Perceptions of Head Teachers about Whole School Development Plan in the Province of Punjab
Keywords:quality education, whole school development plan, leadership, community engagement
The present study aimed to check the perception of head teachers about the whole school development plan in the province of Punjab. The research design was qualitative in nature and the main objectives of the study were; to know the perceptions of head teachers of the whole school development plan, to find out the role of head teachers in implementing of whole school development plan, to identify the factors affecting the implementation of whole school development plan and to find out the impact of school development plan on quality education. The population of the study was all the head teachers of high and higher secondary schools in Punjab. The sample was randomly selected and consisted of ten (10) head teachers. An interview schedule was developed by the researchers following the three sections i.e. planning process, implementation and evaluation. Data were collected by the researchers through face-to-face interviews with the head teachers. Data were analyzed by interpreting the results in schematic form. The main finding of the study was that the Whole School Development Plan (WSDP) was designed for 2-3 years on the basis of the need assessment of the school and by setting priorities in order to achieve the set targets. The WSDP was implemented under the leadership of the head teacher with community engagement and proved to be a very effective activity in order to meet the quality of education.
Bryk, A. S. (2010). Organizing school for improvement. Phi Delta Kappan, 91(7), 23-30.
Coea, R. (2009). School improvement: reality and illusion. British Journal of Educational Studies, 57 (4), 363-379, DOI:10.1111/j.1467- 8527.2009.00444
Khaki, J. A. (2009). Leading Leaders: A school leadership development experience in Pakistan. The S.U. Jour. of Ed. Vol. XXXVIII, 18-32
Khaki, J. A., & Safdar, Q. (Eds.). (2010). Educational leadership in Pakistan: Ideals and realities. Karachi: Oxford University Press.
Moos, L. (2013).Comparing Educational Leadership Research. Leadership and Policy in Schools, 12(3), 282-299. DOI:10.1080/15700763.2013.834060.
Power, M. (1997). Expertise and the construction of relevance: Accountants and environmental audit. Accounting, organizations and society, 22(2), 123-146.
Sullivan, T. (2013).School-Site Strategy for Distributing Leadership. Leadership and Policy in Schools, 12(3), 181-199 DOI:10.1080/15700763.2013.834061.
Silins, H., & Mulford, B. (2002). Leadership and school results (pp. 561-612). Springer Netherlands.
Qutoshi, S. B. (2006). Progress Report of Metroville Community School (MCS) – Before and after 2001 with its Whole School Improvement Plan 2001- 2006 (WSIP01-06). Unpublished report, PCBES Metrovillle Karachi Pakistan
Okutu, A., Chumba, S., Saina, S., & Kurgat, J. (2011). Head teachers’ role in policy making in secondary schools in Kenya: a case of Kobujoi division in Nandi county. International journal of current research, 3 (7), p- 302-307. 10.