School Leadership in Pakistan: Exploring the Headteacher?s Role

Abstract

There is a good deal of consensus in the literature about the key role of leadership-especially that of the headteacher-in facilitating school improvement. Yet much of the research in this area has taken place in Western industrialised countries. This article explores the issue of headship in the context of schools in a specific developing country context, that of Pakistan. Drawing on 2 studies of the experience of headteachers in Karachi, the article identifies and explores the key variables that may contribute to a sense of personal efficacy for these heads, namely the expectations generated by the national or community culture, the powers and accountabilities generated by the school system in which they work, and their own individual personalities and histories.

Teachers’ Perceptions of the Relationship between Principals’ Instructional Leadership, School Culture, and School Effectiveness in Pakistan

“…Ali vd., 2016;Rizvi, 2010;Simkins, Sisum ve Memon, 2003). Şimdiye kadar, Pakistan'da öğretimsel liderlik konusunda yalnızca on makale yayınlanmış ve söz konusu on makalenin sadece üçü son on iki yıl içinde yayınlanmıştır (Hallinger ve Bryant, 2013).…”

Multiple-Oriented Leadership Behavior and School Performance: A Multiple-Case Study

“…These approaches are not without problems. First, leaders who used to be schoolteachers are very experienced in teaching but lack the management and administrative skills and experiences (Simkins et al, 2010). According to Memon et al (2000), only 25% of head teachers are directly recruited in Pakistan.…”

“…The role of the provincial education departments is to implement educational policies and plans formulated by the Federal Ministry of Education (MoE) (Simkins, Sisum, & Memon, 2010), thus, having limited power in formulating innovative and creative plans and policies based on the needs and demands of their respective provinces. Similarly, school leaders, due to the highly bureaucratic and centralized systems, have limited opportunities to partake in the schools' development and improvements (Simkins et al, 2010).…”

Educational leadership: educational development and leadership programs in selected countries and pakistan

“…What has taken place is loosened hierarchies of control or empowerment of parents through school boards. These remain as 'dead horses' with no progressive deal (Simkins et al, 2003). …”