The study examined the effect of self-evaluation of head teachers’ effectiveness on school performance through quality indicators: teacher evaluation, instructional leadership, organizational management, school climate, and communication and community relations. School performance is defined as the extent to which long or short-term educational targets are achieved by teachers, students and schools. In district Sahiwal, 104 head teachers evaluated their own effectiveness on HTEQ developed by researchers by selecting them conveniently. For school performance, MEAs' monthly visit reports were used to collect the data on the factors: teacher presence, school cleanliness, functioning of facilities and student presence, while data on student achievement scores were obtained from their schools. The study found that head teachers implemented these indicators effectively and their schools' performance was also at an excellent level. The study revealed a moderate relationship between both of the variables (r=.54). The study also revealed that a 41% variance in the performance of schools was explained through all five factors of head teachers’ effectiveness.
The central theme of the research work was to examine the impact of International Trade of Higher Education (IToHE) on universities' performance. The nature of the article was descriptive; as a consequence, the data of the study was assembled by means of survey and interview. The targeted population was comprised of all BS, MS, PhD students, faculty and administration from all general public universities of Punjab, which were included in the HEC ranking in 2015. The purposive sampling technique and multiphase strategy were applied to specify the sample. Data was collected via two research instruments. To assemble quantitative data, a questionnaire was planned on six factors, i.e. Leadership role (LR), Quality Teaching (QT), Research (R), University Ranking (UR), Community Perception (CP) and International Trade of Higher Education (IToHE). According to the triangulation result, findings illustrated that Academia should do productive work instead of producing passive labor. The study recommended further researches in the field of cross border mobility and its role in university, society and country development.
he present study attributed to determining the influence of organizational structure on learners' achievement. For this purpose, a public and public-private partnership model adopted by schools was considered. A quantitative, descriptive approach was followed, and a survey technique was used. The study was delimited to Punjab province and also delimited to public elementary schools, and the PPP model adopted FAS and EVS schools. The multi-stage random sampling procedure was followed to choose the sample. The sample was comprised of 652, including 506 Heads from Public schools and 146 Heads from PPP model-adopted schools. The researchers developed a questionnaire, validated before the actual collection of data. It was concluded that different parameters of the organizational structure of both types of institutions influence learners’ achievement. A fully developed organizational structure of schools leads to better learners’ academic achievement and results in improved performance of schools. Therefore, it was recommended that efforts should be made to develop a better organizational structure.
The study aimed to examine effect of school climate on performance of schools. School climate includes measuring quality of the schools on various indicators such as dealing with internal and external dynamics, sustaining and fostering the school climate, high expectation and respects, handling conflicts and crisis, and shared decision making. Performance of schools is described as accomplishment of all short-term and long-term educational goals by the students, schools, and teachers. In district Sahiwal, 740 Secondary school teachers were selected randomly by using multistage sampling technique who evaluated their head teachers’ performance on quality practices of school climate on Head Teacher Effectiveness Questionnaire adopted for this study. For school performance, scores of student achievement were collected from their institutions along with the data on school performance questionnaire that included factors related to the teacher presence, school cleanliness, functioning of the facilities, and student presence. The data were obtained by reports of monthly visits collected through the evaluation teams of the districts authorities. The study explored that head of the institutions developed school climate effectively, and excellent level of schools performance was also found. The study found reasonable relationship between school climate and performance of schools (r=.57), and 32% variance in performance of school could be explained through school climate. The study also added that climate of school might be evaluated by using these quality practices of head teachers.
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