INTERVENTIONAL ROLE OF PRINCIPALS’ DO MAKE DIFFERENCE IN SCHOOL EFFECTIVENESS: TEACHERS’ PERSPECTIVE

Abstract

Keeping in view the different dimensions of principals’ role, the current study was designed to know how they intervene for school effectiveness. It was a descriptive study which was conducted in Government Girls’ High Schools at Secondary Level in Peshawar City, Province of Khyber Pakhtunkhwa. The population of the study included 270 senior teachers of government girls’ high schools. Of those 90(33.3%) teachers were randomly selected. The data were collected through closed- ended opinionnaire based on 5 Likert Scale containing 38 statements. The qualitative and quantitative treatment was given by using simple frequency distribution and percentages duly supported by graphs. The conclusions drawn from the study indicated that all the teachers agreed that principals were considered important contributors and threshold guardian of the school. They intervene in school effectiveness by involving teachers, parents and community in school-based decisions, possessing leadership qualities, providing written feedback to teachers, visiting classrooms on daily basis, communicating their vision in the form of objectives. The study made recommendations for improving the interventional role of principals which included developing conducive environment to teaching learning process, ensuring proper utilization of funds, developing good relations with staff, recruitment of committed and competent teachers and complete ban on political intervention