Features of an Admirable Schools

Abstract

This study tackled a pressing issue: the widespread deterioration in the quality of education within the Khyber Pakhtunkhwa Province of Pakistan. There were high expectations for secondary schools in the region, both from public and private stakeholders, including parents who were seeking trustworthy information about what makes a school truly admirable. Consequently, it became imperative to discern the key elements contributing to school excellence, drawing upon global literature reviews and feedback from various stakeholders. The questionnaires administered to principals, teachers, and students included items gathered from reputable sources and were categorized into distinct groups, encompassing aspects specific to schools, strategies for school improvement, and the competencies demonstrated by effective school principals. The study's target population comprised 247 principals/headmasters, 2,964 teachers, and over 10,000 10th-grade students in 247 boys' high schools located within Peshawar City. These schools comprised 27 public and 220 private institutions within the Khyber Pakhtunkhwa province of Pakistan. The sample size encompassed 30 principals, 60 teachers, and 600 10th-grade students. Data collection involved the administration of questionnaires to principals/headmasters, teachers, and students. The collected data underwent both quantitative and qualitative analyses, with quantitative methods used to evaluate specific aspects of the data and qualitative data categorized for subsequent discussions. The study's findings unveiled that school excellence is a multifaceted concept influenced by various factors. Paramount among these were relevant curricular offerings, dedicated and well-trained educators, engagement in extracurricular activities, the effectiveness of school principals/head teachers, collaborative efforts among teachers, and the presence of adequate infrastructure. Principals/head teachers played a pivotal role in enhancing school effectiveness by overseeing instructional supervision, efficient administration, promoting teacher collaboration, and involving stakeholders in decision-making processes. Positive school-community relationships also made a substantial contribution to school effectiveness. Admirable institutions were characterized by effective classroom interactions, a perception among stakeholders that the school provided an optimal environment for teaching and learning, and a sense of pride among both educators and students in the school's effectiveness. The recommendations derived from this study were drawn from a synthesis of the literature review and input from a diverse array of stakeholders. These recommendations encompassed both general and specific factors, with a strong emphasis on the leadership abilities of principals, the presence of qualified and committed educators, the cultivation of a conducive school environment, the provision of appropriate infrastructure, and the nurturing of effective school-home relationships. The study adeptly addressed all research questions it posed.