despite the pledge

of the current Government of Pakistan in the 1998-2010 National Education Policy to

raise the level of public spending on education from 2.2% to 4% of GDP, the current

figure released by the Ministry of Education for the year 2005-6, after 8 years of the

pledge stands at 2.21% (MOE: 2007). This is a typical example of the gap between

promise and practice that has led to criticism by majority of the researchers and

‘experts’ in the field of education (Siddiqui, 2007; Khan 2003).

The educational policy of Pakistan further warrants to provide the ‘good

governance’ of institutions through intensive training of head teachers/principals and

senior managers by the Provincial Institute(s) of Teacher Education PITE. The focus

of such training would be in the area of ‘school management’ (NEP 1998-2010). One
 10

of the promises made in the Educational Sector Reforms 2005 report states that: The

Existing physical infrastructure, improving, rehabilitating and building new

infrastructure on need/priority base, would be enhanced. Further facilities for the

opening/upgrade of new courses of existing institutions will be offered. The existing

secondary schools and workshop equipment would be delivered to all existing

secondary schools where the technical stream was implemented over the planned

timeframe in order to revamp scientific training science laboratories and equipment.

(MOE: 2005).

This governmental undertaking, however, appears impractical to achieve, as

no allocation of resources in the policy has been identified for the initiatives.

Therefore, it can be argued that though the government’s policy documents contain

plans for improvement without mentioning the means to achieve those. Leadership

This is a difficult notion, and in many circumstances and civilizations has diverse

connotations. Yukl (2002) believes that "leadership definitions are arbitrary and

highly subjective. Some definitions are more useful than others, but no 'perfect'

definition is available. Management is not a tangible entity, but is considered more

properly as a social building in a cultural and historical context and in the

imaginations of the individuals involved (Avery 2004). In the last 50 years, Yukl

(2006) has synthesised numerous literary concepts of leadership. He says that "the

notion of management in research depends to a large degree on the researchers'

objective’. (Yukl, 2006). Yukl. Most definitions are based on commercial leadership

paradigms and afterwards evaluated in the education field.

James M. Burns characterised the essence of transformational leadership in his

landmark book, Leadership (1978), as combining six key aspects, including

leadership's capacity to generate common vision, to communicate, build connections,

 11

construct a good culture, produce clear policy execution plans and have a strong

character. The common vision of the organisation is described as the fundamental

synthesis of the organization's collective principles and beliefs, the purpose and

motivation of its work and the establishment of a feeling of community and culture as

expressed by the organization's leadership. The structuring and synthesis of a common

vision is conveyed through many forms, which generate a feeling of expectation,

values and culture in the business. In the same vein, the study by Hope (2002) equally

assert that monitoring as a form of supervision This includes inspection, to assess if

the results are achieved and the execution is consistent with the policy-maker by

teachers who are implementers of educational policies. Surveillance discovers

differences, deficiencies and process compliance. That allows the head professor to

act to assist instructors and employees in implementing the policy according to

expectations when we notice weaknesses. There is, therefore, a constant monitoring

activity that constitutes a significant supervisory task for the head teacher, involving

visiting classes in order to monitor actions that are coherent with policy toward the

policy goals.

According to the Reform Support Network (2015), limited school leadership

capacity poses a real challenge to many countries in meeting educational goals since

head teachers are the centerpiece of high-quality policy implementation. Moreover,

Fullan (2001) observed that it is the way head teachers respond to policy demands that

help them to shape and adapt new policies in relation to their schools and the

community environment. This not only promotes systemic policy development but

also provides an opportunity for the head teacher to come up with a priority list on

how to implement them. Therefore, Vaillant (2015) concluded that retraining and

training of head teachers. It is extremely significant since there are those individuals
 12

who use school education policies and no policies, either national or regional or local,

can be effective if they are inadequately taught and supported. The study by Day and

Sammons (2013) revealed a number of leadership practices that determine the

effectiveness of head teachers including; (1) developing harmony (2) development of

knowledge and abilities to train teachers effectively; (3) creation of working

environments and relationships that promote teaching and learning, such as; school

objectives which emphasize on learning; community engagement; and (4)

Management of educational programmes to assist the achievement of school

objectives including resourcing, staffing, monitoring, and use of evaluation data to

make choices on teaching and learning improvement.

According to UNESCO (2009), whereas head teachers have competent staff to

whom they can delegate some of their day-to-day responsibilities, they still have a

duty of leading staff on many occasions such as meeting parents, taking their views

into account and participating in school; encouraging and assuring the cooperation of

teachers and other staff in education and above all else interpreting policy and

explaining it to all. Meanwhile, Grant makers for Education (2011) observed that the

implementation of any new policy is an essentially difficult endeavor involving

various stakeholders and systems. It is interesting to note here that policy makers who

develop and politicians who enact the policy are not charged with determining its

application. This underscores the importance of head teachers in not only

understanding the details of the educational policy but also in the general management

and implementation process. To support the above view, Moorman, (2008) avers that

School management plays an important function in education policy implementation.

Therefore, the Bottom-up and top-down school tactics policy implementation need to

be combined and synchronized (Hopkins). In this direction therefore, The higher

 13

levels of the education system can give political guidance for schools, but their

performance often relies on school level leaders' intentions and actions. in terms of

not only teaching and learning but also discipline and attendance. It is doubtful that

school leaders would involve their employees and pupils in externally specified policy

aims unless they have the feeling of ownership of policy and agree to its aims. It is

more probable that educational policies will be successful if the leaders of the school

are active in developing and formulating policies. In other words, ongoing

conversation and interaction between policymakers and teachers in charge of schools

is required in order to succeed to a great extent. policy implementation.

All members of the learning community take on decision-making

responsibilities and strengthen their conventional responsibilities of instructors and

directors. and leadership behavior. These behaviours (a) challenged the process, (b)

inspired a common vision, (c) permitted others to act and (d) shaped the path and (e)

encouraged the heart. In the field of (a) planning, (b) policy formation, (c) curriculum

and education, (d) student success, (e) staffing of staff, (f) staff development, and (g)

budget management, the degree of shared decisions was measured by replies made to

the Shared Educational Decisions Survey- Revised (Ferrara, 1994). Enhancing

education is one of America's most important priorities. In turn, parents criticise

educators for their failure to respond to the needs of pupils. Business executives are

unhappy because they must develop costly training courses to educate secondary

school graduates who have the fundamental capabilities to gain work-specific

capabilities. In the past two decades desire for enhanced educational productivity has

been the basis of educational reform and restructuring. "The modern societies are

faces of awful challenges and the reform of education is viewed as a vital source of

hope to solve them" said Fullan and Miles (1992). Reform movement supporters have
 14

suggested changing the structures and operations of public schools. Reform aims for

laws to enhance education quality and to promote local process control.

Many reformers called for fundamental changes in the institutions of our

societies, in the management and organisation of our schools, in adults' roles and in

the practises used to train our students. Successful school restructuring demands a

thorough grasp of organisations and the ways in which they need to adapt themselves

to respond to the requirements of society. Two elements – one focusing on student

results – marked the restructuring attempts and long term systemic

reorganization(David,1991).

School managers can be seen as mediators, standing between the worlds

abroad and abroad on the doorstep of schools. In an era of education reform, which

includes on the one hand external demands and teacher opposition to these

expectations, a mediating function of the principals becomes increasingly necessary.

Reforms have become one of the key features of modern systems of education

(Robinson and Aronica 2015). The increasing availability of comparative worldwide

statistics on student outcomes has enhanced global awareness and competitiveness

(Kalenze 2014). The objective is to ensure the availability of quality education for all

children,,. Along with the conviction that society and the economy are intricately

intertwined with the power of their national school systems, several countries

worldwide are motivated to undertake educational reforms (Addonizioand Kearney

2012). Politicians are therefore continuously pursuing a successful reform plan

(Gawlik 2015). Traditional student learning results, evaluated by standardised

examinations, are very focused on research on the educational changes. Literature

also examines extensively how innovations affect classroom education for better or

bad. Although these focus are clearly reasonable, other factors of schools that are
 15

crucial for understanding the implementation of education reforms are often

overlooked. The school leadership is one such component. Research results show the

significant influence of school leaders on education reforms (Rafferty and Turunen

2015), as it is very important to transform policymakers' ideals into schools (Levin

and Datnow 2012).

The varied roles of the main party are nonetheless more scholarly and practical

in the implementation of education reforms. Although companies in the past have

been regarded closed systems that are seldom impacted by their environments, many

scholars concur today that they are open systems that genuinely interface with their

environment and interact with it through inputs and outputs (Scott and Davis 2006).

As a school is a company, it should also be regarded as an open system with

permeable borders. The outer environment impacts the school through these borders,

and the school affects it (Mitchell and Tarter 2011).

In this setting, the principal of a school might be seen at the entrance, between

the worlds outside and within the school. The world outside the schools consists of

the school board as the immediate formal authority, the employer of the directors and

the personnel at the schools; parents, either as an individual, or as the organised actor

of the parents' committee; national and regional policymakers; and local communities.

On the other hand, school employees and students are part of the intra-school world.

Internal and external actors frequently have distinct aims, ambitions, viewpoints,

expectations and requests, even conflicting (Ewy 2009). Therefore, the leaders are

seen as mediators agents, Whoever has to straddle the narrow line between own wants

and abilities and external needs and expectations, may be a conceptual framework for

reflecting some of their work's special complexity. The school principal frequently

decides, as a mediator, whether the school works by bridging or otherwise tamping

 16

extraneous influences. The notion of bridging and buffering has been used by

research, roots in organisational and institutional theory, to describe the complicated

link between schools and their environs. Organizations respond in two fundamental

ways to external influences: either they accommodate to them, increase coordination

and information flow, or they attempt to isolate themselves from these influences and

perceive them as menaces. The bridging approach aims to tailor organisational actions

to meet external stakeholder expectations, thereby highlighting the willingness of the

organisation to change. In other words, bridging enhances the internal organisation

circumstances. Buffering, on the other hand, is an action aimed at avoiding interfering

with the running of the organisation. Buffering strategies are used by organisations to

manage or to withstand the outside environment. Back to schools, bridging and

buffering refers to several needs on schools.

This calls for the implementation of a broad variety of measures for school-

life, such curricula, time management, testing, administration, professional

development and parental participation, come from several sources such as federal,

state and local education boards, unions and community organisations. In the context

of these requirements, the directors decide on how to manage the links between their

schools and their surroundings via bridging or buffering. Bridging and buffering are

not, however, two conflicting possibilities, which either completely fulfil or reject

external needs; Bridging and buffering are, however, neither two opposed choices

Fully fulfilling or rejecting external obligations, or partially accepting or modifying

external expectations. If they are acceptable when adapted to the School's reality they

might be seen as a bridge to their incomplete implementation. However, if external

demands are simply applied superficially, without internalisation and true changes, it

would be considered a buffer that "is not the blind rejection of external demands but
 17

deliberately decides to provide a limited contribution to external demands" (Honig

and Hatch 2004).

In many circumstances, the two possibilities are just slightly different. Honig

and Hatch (2004) suggest in this context that implementing external policy should be

regarded as a 'crafting coherence' process, in which school stakeholders negotiate

different external demands in order to fulfil their internal objectives. In periods of

school reform, the issue of bridging versus buffering becomes critical In general, such

reform includes a bombardment of external demands for school administrators to

determine if they really want to undertake a reform process, or rather find means of

dealing with it, essentially shut the school down and keeping it. existing practices

(Murphy and Torre 2013).

Bridging and tamping in this respect highlight the delicate position in which

school leaders have to fight with local values, aims and capabilities to negotiate

external pressure. The main leaders can partially execute a reform, bridging and

buffering reforms. Decide what components of the change may be introduced in the

school, stressed by the personnel and filtered out (Diamond 2012). They arbitrate

between the school and outside authorities, adjusting and integrating some policy

aspects and practises, generating new standards, which over time modify the initial

reform plan. Therefore, the difference between various schools and the same policy

may be Intensity, content and attention. In addition, school leaders sometimes

interpret changes creatively (Salter2014), acting as mid-term policy makers leaving

their "thumbprints" on the above policy (Flessa 2012). They become local

policymakers who adapt foreign policies to their specific circumstances (Spillane and

Kenney 2012).

Theoretical frame work of the study

 18

Leadership is regarded at the beginning of the 21st century as a strategic

aspect in the development of civilization and its principal wealth, human capital, and

the issue of leadership takes a key role in the study, which demonstrates its relevance

and its existence in the numerous fields of human activity. In the work of scientists,

management, psychology, political science, sociology, philosophy, education, etc., the

challenge of leadership is represented. Applying numerous ways to determining the

substance and perspectives of "leadership" examines several leadership theories in

general. A consistent definition of leadership in higher education is identified in the

process of comparative analysis to eliminate terminology conflicts. Higher education

management is regarded as influencing leaders to followers, using existing resources,

processes and processes to achieve the university's objectives and doing its jobs

efficiently. Leadership develops in several ways over a long length of time: leading,

personality-centered, hierarchical conceptions (reflecting the universal traits and

emphasising authority over followers), process-oriented, collaborative, contextual,

non-hierarchical, shared leadership models.With the support of the following

leadership model and theory the research will analyse the function of leaders / leaders

and their management capabilities.

Instructional Leadership and role of principal/head as instructional

leader

The Instructional Leadership Role of the Principal/head

A retrospective evaluation of education leadership gives a broad observation

of how researchers in the previous 25 or more years have perceived this function.

Firstly, the development of education leadership from study into "instructionally

successful primary schools was devised as a role carried out explicitly by the school

principa l(Hallinger & Murphy, 1985). During the 1980's, the instructors received
 19

very little mention (Andrews & Soder, 1987; Bossert et al., 1982; Hallinger &

Murphy, 1985; Leithwood). Several important educational leadership models were

suggested.

The researcher will focus on the Hallinger and Murphy model (1985) as it is

the one most commonly utilised in empirical research1 (Hallinger, 2008; Hallinger &

Heck, 1996a). Simplifying the mission of the school, administering the training

programme and promoting a positive school learning climate, this model, like the

others mentioned above, recommends three measures to the principle in terms of

leadership role in instruction: (Hallinger, 2008; Hallinger & Murphy, 1985). These

three aspects are further defined in 10 leadership roles.

 20

Fig. 5.1 Instructional management framework (From Hallinger & Murphy, 1985)

And the second one will be classical organization theory by Luther Gulick and

Lyndall Urwick. This is basically based on the role of manager so keeping in this

view school head also play role of manager as well where he/she manages all the

program, activities, co-curricular activities, and the school budget as well.

Defining the School’s Mission

The first dimension, defining the school's mission, has two functions: Framing

the goals of the school and communicating the goals of the school. This component

involves the role of the principal in identifying the school's core aims. The component

emphasises on the role of the principal in working with employees to ensure that the

school has clear, time-based goals that focus on students' success. The principal is

also responsible for communicating these objectives, so that they are understood and

supported in all schools. The process of target development was regarded as less

significant than the results under this concept. The main person or in partnership with

the personnel might define objectives. However, the bottom line was that the school

should have clear academic objectives that employees support and incorporate into

daily life. The function of the instructor to define a school mission was taken into

account by Hallinger and Murphy in a study of effective California primary schools

(1986).

Managing the Instructional Program

 21

Second dimension Second The management and monitoring of teaching and

curriculum is a focus of the instruction programme. This dimension includes three

leading ship functions (or what may be referred to as management): supervision and

evaluation instruction, curriculum coordination, and student progress monitoring. The

principal must thoroughly participate in generating, supervising and monitoring

school teaching and learing under this form of instructional leadership. These tasks

obviously need the principal to have teaching and learning competence, as well as a

dedication to improving schools... The basic dimension of the school's teaching

programme demands the administrator to become "hip-deep." This degree is involved

in monitoring the progress of students and the management of the education

programme of the institution. The critics of instructional leaders of largest schools and

secondary schools often show a more highly differentiated discipline-based

curriculum this part of the position generated the greatest distress. In addition, the

early description of this dimension has focused more on teaching control (e.g.

assessment) than on its growth. This presumably reflected the fact that early

investigations of leadership in teaching originated from environments that may be

described as turning circumstances.

 22

The third dimension, promoting a Positive School Learning

Climateincludes several functions

The protection of time for instruction, the promotion of professional

development, the maintenance of high visibility, the provision of teacher incentives

and high standards and training incentives. The scope and aim of this dimension is

wider than the two others. The idea is to establish a "academic newspaper" by creating

high standards and demands for students and instructors in productive schools.

Training-efficient schools build a culture to constantly enhance the quality of the

benefits for students and employees.. On campus and especially on classrooms the

principal is quite visible. The main value and practise models, which establish an

environment that enable Hallinger & Murphy's constant development in teaching and

learning, 1986). Changes in prospects for main education leadership In the fifty years

after the first theoretical investigation into the function of instructional leadership in

Bridges (1967), Western scientists have endeavoured to characterise both the nature

and the impact of education that has an influence on the quality of the education and

training (Hallinger,2011) This result was still tempered by the warning that these

"fundamental leadership behaviours" vary in different socio-cultural situations (Day

and Leithwood, 2007;Hallinger, 2011; Hallinger and Bryant, 2013a; Leithwood et al.,

2010; Walker and Hallinger,2015). Thus, one social environment may be read and

used quite differently in another, and diverse impacts on individuals and the

organisation are produced in the same leadership practise as, for example,

communicating the vision and objectives.. It is worth noting that this "relative

viewpoint" towards leading was fairly slow to draw attention in the area of education

leadership and the main leadership impacts of management were both "moderated" by

school context characteristics and "mediated" by the internal organisation of the

 23

school. Especially This represented North American pre-globalization scholars'

prevailing ethnocentric view (Hallinger and Bryant, 2013a; Hallinger and Leithwood,

1996). The instructional leadership model of Hallinger and Murphy (1985) tried to

examine the central structure in the Bossert et al. model, in terms of core aspects and

function. These were specified in the main management rating scale in terms of

leadership practise (PIMRS; Hallinger and Murphy, 1985). These early concepts

influenced theory, research, policy and practise profoundly and sustainably in the

following decades. Theoretical and empirical education leadership the socio-cultural

milieu has been considered "given" almost without exception. In the last 20 years,

"international education leadership" have gradually emerged as an accepted and

acceptable investigation line on principal role. Thus, the current study is focused on

principal role performing as instructional leader and as manager.

Role of the Principal/head as a manger

The abbreviation Posdcorb is the planning, organisation, management,

coordination, reporting and budgeting that was initially developed in Luther Gulick

and Lyndall Urwick's study on administrative administration produced for the

Brownlow Committee. The POSDCORB idea includes duties created by Henri Fayol

in the early 20th century. Underneath all responsibilities Gulick and Urwick outlined

briefly:
 24

Planning

Principal/ head have to perform all such activities or function and duties that is

presented by a true manager so in this sense Gulick and Urwick model of

POSDCORB definitely defines the properties of a school heads. Managers not only

determine what to do, but also plan this in the agenda. It is the responsibility of

management. Foresight is the issue of planning. This comprises short-term planning,

medium term (year), and long-term (weekly, monthly and quarterly) (looking ahead

with a timeline of 3 years). The direction of the organisation is determined through

planning. On the other hand, a defined time period indicates that whatever results one

gets at this moment must be adequate when time is running out. It is necessary to

observe attentively the development of this timeframe. Managers not only determine

what to do, but also plan this in the agenda. It is the responsibility of management.

Foresight is the issue of planning. This comprises short-term planning, medium term

(year), and long-term (weekly, monthly and quarterly) (looking ahead with a timeline

of 3 years). The direction of the organisation is determined through planning. On the

 25

other hand, a defined time period indicates that whatever results one gets at this

moment must be adequate when time is running out. It is necessary to observe

attentively the development of this timeframe.

Organizing

School head as a Managers not only have the responsibility to allocate these

responsibilities to their departments and staff, they have the responsibility to allocate

them. The manager need the requisite budgetary resources, raw materials, staff and

their skills, technology and machinery to get a final output. To attain the final

outcome he/she must organise all types of stuff. It is crucial that the division of work

by employees meets the ultimate aim and outcome as well as feasible, in order to

begin as efficaciously as feasible.

Staffing

The head of school is concerned with staff policies and all connected

operations of the institution. For a company to operate properly, good and qualified

staff are necessary. The manager is responsible for initially identifying the

capabilities, capabilities and experiences necessary for various roles. This enables the

creation of work profiles and the recruitment of workers. This employee policy covers

the whole process of recruiting, selection and training, ensuring that the appropriate

employee type is in the proper place

Directing

The head of school as a manager, naturally, resides in the management's

hands; he/she is ultimately responsible and accountable for it. This means that the

manager keeps control of all functions in practise. The management oversees his staff

but also encourages them. He/she instructs them how best to accomplish their job,

motivates and leads them to difficulties.

 26

Coordinating

Head of School With this notion, the manager's role is to connect various

segments and to work together. A good manager has an overview of what is

happening and what has to be done, termed a helicopter. He/she can coordinate work

and manage his/her staff from that point of view. It is his responsibility to coordinate

and combine the many departments with the correct final objectives

Reporting

Head of School Without reporting, a concise report keeps the whole

organization's communication open. Managers are the interface between the

management team and the constituency's own personnel. Reporting gives insights into

the process and thus allows agreements to be documented. Other key data, such as

personnel difficulties, new processes, performance interviews and sales numbers, is

also made visible via reporting. Parties involved can also access older reports easily.

Budgeting

Controls of secondary school Funding which is any organisation's lifeblood.

The manager manages, costs and supervises the budget of the department as well as

keeps an eye on tax details. As well as employee compensation, the manager is

responsible for monitoring other expenses, such as materials and investments,

correctly. The manager is accountable for the activity of discovering wasted

expenditure, overruns, mistakes or even fraud.

Organizational structure

The structure of an organisation is highly essential according to Gulik and Urwick. A

poorly organised structure leads to malfunctioning departments and organisation by

extension. This is why various activities must be properly put together so that each
 27

department with its own specialities may be established. This shows an unlogical,

wasted and inefficient design when activities overlap. Clarity must also be provided

on responsibilities and hierarchy.

Conceptual Framework
 28

Chapter III

Methods and procedures

The test architecture, a brief look at the population, subjects, study

justification, survey, sampling method, study tools, data collection process, validity

and data analysis methods, advantages and limitations of the study, and ethical

considerations are all included in this section.

Research design

This study was qualitative innature descriptive by method. which aim to find

out about the roles of secondary school heads in the implementation of educational

reforms.

Rationale for the study

The review of existing literature reveals that a lot of researches has conducted

at international and national level on role of head teacher in implementation of

educational reforms and school improvement and management and as a mentor for

professional development of teachers. In Pakistani context few studies at secondary

level could be found which provide detailed information about the actual role of

secondary school head in the implementation educational reforms.

Population of the study

The population of this study was head teachers of Pakistan. The target

population of the study was the 20 government secondary schools of Punjab. There

are 36 districts of Punjab. For the accessible population of this study district Lahore

was selected So, the male and female head teacher of secondary schools from district

Lahore was selected.

 29

Sample and sampling technique

There are 1218 Government secondary schools in Punjab among them 591

government secondary schools are there in district Lahore. As the present study was

qualitative in nature small sample was taken So, the representative sample size of the

study was 10 boys and girl’s government secondary schools as total 20 head

teacher/principals was selected by simple random and purposive sampling.

Instrumentation

The data was collected through interview guide from head teachers.

Theinterview’s questionswere self-developed by the researcher which was based on to

identify the roles of secondary school heads and on educational reforms implemented

by heads. After collecting the data, it was analyzed by thematic analysis.

Validity of the instruments

To ensure validity of the study. Instruments interview guide ensured by the

educational experts. Instrument was pilot tested by moked interviews from secondary

school heads. before the actual data collection, in order to ensure validity. This sample

was not be included in the actual study. Necessary revision andmodification was done

in the light of the results of pilot study.

Data collection technique

Data was collected from the selected secondary boys’ and girls’ schools by the

researcher. Semi structured Interviews was taken from the head teachers from the

selected sample, after allowing their permission. To ensure that the participants will

understand the procedure, instruction was given prior to data collection.

 30

Ethical considerations

During the research, all ethical considerations were taken into account. The

participants were given some brief details about the importance of the study by the

researcher. Prior to the study's execution, the participants' permission was obtained.

The rules and regulations of the schools was guided to the participants that During

this research, you will be respected and followed at all times. The researcher upheld a

high level of ethical behavior in order to achieve and retain the confidence and esteem

of all participants in this study. Both participants were completely briefed about the

study's existence, intent, and scope from the start. Each individual was asked to sign a

questionnaire stating that they had given their informed consent and were prepared to

participate. Participants were informed of their right to withdraw from the sample at

any point. At all times, the information gathered was stored in a private and safe

location. Without express consent from the participants and school superintendents,

the researchers will not disclose the identity of the locations at any point during the

study or in the future.

Limitations of the study

The research is limited by the fact that participants were aware that they would

be interviewed for a particular purpose: to better understand the role of a school's

head teacher in implementing educational reforms. Any participants concluded from

the line questions that the research was focused on the principal's position as a

developer of educational improvements, which may have skewed their responses. The

use of audio taping to record the interviews may have hampered the collection of

reliable data, as respondents may have been afraid to answer the interviewers'

questions honestly.

Delimitations of study
 31

The following study was delimited to the government secondary schools of

district Lahore. Due to the specificity of the topic the following study will be

delimited to head teachers/principals only.

Data Analysis techniques

Thematic analysis and a method of continuous comparison was used to

analyzed the roles of the principal’s/head teachers. Help of expert opinions and N

vivo was taken into account. In Chapter 4, the examined data was provided in the

form of tables with explanations. In study documents, only substantial results were

recorded as observations and conclusions.

 32

Frame work of the study

Sr. No Objectives Research Questions Instrument Data analysis and

technique
1. 1. To identify 1.1what are the Instrument Data was analyzed
the roles of roles of school heads will be through constant
secondary that they perform as developed comparative method
school heads in manager at by and thematic analysis.
the secondary schools? researcher
implementation which will
of educational be based on
reforms semi
structured
1.2 what are the
open ended
roles of school heads questions.
that they perform as Expert
an instructional opinions
leader at secondary will be
schools? taken to
ensure
validity
2. To explore the 2.1 How motivation Data was analyzed
educational of students and through constant
reforms teachers are being comparative method
implemented by done by secondary and thematic analysis.
secondary school heads?
school heads
2.2 How quality of
education is ensure
by secondary school
heads?

2.3 How quality of

assessment is ensure
by secondary school
heads?
2.4 what are the
technology
education that is
provided by
secondary school
heads?

2.5 How change in

curriculum is being
implemented by
secondary school
heads?

2.6 How secondary

school heads keep
balance retention
and enrollment of
students?
 33

Chapter IV

Analysis and interpretations of Data

Section I

Introduction

This study examined the roles of heads in implantation of educational reforms at

secondary school of Public sectors. This chapter report on the findings generated

through semi structured interviews. Data reported in this chapter presents the roles of

heads in the implementation of educational reforms and the roles such that principal

as manager and as an instructional leader. This chapter addresses the following

research questions that guided the study.

1. What are the roles of school heads that they perform as a manager at

secondary school?

2. What are the roles of school heads that they perform as an instructional

leader?

3. How motivation of students and teachers are being done by secondary school

heads?

4. How quality of education is ensured by secondary school heads?

5. How quality of assessment is ensured by secondary school heads?

6. What are the technology education that is provided by secondary education?

7. How change in curriculum is being implemented by secondary school heads?

8. How secondary school heads keep balance in retention and enrollment of

students?
 34

Research present the emergent themes with evidence in the following sections.

These include:

Emergent themes

 Role of heads as manager

 Role of head as an instructional leader

 Motivation of students and teachers

 Ensuring of quality of education

 Ensuring of quality assessment

 Facility of computer education

 Curriculum reforms and its management

 Balance of retention and enrollment

1.Role of heads as manager

Plan

Planning of goals and syllabi, scheme of studies and time table.

Organize

Organizing of appraisals and co-curricular activities.

Staff

Supervising of classes and observations of pedagogies.

Directing

Directing of duties of teaching and non-teaching staff on daily basis.

Co ordination

Coordination with staff.

Reporting

Evaluating of annual report of school results.

 35

Budget

Making budget of required things according to needs.

2.Role of head as an instructional leader

Envisioned

Vision of school according to needs and changes.

Motivation and supporting

Appreciation of students and staff.

Coach

Monitoring and training of staff.

3.Educational reforms

Appraisals of teachers and students

Attaining standard in education

Examination systems

Computer education

Curriculum reforms

100% enrollment and retention

Section II

Coding and analysis

In examining the data of the present study, researchers learn how the scientist

made sense to read the transcripts attentively, time and time again, in order to obtain a

grasp of each detailed answer each researcher first produced a coding with all

valuable topics.

Open coding

Includes the following statements or different codes that are carried out from

the responses. Statements mentioned in the transcripts researcher mentioned them in

 36

the point from to make it easy to understand after that researcher did Content Analysis

in which the investigator identifies all the circumstances which enable and hide,

which might impact transcript coding and meanings, following all interpretive

phänomenological analysis carried out by the researcher including the declarations of

the head as a manager and an instructional leader.And then researcher emerged

themes form the transcription.

A qualitative analysis of data encompassing practical needs in the qualitative

phase of the study given by a researcher, the themes are generated to analyse data that

are individually explained by them while evaluating data of the present study.

Researchers examine the transcripts attentively and attempt to obtain a complete

comprehension of each portion in the first phase, utilise open code research and then

develop topics from the transcript.

Content Analysis

It includes two types of roles of heads that they perform in school, that is head

as instructional leader and head as a manager, and the educational reforms implement

by them. Themes, were develop by identifying theory factors and factors of model of

instructional leaders.

Interpretive phenomenological analysis

It shows heads motivation towards their roles as manager and as an

instructional leader.

It also showed the way how secondary school heads implement educational reforms in

their school and how they manage all that.

 37

Section III

Research Objectives

1.To identify the roles of secondary school heads in the implementation of

educational reforms.

Research questions

1.1what are the roles of school heads that they perform as manager at secondary

schools?

1.2 what are the roles of school heads that they perform as an instructional leader at

secondary schools?

1.Role of heads as manager

Planning of goals and syllabi, scheme of studies and time table.

The head teacher who participate in the study revealed that he set goals and

put forth in front of staff. By discussing and displaying on board more than they

prepare scheme of studies and make time table of weak, month and yearly.

Their quotes are presented in the table as follows:

 38

Table 4.1
Planning of goals and syllabi, scheme of studies and time table.
Theme Evidence
H 1. Planning is based on their job
Planning of goals and syllabi, scheme of assignment according to time table and
studies and time table. ability.

H 2. I plan school action plan with short

term and long term goals and manage
finance by annual budget

H3. Being aware of opportunity I made plan

school scheme of studies.
H4. Teaching and learning are frequently
monitored and finance are utilized according
to priority basis than I plan time table.
H 5. By seeing the latest situation shall
prepare myself for future planning.
H 6. We manage refresher course for
teachers.
And also co-curricular activities for students
Refresher course for teachers are planned.
H .7 I always keep in mind my own re-
sources and according to them I plan.
H 8. We plan and it depends on our
financial goals.
H 9. According to the eligibility and needs
of requirements scheme of study is prepare.
H10. Planning is to make learning effective
(means that students implement these in
their everyday life instead of retrieving and
reproducing, gaining useless age of marks).
H 11. Setting goals and objectives. By
Beings aware of opportunity.
H 12. Committees have been constituted to
encamps all activities of a school
development plans, academic committee
NSB funds administrative activities to deal
with everyday work. School academic
calendar has been designed for long term
teaching and learning.
H 13. I make action plan which is prepared
on need assessment on priority basis,
involvement of teachers for each assessment
and implementation.
H 15. When I came the school I observe the
teachers psyche. then I deal with the teachers
and make planning with them to what to do.
 39

Organizing of appraisals and co-curricular activities.

The head teacher who participated in the study revealed that he organizes co-
curricular activities to make teacher and students boost up and he tell the importance
of games and the appraisals make the students more motivation and participation.
Their quotes are presented in the table as follows:
Table 4.2
Organizing of appraisals and co-curricular activities.
Theme Evidence
Organizing of appraisals and co- H 1. As per departmental instructions.
curricular activities. for teaching staff by time table and other
duties according their talent, capacity and
interest for non-teaching according to
their designation.
H2. I assign duties to my staff according
to their post and abilities.
H 3. Meeting with senior school staff and
school council help me in assigning
duties. They are ordered do so on “order
book”.
H 4. According to their ability experience
and qualification.
H 5. Accordant to their capability.
H 6. Different committees have been
organized for this task.
H 7. I change spirit only.
H 8. According to their worth I assign
them duties.
H 9. We prepare job description and
assigned the qualified staff and we also
check the teacher behavior with students
their punctuality and for nonteaching staff
their behavior prefers.
H 10. According to the qualification and
experiences of all the staff.
H 11. The school is already managed
there is no need to prepare job
description, duties are assigned already
have to drudge the spirit only i.e. to do
work with happiness and enjoy jobs.
H 12. According to their qualification and
eligibility and designation, duties are
assigned.
H 13. According to the government rules
and regulations and their appointment
orders.
H 14. subject based teaching for teachers,
 40

involvement of all non-teaching staff for

all assignment in the best interest of the
school at large.
H 15. According to need as well
H 16. By preparing order book by
government.
 41

Supervising of classes and observations of pedagogies.

The head teacher who participated in the study revealed that he observes the classes
during ongoing lecture to see the pedagogies applied by the teacher mostly of science
classes. I also observe the displine of class and language of teachers.
Their quotes are presented in the table as follows:
Table 4.3
Supervising of classes and observations of pedagogies
Theme Evidence
Supervising of classes and observations of H 1. Classroom observation and finally in
pedagogies. PER.
H 2. School action plan with short term and
long term goals and manage finance by
annual budget.
H 3. By Discussion.
H 4.In my school personal report of every
staff member is maintained with the help of
this performance evaluation of every
member is done.
H 5. By encouraging them saying well done.
H 6. According to their performance in
school.
H 7. According to their assigned duties and
its fruitful results.
H 8. By annual report.
H 9. I observe them closely and then there
isn’t any difference between all the staff.
H 10. According to their performance in
school.
H 11. By encouraging face to face meetings
and also through some types of certificates
Appraisal of staff is 24 hourly job no moment
left with correction or appraisal. Written
report is only annual report.
H 12. With Certification, preparing ACR
H 13. To appraise my staff, I used positive
feedback, involve self-appraisals,
performance not personality. encourage
analysis of performance.
H 14. on the basis of objectives achieved and
the concepts knowledge and achievements of
the students of the classes.
H 14. It is done by PER and ACR.
H 15.by enrollment inquiry, making
infrastructure better, motivation of students
and teacher. providing scholarships.
 42

Directing of duties of teaching and non-teaching staff on daily basis.

The head teacher who participated in the study revealed that he daily directs the duties

of teaching and non- teaching staff on written board the duties are included checking

of cleanliness, uniform, temperature now days, trimming of grass etc. duties are

assign according to their abilities and skills.

Their quotes are presented in the table as follows:

Table 4.4
Directing of duties of teaching and non-teaching staff on daily basis
Theme Evidence
4. Directing of duties of teaching and H 1. As per departmental instructions.
non-teaching staff on daily basis. H 2. for teaching staff by time table and
other duties according their talent,
capacity and interest for non-teaching
according to their designation.
H 3. I assign duties to my staff according
to their post and abilities.
H 4. Meeting with senior school staff and
school council help me in assigning
duties. They are ordered do so on “order
book”.
According to their ability experience and
qualification.
H 5. Accordant to this capability.
H 6. Different committees have been
organized for this task.
H 7. I change spirit only.
H 8. According to their worth I assign
them duties.
H 9. We prepare job description and
assigned the qualified staff and we also
check the teacher behavior with students
 43

their punctuality and for nonteaching staff

their behavior prefers.
H 10. According to the qualification and
experiences of all the staff.
H 11. The school is already managed
there is no need to prepare job
description, duties are assigned already
have to drudge the spirit only i.e. to do
work with happiness and enjoy jobs
H 12. According to their qualification
and eligibility and designation, duties are
assigned.
H 13. According to the government rules
and regulations and their appointment
orders.
H 14. Subject based teaching for teachers,
involvement of all non-teaching staff for
all assignment in the best interest of the
school at large.
H 15. According to need as well.
H 16. Daily two teachers are assigned and
PET, security guards to check students
uniform, cleanliness, temperature, time
table of school.
H 17. According to their subjects and
their abilities I assigned duties
 44

Coordination with staff.

The head teacher who participated in the study revealed that he always

coordinates with their staff and non-teaching staff, and students as well. We

collaborate with each other share the views about progress and results of school. I also

meet with parents and coordinate with them listen their queries.

Their quotes are presented in the table as follows

Table 4.5
Coordination with staff.
Theme Evidence
Coordination with staff. H1
1. I check student attendance
2. Teacher attendance
3. Cleanliness
4. Daily Assignments
H 2. Motivate and appreciate their effort
and help them to resolve the issue.no
interfere full autonomy to achieve the
target.
H 3. By admiring their hard work in front
of staff.
H 4. At first, I ask them to do so. If they
do not perform they are ordered to do so
on order book.
H5. I motivate by discussion.
H 6. My typical day at work is very busy.
H 7. All over the week is very important
but the last and first day of week is most
conductive.
H 8. First and last day is very conductive.
H9. I always keep an eye on my staff and
instruct them accordingly.
H 10. We likely appropriate and friendly
to our team member.
H 11. organize and ménage the clear
question. School, maintain purpose order
and discipline in the school and supervise
educational activities.
H 12. Time of approbation cannot be
defined.
H 13. Checking about environment of
school cleanliness, time table etc.
H 14. Organize and manage the school,
maintain proper the discipline and order in
 45

the school and supervise the educational

activities of pupils.
8.election days training of staff, less staff
all students are involved, combined
classes.
 46

Evaluating of annual report of school results.

The head teacher who participated in the study revealed that he makes annual report
on everything that are school progress, students achievements, annul results of school
and specially ACR and PER and then send to council.

Their quotes are presented in the table as follows

Table 4.6

Evaluating of annual report of school results.

Theme Evidence
Evaluating of annual report of school H 1. That is soft and hard form based on
results. academic results.
H 2. Progress reports of students ACR and
appreciation certificate for teachers.
H 3. Both result and performance.
H 4. On result register annual result of the
school, class and teachers subjective results
maintained.
H 5. In both soft and hardware.
H 6. Educational achievement only, no
behavioral at all.
H 7. According to their percentage of results.
H 8. According to promotion of result.
H 9. On the basis of monthly test and long test
h 10. I try to prepare annual reports.
H 10 We viewed all goodies after annual
program and least our faculties and prepare a
final report.
H 11.
1. Regularity and punctuality
2. Class performance
3. Results
H 12. Annual report based on result and
general behavior and staff’s mutual behavior.
H 13. In tables, graphs and complete report of
the school results and performance.
H 14 A checklist has been designed for school
improvement plan, all aspects of a model
school have been incorporated classroom
management, co-curricular activities, student’s
assessment, tender results student’s attentions.
H 15. On the basis of daily diary of the head
teacher, visit reports of the classes and
discussion with teachers, PEC bise results along
with internal assessment
H 16 .daily two teachers are assigned and PEC,
security guards to check students
uniform,cleanliness,temperature,time table of
school.
 47

Making budget of required things according to needs.

The head teacher who participated in the study revealed that he makes budget of all

the required things that are most important and needed, I also make budget on

appraisals for students and hardworking employees.

Their quotes are presented in the table as follows

Table 4.7
Making budget of required things according to needs.
Theme Evidence
Making budget of required things H 1That is based on their job assignment
according to needs. according to time table and ability.
H 2. school action plan with short term
and long term goals and manage finance
by annual budget.
H 3. Being aware of opportunity.
H 4. Teaching and learning are
frequently monitored and finance are
utilized according to priority basis.
H 5. By seeing the latest situation shall
prepare myself for future planning.
(1) We manage refresher course for
teachers.
(2) And also co-curricular activities for
students
H 6. Refresher course for teachers.
H 7. I always keep in mind my own re-
sources and according to them I plan.
H 8. We plan and it depends on our
financial goals.
H 9. According to the eligibility and
needs of requirements.
H 10. Planning is to make learning
effective (means that students implement
these in their everyday life instead of
retrieving and reproducing, gaining
useless age of marks).
H 11. Setting goals and objectives.
Beings aware of opportunity.
H 12. Committees have been constituted
to encamps all activies of a school
development plans, academic committee
NSB funds administrative activities to
deal with everyday work. School
academic calendar has been designed for
long term teaching and learning.
 48

H 13. Action plan is prepared on need

assessment on priority basis,
involvement of teachers for each
assessment and implementation.
H 14. When I came the school I observe
the teachers psyche. then I deal with the
teachers
H 15. By NSB.including infrastructure,
washroom canteen and cleanliness.

The literature suggests that The abbreviation POSDCORB is the planning,

organisation, staffing, direction of the report, coordination and budgeting of the

Brownlow Committee, which was coined by Luther Gullik and Lyndall Urwick in an

administrative management study. The POSDCORB Task Concept, established by

Henri Fayol at the start of the 1900s. principal/head have to perform all such activities

or function and duties that is presented by a true manager so in this sense Gullik and

Uwick model of POSDCORB definitely defines the properties of a school heads.

It is not just the responsibility of managers, but also the work of planning it Planning

must do foresight, I'm the agenda. This comprises short-term weekly and quarterly

planning, medium-term yearly planning and long-term plans over a three-year period.

The management of the organisation is determined by planning. In contrast, a default

time frame indicates that whatever result you have at a moment must be sufficient

when the period expires. It is necessary to observe attentively the development of this

timeframe.

Managers not only give activities to their sports departments and employees but also

have the job of allocating such tasks. The manager will have to coordinate all kinds of

items to attain the final outcomes, including budget, raw supplies as well as the staff

and their skills, technology and machinery. It is crucial that the division of labour by

the employee fulfils the end objective and outcomes as well as feasible to get started
 49

as efficaciously as feasible. This part concerns the staff policy objective and any

related activities. For a company to perform properly, good and qualified staff are

necessary. It is the manager's responsibility to determine for various roles the

knowledge, qualifications and experience necessary. Based on these profiles, staff

may be hired and drawn up. The whole recruiting, selection and training process falls

under this staff policy and ensures, of course, that the proper sort of employee is in the

appropriate direction. It is in the hands of the manager. This implies in effect that the

manager controls all functions. The manager also monitors but also motivates its

worker. He/she instructs them how best to accomplish their job, encourages them to

face some hurdles. The aim is to connect distinct parts using this theme. And to work

together. The head of a high-school manager gets an overview of what is going and

yet to be done using a so-called helicopter vision. He/she may coordinate and manage

his/her employees from this standpoint. It is his responsibility to bring them together

with the correct end objectives and synchronise diverse ones.

There is no proof without reporting. A clear report keeps the whole organisation's

communication open. Managers are the link between the management team and the

cohesive employees. Reporting offers insight into progress and thus allows

agreements to be documented as well. Additional important information, such as

personnel difficulties, new processes, performance, interviews and sales are also made

public in reporting. Parties involved can rapidly locate reports that have been

achieved. Every organization's lifeblood is finance. The department's Manager is

responsible for managing, spending and controlling budgets, as well as keeping an eye

on tax information. As well as the employee's salaries, other expenses, for example

equipment and investment, must also be monitored well. The manager is accountable
 50

for taking action if unnecessary expenditure, overruns, mistakes or even fraud are

found.

2.Role of head as an instructional leader

Envision

The head teacher who participated in the study revealed that he put forth clear

vision according to the need of time and required situation. I try to prepare my staff

and students for every kind of situation and try to keep them up to dated with the

present situation.
 51

Their quotes are presented in the table as follows

Table 4.8
Vision of school according to needs and changes.
Theme Evidence
Vision of school according to needs H 1. Time to time with the help of
and changes. changes, meetings anything is done with
the help of school department.
H 2. On the basis of curriculum and
suggested course of that particular
subject teaching in mind the capacity of
students, results and extra circular
activities to up lift the students, weakly
meeting and parent teacher meeting play
vital role.
H 3. There are some instruction from
department Acc. To them I set my goals.
H 4. Whenever there is a meeting with
staff. School counsel and students my
mission and vision statement is shared
with all.
H 5. By prating myself as role model.
H 6. By discussion with all staff I clear
objectives to achieve long term goals and
through meetings and seminars I share
the of the school with the staff and
students.
H 7. To check the duties of staff in
different matters assigned by the
principal.
H 8. To check duties of staff.
H 9. I always keep in moral the teaching
of Islam.
H 10. For long term goals, we arrange
monthly meetings with our staff and we
listened their views and teachers satisfies
students and listens their problems.
1. Face to face meetings
2. Visiting different classroom
3. Students and sometimes parent
opinion.
H 11. By mutual discussion, goals and
electives are achieved. By setting goals
of being honest and thankful, a general
wave spread all along. The heads
philosophy needs no medium to spread
all along.
H 12. By developing the flexes and
banners in meeting with students and
 52

teachers.
H 13. Vision of our school is character
building and providing quality education
to achieve this vision teacher have
designed their objectives and accordingly
they adopt teaching and learning
strategies to import conceptual learning
and lifelong learning.
H 14. vision, goal, objectives, sharing
with staff for clarity, redisscusion,
discussion, trick follow up than
implementation.
H 15. Emphasized on results and
educational achievements involvement
by parents and teachers, meetings to
resolve.
 53

Motivation and supporting

The head teacher who participated in the study revealed that he gives incentives to the

staff on their good results, I also motivate students by giving them scholarships and

motivational lectures and gifts on performance based.

Their quotes are presented in the table as follows

Table 4.9
Appreciation of students and staff
Theme Evidence
Appreciation of students and staff. H 1. Classroom observation and finally
in PER.
H 2. School action plan with short term
and long term goals and manage finance
by annual budget.
H 3. By Discussion.
H 4. In my school personal report of
every staff member is maintained with
the help of this performance evaluation
of every member is done
H 5. By encouraging them saying well
done.
H 6. According to their performance in
school.
H 7. According to their assigned duties
and its fruitful results.
H 8. By annual report.
H 9. I observe them closely and then
there isn’t any difference between all the
staff.
H 10. According to their performance in
school.
H 11. By encouraging face to face
meetings and also through some types of
certificates
Appraisal of staff is 24 hourly job no
moment left with correction or appraisal.
Written report is only annual report.
H12. With Certification, preparing ACR
H 13. To appraise my staff, I used
positive feedback, involve self-
appraisals, performance not personality.
encourage analysis of performance.
H 14. on the basis of objectives achieved
and the concepts knowledge and
achievements of the students of the
 54

classes.
H 15. It is done by PER.
H 16.by enrollment inquiry, making
infrastructure better, motivation of
students and teacher. providing
scholarships.
 55

Coach

The head teacher who participated in the study revealed that he makes small school

administration to monitor the junior staff and students of every level. I also give

training to staff and non-teaching staff to lessen their weakness.

Their quotes are presented in the table as follows

Table 4.10
Monitoring and training of staff.
Theme Evidence
Monitoring and training of staff. H 1. classroom observation is major tool to
measure teacher results.
H 2. By pre and posttest, by their planning,
teaching and assessment.

H 3. By monitoring them in class.

H 4. For this purpose, training manual from
directorate of staff development in followed.
H 5. What type of methods they are using.
H 6. Through proper supervising admonition
of training staff.
H 7. The surprise visits are conducted to
accomplish the goals.
H 8. According to situation and needs.
H 9. By questioning them and by evaluating
them according their skills.
H 10. We monitor trained staff on their
teaching skill, behavior and confidential and
their body language.
H 11
1. Through student’s opinions
2. Teachers opinions
3. Direct watching and observations
H 12. It is according to the situation and
need.
H 13. With observation, by assignment about
the specified skills.
H 14. teacher trainings bring very pleasant
change in personality to help to update their
required skills any organization give good
results when their teachers getting CPD
course.

H 15.for teachers. subject based teachings

visiting of classless, tests, reports and
assessment report., for students. Clarity of
concepts, applicable knowledge and results.
 56

H 16. Observation by class because every

teacher come from different environment.

H 17. According to their subjects and their

abilities I assigned duties.

The literature suggests that school heads plays A key function in enhancing

the education process. School leaders need to schedule teacher professional

development and oversee teacher teaching practises For education leadership,

Peariso(2011) recommends four components. School leaders. The first aspect is a

common mission and defined objectives. This is the factor which affects the

leadership of the head/leader when the school shares these school goals with the

school community.

The second factor is the progress of the teachers in constant monitoring.

School leaders must be more involved in the supervision, promotion and supervision

of educational techniques in the classroom.

The third aspect is to encourage the development of our profession. School

managers must foster the growth of professionals through a large number of

programmes, such as coachings by peers, peer-peers' networks, which may allow

teachers and students to learn.

Professional leadership is the fourth element. This element indicates how

leaders contribute directly and indirectly to the efficiency of education and student

achievement through affecting classes and the condition of school leaders.

The researchers' findings show that this sort of work, school level, school

culture and setting affect education leadership perceptions.

Hallinger(2009) The school leader's leadership is viewed as a relatively recent notion

that appeared in the 1980s, calling for a change from head/directors to leadership in
 57

education or academics. Hallinger (2009) claims that education leadership consists of

creating objectives; assigning educational resources; managing curricula; monitoring

a lesson plan; and assessing instructors in his analysis on education leadership,

administration, and management. It also includes measures taken by or delegated to

third parties in support of the advancement of learning among pupils. A emphasis on

aligning curricule, teaching and assessment standards, data analysis, culture of

continued education for adults, school culture and environment, visionary

instructional leadership and changes in education leadership are critical components

that characterise and separate instruction from management and administration.

3.Educational reforms

Research Objectives

2. To explore the educational reforms implemented by secondary school heads.

Research questions

2.1 How motivation of students and teachers are being done by secondary school

heads?

2.2 How quality of education is ensure by secondary school heads?

2.3 How quality of assessment is ensure by secondary school heads?

2.4 what are the technology education that is provided by secondary school heads?

2.5 How change in curriculum is being implemented by secondary school heads?

2.6 How secondary school heads keep balance retention and enrollment of students?

Appraisals of teachers and students

The head teacher who participated in the study revealed that I try to give positive

feedback to my staff and students I also give them appraisals in the form of different

shields and certificates, scholarship by government also provided to the brilliant

students.
58
 59

Their quotes are presented in the table as follows

Table 4.11
Appraisals of teachers and students
Theme Evidence
Appraisals of teachers and students H 1. Classroom observation and finally in
PER.
H 2. School action plan with short term and
long term goals and manage finance by
annual budget.
H 3. By Discussion.
H 4. In my school personal report of every
staff member is maintained with the help of
this performance evaluation of every
member is done.

H 5. By encouraging them saying well done.

H 6. According to their performance in
school.
H 7. According to their assigned duties and
its fruitful results.
H 8. By annual report.
H 9.I observe them closely and then there
isn’t any difference between all the staff.
H 10. According to their performance in
school.
H 5. By encouraging face to face meetings
and also through some types of certificates
Appraisal of staff is 24 hourly job no
moment left with correction or appraisal.
Written report is only annual report.
H 6. With Certification, preparing ACR
H 7. To appraise my staff, I used positive
feedback, involve self-appraisals,
performance not personality. encourage
analysis of performance.

H 8. on the basis of objectives achieved and

the concepts knowledge and achievements
of the students of the classes.

H 9. It is done by PER.

H 10. By enrollment inquiry, making

infrastructure better, motivation of students
and teacher. providing scholarships.

H 11.by enrollment inquiry, making

infrastructure better, motivation of students
and teacher. providing scholarships.
 60

Attaining standard in education

The head teacher who participated in the study revealed that I try to maintain

standard in education by keeping them up to date with science subjects and

practicality of subjects, and guidance about the importance of future.

Their quotes are presented in the table as follows

Table 4.12
Attaining standard in education

Theme Evidence
Attaining standard in education H1. motivation provide, indoor teacher
training teacher grooming as well as
student grooming.
H2. It depends in what field we need
betterment so according to requirement
we adopt new thing.
H3
 Parent teacher meeting
 Discussion with child and parent.
 Child friendly environment.
H 4Check and balance is very necessary.
So we conduct regular tests and
evaluation of students and teachers are
done on result basis.
H 5. Has changed black boards, chalk
prefer to use computers.
H 6. By conducting extra activities like
sports will develop in test in education
within results in better educate.

H 7. Re- checkers have been appointed.

H 8. By encouraging of schools we
modified students.
H 9. Are ensure the quality education by
honesty and sincerity of our teachers.
H 10. Yes I satisfied cloth educational
system in our country but a little change
that I want that education system should
also 100% applicable in our real life.
H 11.
1. Control of late comers and
absentees of students.
2. Checking different classes and
through internal exams.
thing, we motivate students gradually.
 61

H 12. By every test discussion, test

sessions CPD of teacher.
H 13.i improve school examination
system, teachers make question papers
according to blooms taxonomy, lesson
plan format is being followed in each
class.

H 14. allocation and adjustment of right

teachers at the right time and
implementation of reforms and strict
follow-up.

H 15. Due to corona it is effected other

else our dropout rate id very low.

H 16. By subject expert of my own

school, I have made my own
administration of teachers. I have made
in charge for everything.
 62

Examination systems

The head teacher who participated in the study revealed that they assess their students

by summative, formative, weekly quarterly and monthly test system. We also try to

follow the rule of PEC., and try to best prepare our student to attempt this exam.

Their quotes are presented in the table as follows

Table 4.13
Examination systems

Theme Evidence
Examination systems H1 Quarterly exams
Weekly and monthly test.
Mentoring and instructions, assessment
is major tool to see achievement of
teacher and students. To meet labor
market, we introduce science subject to
students from all ready need assessment,
students discipline training, practical
subjects.
H 2. The PEC education system is totally
failed in our system, their standard is
which is not practicable we need to
enhance and promotion of the leadership
confidence.
H 3. We follow rules of PEC.
H 4.
1. High type
2. Creative type/ creative work is
more
3. So it is not effective
4. Cheating is followed by students
mostly
H 5. By performing the rules, myself
with the help of staff.
H 6.
1. Formative
2. Summative
3. Quarrel
Monitoring and instructions assessment
is major tool to check teacher and
students.
To meet laborer market, we introducing
reality of subject, on this basis of need of
situations we motivate students
H 7.
 63

Teacher diaries as well as student diaries

are introduced. Hygienic system is
improved by many plantations in school
for clean and green atmosphere which
put positive effects on the midst of the
students.
H 8. Teacher diaries as well student’s
diaries.
Chide students about future goals.
H9. Because it is an era of competition
so we keep an eye on all the segments of
society and try to maintain our standard
We always try to set a trend for the
others.
H10
Formative
Summative
Weakly
Quaintly
H11 The PEC, and examination system
is totally failed in our system their
standard is which is not practicable.
We need to enhance and promotion of
the teacher’s confidence.
H12 We just try to guide the students
about their future goals specially for 10th
grade students.
Give motivations about discipline
H 13 By LND test, PEC exams
H 14. Teachers have been trained on
assessment techniques and item bank
develop in each subject. how to designed
question paper and marking of questions
paper by PEC. Experts and QAED,
Punjab, SED, each year
H 15 Always get students know and clear
their minds about the SLOs unit wise in
each subject, teach students about on the
basis of SLOs, clarity of concepts,
having discussion with parents, students,
teachers.
H 16. Summative, formative quarterly,
PEC have been cancelled but did follow,
by comparing with board results and
motivation about subjects and
environment.
H 17. we can’t implement due to science
and arts subjects, so we can’t meet the
labor market. In my view 9,10 exams
should at a time.
64
 65

Computer education
The head teacher who participated in the study revealed that they provide technology
education that is computer education we have computer labs senior students get
facilitated with computer education, I assign duties to the staff to check that.
Their quotes are presented in the table as follows
Table 4. 14
Computer education

Theme Evidence
Computer education H1 Yes, we have facility of computer for the
students we provide knowledge and
technicalities of science and technology
education,

H 2 proper days are set for the students of

all grades, computer teacher are assigned to
give them lectures.

H3 Students are allowed to use computer

labs.

H4Yes, I try to provide international lecture

through computers.so that students are able
to know about browsing.

H5 Every student has the assess of

computer labs.

H 6 We have computer labs but lack of

computer education.

H7 I try to give separate lectures on

computer education.

H 8Yes, I try to give technology education.

Everything is available about computer

education.

H9 Computer is the basic need of this

century so we provide this facility to
students.

H10 CM really motivate the students by

providing laptops among them, so it really
worked.

H11 We have the computer lab facilities but

there is only problem of electricity.
 66

Curriculum reforms

The head teacher who participated in the study revealed that there are no hap

hazard changes in curriculum only some of the topics are removed from chapters, but

I try to fully implement as per government SLOs. I try to manage the complete

curriculum of all classes.

Their quotes are presented in the table as follows

Table 4. 15
Curriculum reforms

Theme Evidence
Curriculum reforms H 1. Every child should be in school.
Admission enhance every child bring in
school student dropout should be eradicate.
Students friendly environment, clean
environment, comfortable environment
improves importable reading environment,
character building of student. Healthy
environment to keep them secure from
during reforms, work deadlines, classroom
appropriate.
H 2. Educational reforms academic,
financial administrative first of all
categorize the reforms and keeping in
mind the ground reality ensures their
inplementative reasons
H 3. If these reforms are fruitful, I will
apply such reforms in my schools.
H 4. Those reforms are always discussed
in the meeting with higher officials of
education department annual performance
reports of schools, staff and head teachers
are based on these reforms.
H 5. With the help of experience hard
work by stetting myself as a role model.
H 6. Reforms are changed time to time. It
depends upon environment due to COVID
and SO, time management hygiene,
conditions, aweless.
H 7. According to Government policies
and Sop’s.
H 8. According to Government policies
and Sop’s.
 67

H 9. In my opinion, practically we are

doing nothing. It is just a lip service.
H 10. Yes, Government really emphasize
on educational reforms we are also with
Government to prepare skilled staff
movement held trading programs for
which we also adopted such programs to
train our staff they under stands the
students views friendly and adopt the best
method to taught the students.
H 11.
1. Implementations are fulfilled by
staff
2. I most of such reforms are useless
in our spectrum and in our
institution we need to promote
positive attitudes and Islamic.
H 12. Government its self is not clear in its
implementation.
H 13. By team work and yes, educational
reform could be implement in my point of
views.
H 14. Government has given whole school
approach. trained head teachers on need of
WSA. Heads in schools to improve the
functions of schools from infrastructure to
learning of students. Teacher training is at
heart of government at this stage more
financial support and strong administration
can implement these reforms.
H 15. Reforms are changed time to time.it
depends upon environment for example
due to COVID and dengue, so time
management hygienic conditions
awareness.
10. As per order by government, I cannot
personally have involved, but I try full fill
all requirements.
 68

100% enrollment and retention

The head teacher who participated in the study revealed that due the public school

there is no issues or problem to enrolment of students but there is little issue we face

that is retention of students due environmental conditions and fear of virus.

Their quotes are presented in the table as follows

 69

Table 4. 16
100% enrollment and retention

Theme Evidence
100% enrollment and retention H1 Excellent environment and academic
betterment our school is not teaching
dropout problem.
H 2There are some instruction about the
attendance of teacher, teacher follow it.
But there is a big difficulty for student’s
retention.
H 3 For retention and enrollment of
teacher and student’s notices are sent for
absent student’s announcements are
made in masjids and sometimes visits are
made.
H 4. By coordinating with is staff by
emphasizing.
H 5. 100% retention is not possible in
any institute but I ensure or trying to
make 100% enrollment in school.
H 6. Through CCTV cameras (Monitor
the education system of the school).
H 7. There is no issue of retention.
H 8. We keep on announcing different
benefits for them and difficulty is
computational environment.
H 9. Staff enrollment up to 100% really
depends on us principal so we softly try
to keep it perfect but to maintain it
restored apply it on staff and.
H 10.
1. Absentees of students
2. Non profession attitudes
3. Negative and uncooperative
attitudes of parents.
H11. There is no issue of retention.
H 12. Motivation to students, Healthy
environment of the school co-curricular
activates.
H 13. Teachers teaching strategies and
polite behavior encourage students,
students counseling at all levels is
encouraged, parents counseling and
mentoring by staff and admin is playing
a role in retention and enrollment
balance.
H 14.to know the difficulties of the
students learning process and have close
 70

liaison with students and staff and

parents, sharing of results with parents.
H 15.due to corona it is effected other
else our dropout rate id very low.
H16. By providing facilities and
motivation to the both to the teachers and
students. Due to public school it is tough
to enroll and retention.

The literature suggests thatSince the past few decades, Pakistan’s educational

system has been widely criticized for the lack of reforms as suggested in the National

Education Policy 1998-2010. The latest National Educational Policy of Pakistan NEP

(1998-2010, p.3) reiterates the need to address the criticisms laid against the former

policies. Despite the pledge of the current Government of Pakistan in the 1998-2010

National Education Policy to raise the level of public spending on education from

2.2% to 4% of GDP, the current figure released by the Ministry of Education for the

year 2005-6, after 8 years of the pledge stands at 2.21% (MOE: 2007). This is a

typical example of the gap between promise and practice that has led to criticism by

majority of the researchers and ‘experts’ in the field of education (Siddiqui, 2007;

Khan 2003).

The educational policy of Pakistan further warrants to provide the ‘good

governance ’of institutions through intensive training of head teachers/principals and

senior managers by the Provincial Institute(s) of Teacher Education PITE. The focus

of such training would be in the area of ‘school management’ (NEP 1998-2010). One

of the promises made in the Educational Sector Reforms 2005 report states that: The

Current physical infrastructure, repaired, restored and new infrastructure, would be

enhanced to open up the existing institutions for more classes/graded classes. The

current secondary schools would be given with the necessary tools and equipment for
 71

upgrading scientific training laboratories, and the workshop equipment would be

supplied to every existing school.

So in this current study the educational reforms identified are same somehow

over the years and there is nothing new find but the suggestions got by heads predicts

that they really wants to do something new and innovative.

 72

Chapter v

Summary, Findings, Discussion, Conclusion and Recommendation

Summary

This study probed that a quality curriculum quality of education, quality of teachings

works only when head teacher fully involves in playing their duties and playing their

roles fruitfully. The head of the school is in the right place to assess the instruction

and assessment process.

Heads are being kept more responsible for students' progress as a result of the

new environment of school changes, making school leadership more important.

The study explored that the secondary school heads have become actively

involved with the educational activities at the school but they are not fully allowed to

put or use their own way to implement educational reforms but some heads are

willing to change.

Today’s head responsibilities are to establish objectives, assign money, organise the

curriculum, and keep track of lesson plans As a result of the use of data to make

recommendations, prescribe, and engage in substantive and innovative career

learning, secondary school administrators must find a way for administrative and

educational roles to balance and help each other rather than compete. Instructional

leadership reflects on a school's core roles, including teaching and learning, by

identifying the school's vision, mission, and priorities, overseeing the instructional

curriculum, and fostering the school environment.

The role of a school head is both the manager and as instructional leader that

encompass administrative role.

Findings
 73

Findings are reported according to the thematic analysis and constant comparative

method. Themes emerged during this process that are fully explained and elaborate

in chapter 4 in the form of interpretations and analysis and according to the objectives

of the study role of secondary school heads was found in the implementation of

educational.

As from the first goal, which was to define the secondary position, school heads in the

implantation of educational reforms the role of secondary school heads identified as

both the manager and as an instructional leader so as manager school heads is

managing all the activity of school as a manager including finances and as an

instructional leader a school head is setting vision, making goals, motivating the

whole staff and students as equally.

The second objective of the study was to identify the educational reforms

implemented by secondary school heads that are identified same throughout the

record of school as the literature also showed that reforms are almost the same.

Another observation is that school policies and documentation had no clear influence

on teaching.

Educational leader must have a working knowledge of research-based curriculum and

teaching, educational methods, school organisation for better school learning, and

provide resources for teachers to grow and improve. So, through idealised power,

inspirational encouragement, academic stimulation, and individualised attention, a

leadership paradigm that aims to be constructive, increase consciousness of public

interest, and achieve high achievement outcomes.

Discussion
 74

The secondary school education leadership has numerous components. Subjective and

objective elements determine instructional leadership. Factors outside of support

might therefore promote the work, teaching and learning activities of the school

director. The teaching leader's objective is to establish and sustain a competitive

school, empower people to take important choices, give instructional advice, and

design and implement strategic and school enhancement plans in the decision-making

process. The school is the organisation that complies with the norms of the school's

internal components, such as its director, and the instructor decides the work of the

school. The school year plan teaching activities are usually governed by management.

Schools do not have a legal foundation for selecting curriculum and programmes,

therefore teaching is akin to administration and compliance. The teachers and staff's

knowledge of leadership in teaching and learning also has a major impact on school

activities. Hallingers model is composed of three dimensions: the definition of the

mission of the school, the management of the training programme and the promotion

of education. Furthermore, there are three dimensions of leadership in the educational

field: framing the goals of schools, supervisory education and evaluation;

coordinating curriculum; supervising the progress of students; protecting teacher

education, providing incentives for teachers; promoting professional development;

and keeping high visibility (Hallinger& Murphy,1985 ). And Gullik's management

theory is also sufficient to recognise the job of a leader. If the teaching is not enough

sensitive, the teacher will not engage actively in the leadership model, instructors will

be happy. Professionals follow the recommended procedure, limited creativity,

flexibility and enthusiasm to work do not report, which has a direct impact on student

learning efficiency and makes teaching leaders tough.

Conclusion
 75

Many aspects influence high school students' leadership abilities at various levels. set

in the framework of Pakistan's latest education reforms Education policy and

recommendations, as well as recent developments in the context of general education

programmes, are having the most effect. Teaching operations are overseen by the

school's head of school.Teaching operations are overseen by the school's head of

school. Following research conducted during the time when curriculum reforms were

initiated and initial findings were obtained show the various degrees of influence of

the proposed reforms. A school that draws a diversity of stakeholder in practises in

general and teaching and heads of each school is a core element that underpins

successful lectures and learning activities in general and teaching activities in

particular. This will necessitate a concerted effort on the part of policymakers as well

as the principals and heads of each school. Due to the focus on the need for

instructional leadership as a necessity to satisfy educational need, where there is a

lack of legal basis for school autonomy, management capability of the principal/head,

particularly the desire to build a shared atmosphere, to work together to help each

other, will increase the productivity results in leadership of teaching activities. It is

also important to affect the successful teaching and learning culture at the high school

level. In order to successfully serve these positions, heads and principals must inspire

teachers as well as develop good rapport with other stakeholders in their schools. In

addition, in order to promote an efficient teaching and learning community, the

heads/principals collaborate with students, administrators, and partners to provide

instructional leadership.

Recommendation

1. It is suggested that heads could Utilize their leadership style when moderating

the educational system with multimedia technology.

 76

2. Head teacher’s capacities could be developed to enhance their academic

leadership skills so they can take school based initiatives for improving

students learning outcomes.

3. Parents and communities could be involved in curricular and co-curricular

activities so that they could have an increased awareness on importance of

education to support their children.

4. Suggestions of parents in PTM could be fruit full for effective learning of

students.

5. There should be a free chance for every secondary school head to implement

educational reforms in their own way so that they could be able to utilize their

leader skills.

6. This research can be replicated at the regional level with a greater population.

According to the details, Pakistan's educational authorities may be required to

assist schools, colleges, and universities in improving technical learning skills

for both heads and staff.

7. The role of study in enhancing the sample population's vision would be

complex.

8. School leaders should be mindful that updated curriculum approaches should

be used to ensure that curricular planning, shared mission, participatory

management, and classroom conditions and capacities complement their

professional activities.
 77

Frame work of the study

Objectives Research Questions Instrument Data analysis and

technique
1. To identify 1.1what are the roles of Instrument Data will be analyzed
the roles of school heads that they will be through descriptive
secondary perform as manager at developed statistics and thematic
school heads in secondary schools? by analysis.
the researcher
implementation which will
of educational 1.2 what are the roles of be based on
reforms school heads that they semi
perform as an structured
instructional leader at open ended
secondary schools? questions.
Expert
opinions
 78

will be
taken to
ensure
validity
To explore the 2.1 How motivation of
educational students and teachers
reforms are being done by Data will be analyzed
implemented by secondary school through descriptive
heads? statistics and thematic
secondary
analysis
school heads 2.2 How quality of
education is ensure by
secondary school
heads?

2.3 How quality of

assessment is ensure by
secondary school
heads?
2.4 what are the
technology education
that is provided by
secondary school
heads?

2.5 How change in

curriculum is being
implemented by
secondary school
heads?

2.6 How secondary

school heads keep
balance retention and
enrollment of students?
 1

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