Relationship between Decision-Making and Professional Experiences of a Pakistani Female Head Teacher in Initial Years of Headship

Abstract

This study investigated how a head teacher’s decisions were informed by her prior professional experiences in coping with the challenges in the initial years of headship in Government Secondary School in Pakistan. It is a qualitative case study of a newly promoted female head teacher with twenty-nine years of teaching experience, posted in the same school. Multiple data collection tools (interviews, observations, document analysis and field notes) were used to collect data about the inquiry. The study found that decision-making processes and professional experiences were co-related in teaching and learning, managing the staff, efficient and effective placement of the staff, strategic planning and development of the school, and resource management and accountability. Other factors, which influenced the head teacher’s decisions were: pressure from high management and the community, accountability, personal values and priorities, and relationships with stakeholders. The study recommended that policy makers provide support and professional development opportunities for novice and aspiring head teachers and has raised questions for further exploration.

School Leadership and Management in Sindh Pakistan: Examining Headteachers’ Evolving Roles, Contemporary Challenges, and Adaptive Strategies

“…The results of several research studies [28][29][30] are consistent with the findings of the current study. Researchers agreed that a centralised and hierarchical bureaucratic educational system prevails in Pakistan's government schools [28][29][30].…”

“…Whilst the literature in Pakistan and elsewhere is encouraging school systems to have empowered and innovative school leaders [1,7,17,[27][28][29][30], the centralised and hierarchical bureaucratic educational system that prevails in Pakistan's government schools [28][29][30] poses challenges. Headteachers describe having a lack of authority and power in hiring and firing, transfer and deployment, maintaining punctuality of staff, dealing with senior faculty, maintaining the security of the school and getting staff to work as per their responsibilities [28].…”

“…Researchers agreed that a centralised and hierarchical bureaucratic educational system prevails in Pakistan's government schools [28][29][30]. The bureaucratic system is a hurdle and a disabling factor for headteachers, who must be empowered to work independently and effectively as school leaders [28,29].…”