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The role of a school head has been a significant factor in the success or otherwise of a
school. Similarly, the pre-appointment training and continuous professional development
of school heads play important role in their success as heads. Research indicates that when
school teachers become school heads, generally with little or no pre-appointment training,
they struggle in their initiation and socialization process as school heads. The current study
was aimed to explore possible answers to questions around issues of personal and
professional situations of the teachers that facilitate them in the process of becoming school
heads in Khyber Pakhtunkhwa, Pakistan. The study explores answers to questions such as:
What leads to teachers becoming school heads? What are the implications of becoming
school heads? What experiences do school heads have in their role socialization as heads?
The study used qualitative, interpretive research approach, in accord with social
constructionism. The sample of the study consisted of thirty male and female school heads
in Peshawar, Khyber Pakhtunkhwa, Pakistan. The sample was selected using purposive
and snowball sampling techniques. Semi-structured interviews were conducted with
participants to collect data. The data so obtained was analyzed using thematic analysis.
Findings reveal a variety of reasons behind the becoming of school teachers as
school heads. Similarly, a variety of problems, issues and constraints are being faced by
the respondents in their roles and socialization as school heads. The problems respondents
faced in their professional socialization include dealing financial constraints, problematic
teachers and lack of support from staff, absence of infrastructure and facilities in schools,
overcrowded classrooms, lack of education officials’ cooperation and the bureaucratic
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centralization of powers. The headship role changes the respondents personal and
professional identities and these identities often clash with their personal and professional
responsibilities. Findings also show that there is lack of pre-appointment training for the
school heads that has implications for their performance as school leaders. The study
highlights the career trajectories of female school heads and the leading role experiences
at school level and what kinds of problems they have been facing in the social context in
which they lead. The study has important implications in terms of pre and post appointment
professional development and training for school heads and regarding power delegation,
and with respect to financial support, better facilities and delegation of appropriate power
that may facilitate school heads in functioning in a better working environment. The female
school heads need to be provided with differentiated provisions in terms of facilities and
environment keeping in view their peculiar needs in a mainly conservative, male dominant
working environment. |
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