Search or add a thesis

Advanced Search (Beta)
Home > Leadership Behavior of Secondary and Higher Secondary Institutions Principals-A Critical Indicator of Educational Climate.

Leadership Behavior of Secondary and Higher Secondary Institutions Principals-A Critical Indicator of Educational Climate.

Thesis Info

Access Option

External Link

Author

Shahnaz

Program

PhD

Institute

University of Karachi

City

Karachi

Province

Sindh

Country

Pakistan

Thesis Completing Year

2018

Thesis Completion Status

Completed

Subject

Education

Language

English

Link

http://prr.hec.gov.pk/jspui/bitstream/123456789/10473/1/Shahnaz_Edu_2018_UoK_PRR.docx

Added

2021-02-17 19:49:13

Modified

2024-03-24 20:25:49

ARI ID

1676724836737

Asian Research Index Whatsapp Chanel
Asian Research Index Whatsapp Chanel

Join our Whatsapp Channel to get regular updates.

Similar


The study investigated the instructional leadership behaviors of secondary school principals, as perceived by teachers and principals, and the potential relationship between these behaviors and school climate. The method adopted for the present investigation can be described as being normative statistical in nature. Use of informative statistics has also been made to arrive at results based on empirical data. For the purpose of this study, a quantitative survey was used to gather the data and thus answer the research questions. The purpose of the survey research was to generalize from a sample of teacher and principal perceptions regarding principal instructional leadership behavior so that inferences could be made regarding the possible relationship between reported principal behaviors and student achievement. Initially, 19 secondary schools agreed to participate in the study. This cohort included 11 schools that were working in public and 8 that were working as private institute. However, the survey was voluntary for both principals and teachers, resulting in only eight public sector schools and seven private schools choosing to participate. Principal Instructional Management Scale (PIMRS) and School Organizational Climate Descriptive Questionnaire (SOCDQ) were two major instruments which used in the study. A total of 15 principals and 176 teachers responded to the survey. In order to address the two null hypotheses and associated research questions associated with this study, several ANOVA outputs were analyzed. Both null hypotheses were rejected because there were statistically significant differences found in perceptions between public and private sector cohorts, and within cohorts between principals and teachers. The analysis reveals that even-though, overall trends of the profiles are similar yet marked differences have been found on the different dimensions of organizational climate. This indicates that within the given organizational climate, there may be various levels and variations. This establishes the hypothesis that schools differ in their organizational climate even within the specified climate. In other words, every institution has its own organizational climate which gives it a distinct personality.
Loading...

Similar Thesis

Showing 1 to 20 of 100 entries
TitleAuthorSupervisorDegreeInstitute
PhD
University of Karachi, Karachi, Pakistan
Mphil
University of Management and Technology, Lahore, Pakistan
MS
International Islamic University, Islamabad, Pakistan
PhD
Hamdard University, Karachi, Pakistan
Mphil
University of Management and Technology, Lahore, Pakistan
PhD
Shaheed Zulfikar Ali Bhutto Institute of Science and Technology, Karachi, Pakistan
Virtual University of Pakistan, Lahore, Pakistan
Mphil
University of Management and Technology, Lahore, Pakistan
PhD
Abasyn University, Peshawar, Pakistan
Mphil
University of Management and Technology, Lahore, Pakistan
MA
International Islamic University, Islamabad, Pakistan
PhD
Capital University of Science & Technology, Islamabad, Pakistan
Mphil
University of Management and Technology, Lahore, Pakistan
PhD
University of the Punjab, Lahore, Pakistan
MSc
Quaid-i-Azam University, Islamabad, Pakistan
University of Management and Technology, Lahore, Pakistan
Mphil
University of Management and Technology, Lahore, Pakistan
Allama Iqbal Open University, Islamabad, Pakistan
MA
Allama Iqbal Open University, Islamabad, Pakistan
MEd
Aga Khan University, Karachi, Pakistan
TitleAuthorSupervisorDegreeInstitute
Showing 1 to 20 of 100 entries

Similar Books

Loading...

Similar Chapters

Loading...

Similar News

Loading...

Similar Articles

Loading...

Similar Article Headings

Loading...

’’حقانی رباعیات‘‘ میری نظر میں

’’حقانی رباعیات‘‘ میری نظر میں

شاعری ایک خوبصورت اور من موہنی صنف رْباعی ہے۔ رْباعی کا لفظ رْبع سے نکلا ہے۔عربی زبان میں اربعہ کے معنی ’’چار‘‘ کے ہیں۔اس وجہ سے ایسی صنف شاعری کو رْباعی کہا جائے گا جس کے چار مصرعے ہوں۔

شاعری کی اصطلاح میں رْباعی اس صنف کا نام ہے جس میں مخصوص وزن کے چار مصرعوں میں ایک مضمون یا خیال بیان کیا جاتا ہے۔یعنی رْباعی وہ شعری صنف ہے جس میں عروض کے ماہرین کے مقرر کیے ہوئے خاص وزن،خیال کی وحدت اور بیان کے تسلسل کی پابندی بہت ضروری ہے۔

رْباعی میں بیان کے تسلسل اور خیال کی آہستہ آہستہ بڑھوتری کے اظہار کے لیے ضروری ہے کہ رباعی کے چار وں مصرعے زنجیر کی گھریوں کی طرح ایک دوسرے سے جڑے ہوئے ہوں،الفاظ کا چناؤ موضوع اور خیال کے مطابق ہو پہلے مصرعے میں مناسب الفاظ کے ذریعے خیال کے بارے میں معلومات دی جائیں۔دوسرے اور تیسرے مصرعے میں خیال مکمل طور پر پورے زور و شعور کے ساتھ ڈرامائی انداز میں پیش کیا جائے کیوں کہ چوتھا مصرعہ ہی رباعی کے مجموعی تاثر اور خلاصے کو بیان کرتا ہے۔اس میں ہی رباعی کا اصل خیال یا مضمون کو بیان کیا جاتا ہے جس کی خاطر رباعی لکھی گئی ہے۔

جہاں تک رباعی کے مضامین اور موضوعات کا تعلق ہے۔اس صنف کاآغازمذہبی مضامین کے بیان سے ہوا۔شروع شروع میں حمد،نعت اور توحید کا ذکر ہی رباعی میں کیا جاتا تھا۔پھر آہستہ آہستہ صوفیانہ خیالات ،معرفت کے مضامین رباعی کے موضوعات بن گئے۔صوفیاء کرام کا دین کی تبلیغ کا کام کرنا،لوگوں کو اخلاق کا درس دینا اور معاشرے کی اصلاح یہ سبھی مضامین صوفی شعراء نے رباعی میں بیان کیے۔اگر فارسی رباعی پر نظر ڈالی جائے تو...

Connecting Theory and Practice: Bridging Academic Feminism and Activism in Pakistan

Feminism is named as the demand for equality between men and women; however, it is not easily acceptable for the so-called super-gender called men, in any patriarchal society. It is not only a phenomenon but also a chapter of life that varies day by day, though is accepted by many communities, but difficult to adopt or accept in a patriarchal society as in Pakistan. There are many factors behind acceptance or rejection, which is debatable. Either the economy, politics, society, religion, or education is the aspect to enrol it in life. This article is the demonstration of factors, which is responsible for bridging the gap between academic feminism: which is being read to the generation, excluding the reality of the physique of gender, and the activism in feminism, which is being practised with social norms. This debate would be qualitative in nature. Though it concluded that Feminism in the society of Pakistan is not digestible for men members, however, the accelerator for equality or, even equity is slow but consistent and some of the changes are happening gradually.

Implementing the Process of Science Concept Development in Early Childhood Education Through Young Childrens Learning of Living and Nonliving Things: An Action Research

Exploring of the science concept development and change in young children has been a neglected area in most of the developing countries. Research in the developed world indicates that many children do not have a scientific understanding of such concepts like; energy, force, motion and living nonliving things, even by the age of 10 years. The purpose of this study was to explore and to develop young children's (age 3 to 5 years) learning of the concept of living and nonliving things in one of the private schools in Karachi. This exploratory research used the action research approach and qualitative data collection methods like classroom observations, and interviews to investigate the process of conceptual development and change students' learning about living and nonliving things. During explorations most of the students were found to think about living and non living things in a nonscientific way like every moving thing is living and when living things is in pictorial form students consider it nonliving. Students' ideas and understanding about living and nonliving things were limited to their daily life observations and experiences. The study involved classroom teaching over the 6-week lessons of teaching the concept living and nonliving things'. A small group of six students was focused during the study to find out changes in the process of conceptual development. The predominant changes were development of scientific terminology and improvement in the use of criteria for explaining living and nonliving things. The social set up of the classroom and the teaching strategies based on explorations, problem-solving, and hands-and minds-on experiences helped the students to learn in a better way. Students having some prior understanding of the concept of living and nonliving things were identified as being able to benefit from classroom instruction. However, the students who had no prior understanding of the concept were found least able to develop the concept. The study also discusses the factors related to classroom practices of the teachers' that facilitate or hinder the process of scientific concept development and change. Recommendations were made for teaching that the teaching instructions should focus on conceptual development and change rather than enrichment of knowledge alone.