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Head Teachers’ Beliefs and Practices about Teaching and Learning in Pakistani Public Schools

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DOI: 10.4236/ce.2015.622237    4,082 Downloads   4,588 Views   Citations
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ABSTRACT

Very limited research focusing on instructional contribution of Pakistani public school administrators has emerged from the educational landscape of Pakistan. Therefore, the present study highlights some of the core issues related to the instructional contribution of two head teachers situated in public schools. While focusing on instruction-related practices, the two case studies particularly examine the head teachers’ engagements in supervisory processes and in-school capacity development initiatives. The study notes that despite the presence of required human and physical resources, the two head teachers make limited contributions towards the instructional quality of their respective schools. A vague understanding about their roles, a limited capacity building opportunities, and an absence of an accountability mechanism prevent the two head teachers from becoming more involved in the said processes. The study maintains that a new organizational culture needs to be introduced that re-conceptualizes the role of Pakistani head teachers while emphasizing the above-mentioned factors.

Conflicts of Interest

The authors declare no conflicts of interest.

Cite this paper

Khan, A. (2015) Head Teachers’ Beliefs and Practices about Teaching and Learning in Pakistani Public Schools. Creative Education, 6, 2299-2312. doi: 10.4236/ce.2015.622237.

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