Abstract:
It was a descriptive study, which described facts and characteristics of the given
population and area of interest systematically, factually and accurately. A clear
purpose, rationale and statement of objectives with research questions were given. A
set of research tools were developed and pilot tested. Data were collected from
different sources and made meaningful with the help of tables and figures that were
further validated by using statistical measures. The sample included 08 Provincial
Level Education Officers (25%), 54 District Level Educational Officers of 8 districts
(33.3%), 08 Executive District Education Officers (33.3%), 16 District Education
Officers (33.3%) both genders, 32 Deputy District Level Education Officers (33.3%)
and 80 Principals, (5 %) randomly selected throughout the province. The data were
obtained through the tools of questionnaire; interviews and literature review. Two
sets of questionnaires with almost the same items were developed for fielding to the
District Level Education Officers and principals of government high schools. The
statements of questionnaires were based on the indicators drawn from the review of
literature after ensuring their relevancy to the problem of the study. The interviews
were held with eight Provincial Level Education Officers on prescheduled dates and
times. The data were given both quantitative and qualitative treatment. The outcome
of the study revealed that there were no uniform indicators for monitoring,
supervision and control of the work and responsibilities of high school principals.
The principals, district and Provincial Level Education Officers were not given
proper job specifications and resultantly they overlapped the roles and
responsibilities of one another, which caused mismanagement. There was partial
implementation of educational policies. The study found that although there was
strict implementation of financial rules, the academic and professional norms did not
receive that much consideration. Mobility of the majority of the principals and
district level officers to higher positions was based on seniority from teaching cadre
without any prior training in managerial and administrative skills. Communication
gap was identified among provincial, district and school level education officers.
There was also unnecessary political intervention in recruitment, transfers and in the
implementation of rules and policies due to which effective control was not possible.
There was no proper system for incentives and disincentives, rewards and
i
punishments. The study made recommendations including, but not restricted to,
formulation of a strategy for effective control of secondary school principals;
required the principals to first develop vision and then translate it into
implementable objectives; suggested training in administrative, managerial and
leadership skills of principals as well as district and Provincial Level Education
Officers for effective performance of their roles. The need for effective coordination
between the principals and District Level Education Officers in curricular and co-
curricular programmes was also emphasized. It was proposed that the school-based
objectives should be in line with the strategies of the national education policy.
Further, the relevant provisions of the policy ought to be properly conveyed to the
school principals for making a uniform approach in developing their respective
institutional policies that will also form basis for the evaluation of the performance of
principals. It was also suggested that frequency of evaluation should be on quarterly
basis. The indicators for the evaluation of performance of the principals should be
uniform, clear and comprehensible and also based on measurable and observable
metrics. In order to make these indicators effective, they should align with
objectives, standards and needs of the districts to match school context. The study
recommended a viable strategy for the control of high school principals, working in
public sector.