The present research entitled a study of self perceptions of leadership role of the secondary schools heads towards the improvement of standard of education. This study was designed to check the efficiency of secondary schools heads belonging to Punjab province. Title: A study of self perceptions of leadership role of the secondary schools heads towards the improvement of standard of education Pages: 141 Researcher: Khair Muhammad Khan Roll No. 084 Supervisor: Prof. Dr. Ehsan-Ullah Khan (Ex. Director I.E.R. Punjab University, Lahore) University: University of Education, Lahore. Year: 2007 Subject area: Education Degree: Ph.D The objectives of the study were to evaluate the efficiency of schools heads with their attributes (age, administrative experience, professional, qualification, staff strength, budgeting, financing). The study also focused on the efficiency of students performance, teachers out put and dealing with various groups. Assumptions were formulated using sample survey, data regarding attributes, situational factors were collected from 200 schools heads through demographic variable information performa (DVIP). Data regarding thesis were obtained through questionnaire of leadership behavior analysis. iv The questionnaire was responded by 181 schools heads (urban male 50) (urban female 48) (rural male 40) (rural female 43) opinion was sought on 5 point rating scale (Likert Scale). Most of the statements given in questionnaire were accepted by all the respondents. No significant different among the perception of head teachers was seen and all the respondents accepted the problems related to teaching staff and other physical facilities. Lack of communication friction among staff, political pressure, substandard equipment, curricular and co-curricular activities centralization of power, lack of proper supervision, lack of cooperation from localities, unsatisfactory instructional material, It was revealed that senior heads in age were less flexible and more effective in their assigned work. The study also explored that the heads with higher professional qualifications were more efficient. The study further indicated that the performance of the teachers of those institutions where schools heads applied sharing leadership style was significantly higher than those of the teachers working under the other leadership style i.e. telling, selling and delegating. The situational approach recognized the effective leadership is more complex than that captured by the trait as behaviour approach. The study revealed that effective management contributes to effective education. schools heads are important components in education system and their leadership style is one of the stimulants to make the system more effective. This research, assessed the efficiency of the heads. The study provides information whether the schools heads modify their leadership style according to the maturity level and also remains a source of inspiration for the practicing educators. The study provides guide lines for deciding alternative courses of action for improving the standard and quality of education through school heads as they have perceived and they are considered first time leaders. Of course management competencies of schools heads are directly related to school improvement. This study describes that gender of the heads did not effect the school effectiveness, while professional qualification of school heads and management courses attended by school heads were more supportive for improving school education system. Keeping in view the findings of the study in-service training programme should be designed for schools heads, included objectives of programme, content for management training, training methodologies, evaluation procedure and tentative schedule of training programme should be improved. It is hoped that conclusion of this research will be helpful in future planning of education policies in Pakistan. It is not a final conclusion however, future researchers can use this as a beginning point for their research.
In order to contain the spread of corona virus (COVID-19) disease, strict border closure measures have been taken globally. Migrants and refugees are affected across the globe due to such measures. Amid the COVID-19 pandemic, the economic recession escalated across the globe which is expected to have serious implications for the migrant workers and laborers. Potohar region was selected to explore implications of return migration from abroad, but the fieldwork halted immediately due to the pandemic outbreak. Since the data on Pakistani migrants is dispersed and scant, it was nearly impossible to stick to the locale for returnees. Therefore, the data for this study was collected qualitatively using exploratory methodology. In-depth interviews were conducted using interview guide as a tool of research. The paper is based on analysis of the narratives based on the experiences of the returnees especially. It sheds light on the state of the stranded Pakistani migrants who have been returning or awaiting repatriation due to layoffs. It delves into long-run and short-run challenges due to return migration, in Pakistan which highly depends on remittances from abroad. Challenges created by sudden end to remittances, entrepreneurial setups and returnees’ reintegration in the society need immediate attention. It is recommended that the state should support and monitor the migrants living abroad, ease out issues in repatriation of the laid off workers, pave way for investment, offer insurance plans, reduce reliance on remittance flow and engage them in Public Private Partnerships for sustainable reintegration.
The current debate on paradigm shift in pedagogy favours the constructivist approach. The Constructivist approach is based on the cognitive learning theory, in which learners construct knowledge through experience. The experiences from hands-on and minds-on activities make the abstraction of knowledge a procession in a continuum of known to unknown. The use of concrete materials in hands-on activities to create cognitive dissonance develops a sense of inquiry in learners when they attempt to resolve the discrepancy. However, the paradigm shift cannot be complete if there are no new ways to assess the intended learning outcomes, such as critical thinking and problem solving. If learning is achieved through variety of experiences, then, its assessment should also involve a variety of opportunities for learners to display what they know. The current tools of measuring learning outcomes are dominated by paper-and-pencil tests, which are passive, and mainly focus on knowledge content at the expense of skills. Furthermore, some learners may have difficulties in expressing themselves in written assessment, but can get their ideas if provided with alternatives. Other learners simply have different ways of expressing themselves, just as they have different learning styles. The situation is worsened by the use of assessment results for making high stake decisions such as placement and certification. This use of assessment for accountability creates pressure on teachers, which has lead to teaching the test. In science, this has lead to teaching science as a body of facts mainly composed of terminology. Thus, the key to effective assessment is to match the assessment tasks and the intended student outcomes. Assessment systems, which are likely to provide the most comprehensive feedback on student growth, include multiple measures taken over time. This ensures reliability, as there will be information about the learner’s progress from a variety of experiences. The rich experiences should be documented in forms of portfolios and profiles to further reinforce full coverage of the curriculum. The portfolios can be used for accountability and to evaluate the education programmes. However, the shift in assessment will require an acquisition of new skills, and the logical way is to train teachers to assess. The reliance on external examiners might only lead to more drills in tasks that are used by such external examiners for assessments.