Teachers’ Perception about Institutional Performance at Higher Secondary Level (Lahore)

Abstract

This survey-based research investigated the institutional performance at the higher secondary level in district Lahore (grade XI-XII). Data were collected from government higher secondary schools (GHSS) and government degree colleges (GDC) in the district of Lahore (Punjab, Pakistan). The researchers randomly selected 18 GHSS, constituting about one-third of the population. The researchers chose purposively 358 teachers who had served at least two years in their respective institutions, and the questions contained closed-ended and open-ended questions. The instruments were validated through experts’ opinions and pilot studies. The reliability of the teachers’ questionnaire was Cronbach Alpha 0.958. Data were analyzed using descriptive and inferential statistics, i.e., mean, percentage, and independent sample t-tests. Results of quantitative data revealed that teachers’ responses show no significant difference in principals’ overall and factor-wise institutional performance at HSL based on gender, marital status, and institution. Thus, teachers’ responses substantially differ in principals’ leadership and management skills based on marital status. Qualitative data showed that high qualifications are vital in uplifting educational and institutional standards, whereas experienced principals maintain educational standards more efficiently. The study recommends that the Government of Punjab organize adequate in-service training courses for the principals and teachers.