Abstract
The study examined the instructional contribution of a community and government school administrator in Pakistan. While using qualitative tools to generate data, the research exclusively examined the administrators’ engagements in such instructional processes as conducting class visits, arranging inschool professional development programs, and contributing to curriculum enrichment. The study noted that as compared to government administrator, the community administrator seemed more active in the instructional processes of his school. The detachment of the government administrator from classroom practices had many implications that also influenced the quality of education in the government school. On the basis of the findings of this study, I maintain that the efficiency of school administrators is contingent upon multiple elements, such as provisions of job related training, introduction of an effective accountability tool, support of instruction oriented educational officials, and contribution of community/parents The study suggested Pakistan should address the above-mentioned elements when defining the instruction-oriented role of school administrators in the country.
Highlights
Researchers tend to agree that school administrators, whether working in developed or developing countries, have a central role in the qualitative improvement of schools
Since limited research focusing on the roles and responsibilities of Pakistani school administrators is available (Rizvi, 2008), this study exclusively examined two administrators and their efforts to improve the academic progress of their schools through conducting class visits, arranging in-school professional development programs, and contributing to curriculum enrichment
The government administrator justified his limited involvement in the instructional processes to his expected transfer, it seemed that his reluctance to serve as the head of the government school was the primary reason for the poor status of his school
Summary
Researchers tend to agree that school administrators, whether working in developed or developing countries, have a central role in the qualitative improvement of schools. Chapman (2000) argued that school improvement across the developing countries of Asia is largely contingent upon the administrators’ understanding of instructional processes and their ability to transform the available resources into effective educational programs Despite this realization, there are still a significant number of developing countries, including Pakistan, where the centrality of school administrators has not been acknowledged (Oplatka, 2004). Plank’s statement reinforces the findings of a number of studies conducted in developing countries (Memon, 2000; Jimenez & Lockheed, 1995) In these studies, which compared private and government administrators, the researchers noted that the private administrators were more effective in contributing to the academic achievement, instructional, and supervisory processes of their school than their government counterparts. The study examined the instructional contributions of the two administrators, but it analyzed those structural factors that played an important role in shaping the instructional practices of the two subject administrators
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