Pakistan'da devlet okullarında ortaya çıkan düşük performansın birçok nedeni arasında düşük liderlik seviyesi (Ali, Sharma ve Zaman, 2016) GirişFarklı uluslar arasında eğitimin hedefleri açısından farklılıklar mevcut olmasına rağmen, eğitimin yalnızca verimli kuruluşlar yoluyla mümkün olduğu düşüncesinde fikir birliği sağlanmıştır. Farklı çalışmalar (ör. Aggarwal-Gupta ve Vohra, 2010;Bredeson, 1985; Ali vd., 2016;Reynolds ve Teddlie, 2000) okul verimliliğinde iç faktörlerin etkili olduğunu belirlerken, Coleman ve diğerleri (1966) okul verimliliğinin dış faktörler tarafından şekillendirildiğini ortaya çıkarmıştır. Girdiler (ör. Reynolds ve Teddlie, 2000), çıktılar (ör. Yeşil ve Kaya, 2012), ve süreç (ör. Brookover, Beady, Flood ve Schweithzer, 1979Edmonds, 1979;Rutter, Maughan, Mortimore ve Ouston, 1979) gibi faktörler de okul verimliliğine katkıda bulunmaktadır.
The government schools in Pakistan are showing low performance for different reasons such as low level of leadership, untrained teachers, minimum community involvement, 2% education budget, and nonavailability of resources. This study clarifies the way through selfdevelopment of schools to get effectiveness in such circumstances of schools in Mardan district of Pakistan. The study tries to prove that the school culture development by the instructional leaders can help them to achieve their goals. The main aim of this study is to find out that the development of school culture needs no extra budget, but has a great role in motivation. The research design was non-experimental design with survey study. Different statistical methods such as descriptive statistics and Spearman rho were used to analyze the data using SPSS-22 and AMOS-22. It was found that the present level of school culture in the stated schools is low and there is a significant relationship between school culture and school effectiveness. It was concluded that high level of school culture will help achieve high the level of school effectiveness.
Adequacy of relevant knowledge and interpersonal skills, interalia, are vital contributors to a successful leadership. However, leadership is not a self-centered phenomenon but followers through their actions and views profess it. Extant literature suggests teachers' and principals' perceptions as a prominent tool for measuring school leadership. This study evaluated the applicability of this leadership measure in context of Pakistani schools. Study focused on analyzing the differences between views of school principals about their own leadership attributes and as viewed by the teachers under their sub-ordination. We adopted the questionnaire developed by Sharma (2010) and Sun et al. (2014) to collect the data on leadership attributes. Total of 178 teachers and 18 principals from Secondary Schools in Pakistan responded the questionnaire. We applied independent sample t-test to analyze the data. The results showed a significant difference between perceptions of principals about their own leadership attributes and that of views by the teachers working under them. The results of the study suggest that principals in the schools under study lack the leadership skills. Further analysis revealed that most of the principals considered them good leader but their sub-ordinates opinion negated this. It shows, the principals, under study, either lacked the interpersonal skills to motivate their sub-ordinates or failed to modify the opinion of their sub-ordinates.
This research study was aimed at finding the validity and reliability of a tool with 62 items assessing school effectiveness in Pakistan. Different education policies and research studies in Pakistani context have mentioned that there is lack of school effectiveness dimension in the context. This deficiency of the school effectiveness dimensions, caused ineffectiveness of secondary schools in Pakistan. The National Education Policy of 2009 of Pakistan has stated that the National Education Information Management System (NEMIS) is struggling to confirm the dimensions of school effectiveness, but mostly the dimensions are borrowed from UNESCO. Therefore, this study forwards the attempt at developing school effectiveness dimensions in Pakistan. For this purpose, the data were collected from 367 teachers of 103 schools at secondary level in Mardan district (Khyber Pukhtunkhwa). The sample teachers were male and female from urban and rural secondary schools of Mardan district. The tool was developed with three variables such as school effectiveness, school culture, and principal instructional leadership. These variables were discussed in the light of different theories, aimed at providing theoretical background. First, two experts in the field were chosen to vet the tool with 79 items to confirm face validity of the tool. They suggested changes which were followed strictly to finalize the tool. Based on the analysis for Cronbach alpha values after pilot study, the final tool with 62items, 13 dimensions, and three variables was confirmed to assess school effectiveness in Pakistan. Thus the assessment made in this study has confirmed the suitability of the stated tool to find the levels of secondary school effectiveness..
User-computer dialogues are typically one-sided, with the benefits from computer to user far greater than that from user to computer. The movement of a user's eyes can provide a convenient, natural, and high-bandwidth source of additional user input, to help redress this one-sidedness. We, therefore investigate the introduction of eye movements as a computer input medium. Our emphasis is on the study of interaction techniques that incorporate eye movements into the user-computer dialogue. In this paper, an advanced approach to man machine interaction is proposed, in which computer vision techniques are used for interpreting user actions.
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