Government High School Principals’ Managerial Practices And Its Association With Teachers’ Performance And Students’ Academic Achievement In District Peshawar

Abstract

Principals’ managerial practice is a distinguishing element for empowered teachers, having implications for both teaching effectiveness and students’ learning. This study sought to explore the interplay between principals’ managerial practices, teachers’ performance and students’ academic achievement. The study sample consisted of 76 principals and 308 teachers from all Govt. boys’ high schools in District Peshawar (43 from rural and 33 from urban areas). For gathering data from the principals and teachers, one questionnaire was developed, for both types of respondents with a minute change of pronouns, in the light of instruments adapted from Nwune et al. (2016) human resource management; Rosalind (2009) teacher performance; Gardner et al., (2010), and Taylor and Tyler (2012) teachers’ assessment; Omale (2006) delegation of power; Chiuri and Kiumi (2005) school discipline; and Nziramasanga (1999). The questionnaire consisted of 63 items spreading over 7 parameters. Chi-square was applied on the responses gathered from teachers’ and principals’ questionnaire. Main findings of the study show that high school principals enacted their managerial practices for the attainment of physical and instructional materials, the establishment of an e-library, guidance and counseling units and furnishing of classrooms. However, their managerial practices did not have any relationship with teachers’ performance and students’ academic achievement. Based on the findings, it is recommended that school principals may work to improve their managerial practices by involving teachers in decision-making, organizing seminars and workshops for teacher professional development, providing incentives to the students for effective human resource management in schools.