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CHAPTER 1

INTRODUCTION

Assistant education officer (AEO) is a mobile administrator who supervises the performance of

school in his markaz. Each AEO is assigned 15 to 22 schools, collectedly called markaz, for

routine supervision and management. An AEO is judge on the performance of his or her markaz

across a combination of access and quality indicators. He she perform the following five must

core function. A) enhance the quality of education is being delivered b) improved functionality

of schools in their markaz c) implement the SED initiatives on the field d) maintain

administrative and financial records and e) community mobilization for school improvement.

Role of Assistant education officer (AEO)

Ensure the quality of education is being delivered a) ensure fair conduct of school examination,

b) suggested to improve over all academic performance, c) ensured the quality of education is

being delivered d) identify the area of teaching in weakness and recommended weak

performance teachers to district training and support center, e) take ownership of the results of

students in his or her markaz in all formal assessment, f) ensure progress in reports are being

given to students on the regular basis.

Improve functionality of school in their markaz

a) Regulate teacher's attendance, b)Ensure use of textbook and teacher guides, aim for

100% enrolment and retention of 5-9 old in their markaz, c) make the school environment

child friendly and conduct to learnng, visits school regularly and conduct activities

outline in the log book, d) assess the performance of teaching and non teaching staff and

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recommend action, e) organized co-curricular and extra co-curricular activities, f) support

the head teacher in maintaining school records, and g) mentor head teacher for

preparation of annual non-development budget.

Implement the school education department initiative on the field

A) Disseminate and implement all policies of the school education department at the

markaz level, and B) provide support in conducting the grad- V Punjab examination

commission PEC exam.

Maintain administrative and finical record in school

a) create a school file and containing complete record of school activities, b) support head

teacher in annual NSB utilization plan and ensure the fund are being utilized, c) audit

account FTF, NSB, salaries and stocks of schools to control schemes in their markaz, d)

and report and mentor the progress of all schools related development schemes in their

markaz.

Community and mobilization for school improvement

a) AEO is responsible for implementation school council policy issued by the school

education department, b) ensure school council meeting are convened at least once every

month, c) attend and monitor school council meeting and ensured the members

effectively contribute in school improvement, d) devises strategies for parents teacher

engagement for improving retention enrolment, and e) conduct surveys for out of school

children in their markaz and repot finding to school education department.

Social life is filled with contradictions and the work of assistant education officers

(AEOs) is no exception. The origin of these contradictions lies in the shifting balance between

environmental turbulence that favors an approach which is flexible and facilitative, and

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environmental stability, that makes possible planning for long-term coherence. Turbulence refers

to the organizational state where internal systems and procedures are rapidly subjected to

pressures and demands emanating from environmental changes. Paradigm shifts in education

from a social welfare perspective to that of economic restructuring, simultaneous centralization

of policy control function and devolution of certain management and service functions, are

recent examples of factors that have caused turbulence in educational organizations. Conversely,

stability would denote the continuance of existing practices within the education system,

uninfluenced by internal and/or external changes and demands (Fullan 1993, Wallace and

McMahon 1994).

Some short-term changes and adjustments may disturb the internal relationships and

alignments. To preserve these internal relationships and alignments, therefore, some form of

long-term coherence becomes necessary. This research discusses the role of AEOs in the present

in PEC Exam. It begins by exploring the role of AEOs relating it to the relevant international

literature. It goes on to suggest some ways in which AEOs might rethink their present and future

roles and responsibilities. The main focus of this paper is on the primary functions of AEOs, that

is, the creation of opportunities for the provision of quality education for learners - children as

well as adults. Of course this function is shared by their colleagues at the levels above and below

them. The role of assistant education officers as primary level managers in the education system,

education officers plays an increasingly important role in executing government's education

policies. In doing so they interpret, prioritise, implement, monitor, supervise and evaluate the

respective policies, programmes and projects. They also provide feedback from policy users to

policy makers so that any shortcomings can be addressed. It can be said, therefore, that AEOs

perform a moderate role between policymakers and policy-users.

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THE REPORTING STRUCTURE OF THE AEOS JOB AS UNDER

Figure no: 1.1

REPORTING STRUCTURE OF AEO


CEO education( district)

DEO male wing DEO female wing


DDEO male (Tehsil) DDEO female (Tehsil)
AEO male markaz AEO female markaz
Head teachers Head teachers
(School) (school)

Velayutham (1988: 61) explains inspection as: a process by which the organization or its

external authority monitors the organizational activities and ensures that the minimum standards

of services and facilities are provided, and the assigned goals and objectives are achieved.

Velayutham (1988) advocates a supervisory leadership role for educational administrators or

managers and not inspection. He considers 'supervision' as a process of improving the teaching-

learning process and the conditions related to it. The supervisory leadership role has not been

sufficiently demonstrated in the present work of AEOs in other nations of the Pacific. The

inspectorial role of AEOs has been inherited largely from the imposing era.

The education systems in developed countries have continued to be academic and

Western in orientation. Emphasis on qualifications and preparation of students for externally-set

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examinations has continued in the post-independence period. The inspectorial style of discourse

that was brought in by the noble administrators has been maintained to a large extent in the

present day work of AEOs. This is because most educational administrators, and parents alike,

felt that this was the 26 most appropriate approaches to control the teaching-learning situation in

an examination-oriented system. This document also shows the relationship among the various

administrative and professional levels of the education system. After a brief look at the various

duty statement documents, it can be safely argued that the present work of AEOs is geared

largely to seeking conformity and stability rather addressing inconsistencies and suggesting

desirable changes. For example, this is seen clearly in the job description of senior education

officers. It specifies the duties and the percentage of time spent on each.

In the present context of a dynamically complex environment (Fullan 1993, Wallace and

McMahon 1994) and an unknowable future (Stacey 1992) in developed and other island nations

of the Pacific, any ready-made duty statement would be superficial. Now that these countries are

independent and are charting their own courses of national development, education in general

has a more dynamic role to play. As 'key players' in the education system, the role of the AEOs

needs to be more facilitative, enabling and creative. Their duty statements should clearly have a

'decision-making space' that can accommodate working resolution of the tension between

seeking coherence and yet retaining flexibility.

This suggestion finds support in Qovu's (1996) study. He notes that often principals are

not able to comply with their written duty statements because of the many unanticipated

demands on their time. It must be noted that the lack of success of schooling in developed and

other island nations of the Pacific has led to changes directed at improvements at the school

level. Studies in this regard have stressed the need for instructional leaders at the school level

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(Velayutham 1988, Sharma 1992), improved teacher (Muralidhar 1989) and administrator

(Velayutham 1994, Sharma 1996) preparation, increased teacher and parental participation in

school site management (Sharma 1993) and a host of pedagogy-related changes directed at

upgrading the quality of education (Thaman 1993).

There is insufficient similar research-based information on the effectiveness of the

contribution of AEOs in developed countries as well as international literature. But do AEOs in

reality have any impact on school heads, teachers, learners and parents? This is a critical

question that needs exploration. Barr and Dreeben (1983: 3) remind 27 us that "education would

be a strange organization indeed, if superintendents had no impact upon principals...". Similarly,

Prefer explains that leaders at the higher organizational levels should have greater impact on the

quality of education because, being in a centralized set-up, they have more exposure to

educational innovations and have more discretion in decisions and activities. Bhindi (1988),

however, points out that the work of AEOs in the Pacific is administratively decentralized. In

other words, while the decision-making power remains with the Ministry of Education

headquarters, facilities and services are deconcentrated for administrative convenience.

Bhindi (1988: 19) goes on to point out that: The education officers serving in these

offices have prescribed roles with defined, limited authority. The offices operate as "agencies" or

"branches" of the Ministry of Education headquarters. This paper, therefore, argues for increased

involvement of AEOs at the school level in developed and other Pacific countries. It is likely

that such involvement will create a more balanced system of both centralized and decentralised

control of education. With this new image of AEOs and the emerging trends of school-site

management and teacher professionalism, the promotion of quality education becomes the

responsibility of everyone rather than that of school level personnel only. For this to happen, it is

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necessary for those taking up the job of AEOs to be successful instructional leaders and

facilitators.

This is because they can be influential in the development of goals at various levels in the

education system, the selection and supervision of school heads and teachers and the

establishment of school, district and nation-wide instruction and curriculum plans. With

instructional leadership experience, they can contribute enormously to creating many of the

organizational conditions for quality education. The relevant international literature (see for

example Abbot and Caraches 1988, Musella and Leithwood 1988) suggests that there is little

top-down 'reach' into 28 the classrooms. Many AEOs consider establishing a good relationship

with school boards and teachers as more important than improving the learning process. While

the role of school principals is curriculum facilitation (Sharma 1992), this paper argues that the

most important role of AEOs is the facilitation of the teaching-learning process at the school

level. Understandably all education officers cannot reach the classroom; nevertheless, within

their delegated responsibility, the focus should be on the 'learner'. Facilitative role The present

leadership role of AEOs is clearly focused on power relationships, generally in terms of a top-

down model of power relationships, rooted in the notions of classical bureaucracy (Abbot and

Caracheo 1988).

Reform literature has, however, focused on the notions of participatory management or

power from the bottom rather than the top (Pfeffer 1981). Although educational management in

developed countries highlighted the need for such enlightened practices, no serious attempts

have been made to adopt them in the South Pacific. The few school systems that attempted such

changes did not ultimately succeed. A good example of this is the school-based curriculum

development initiative in the United Kingdom. Moves are now being made there to return to a

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national curriculum with a tight regulatory framework to monitor its delivery (Lofthouse 1994).

In pakistan and most other Pacific countries, religious organizations and local

communities 'own' and/or 'manage' many schools. The origin of this pattern of school

management goes back to the colonial era when the respective governments were unable to

provide education to all their citizens. The practice has continued in the post-independence era.

In this type of school governance, the AEOs not only have to mediate national education policies

but also to facilitate the demands emanating from the local communities. Dunlap and Goldman

(1991) refer to the latter as a facilitative management approach. According to them the concept

of facilitative management examines power in terms of a leader's activities designed to create or

sustain favorable conditions for the organization to achieve its aims and objectives. It allows

individuals to enhance their individual and collective performance in an organization. The

concept does not argue for either a top down or a bottom-up notion of power. Rather, it looks at

the exercise of power by administrators in terms of a set of assumptions about superiors, peers

and 29 subordinates. Dunlap and Goldman (1991: 13-14) list the following four categories of

activities leaders engage in when they are employing a facilitative management approach:

They help arrange material resources that provide support for educational activities.

They select and manage people who can work together effectively, paying attention to both the

skills and the personalities that comprise the mix.

They supervise and monitor activities, not to exercise hierarchical control, but to stress

feedback and reinforcement and to make suggestions.

They provide networks for activities, adding members to groups, linking groups to activities

elsewhere, helping groups to "go public" with activities, and diffusing new ideas. As already

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emphasized, such a facilitative role can help in discovering some working resolution of the

tension between seeking coherence and retaining stability.

Further, this can also help build 'learning organizations' (Fullan 1995) in which an AEO

can be seen as an initiator, facilitator, teacher, researcher and learner. The new work of AEOs in

the Pacific should be to help build schools into self-renewing learning organizations. In a

traditional sense, Pacific schools have been primarily the organizations for formal learning.

Writers such as Fullan (1993, 1995) and Velayutham (1996), however, see educational

institutions as learning organizations. According to them such organizations can cultivate the

desired and concerted action to learn from their own past and present actions and experiences

with new ways of learning, management and forging relationships. AEOs have a significant role

to play in this direction. And to perform such responsibilities successfully, their leadership

qualities and their approaches will have to be transformational.

In this regard, AEOs may find the following suggestions of Fullan (1993) beneficial:

(a) Push for change but allow self-learning to unfold

(b) Take work as a journey rather than a destination

(c) See problems as friends and as sources of creative resolution

(d) Involve all concerned in vision building

(e) Value both individualism and collectivism; and

(f) Recognize every person as a useful member of the team.

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Clearly the emphasis in Fullan's suggestions is on 'staff development' and we also believe

that this is the primary responsibility of AEOs. In brief, then, the new role of AEOs that we are

advocating has to be characterized by strong leadership rather than following a well-written duty

statement. This is because educational reforms in post-modern society are inherently complex,

dynamic and highly political. Educational communities make contradictory and competing

demands on educational leaders (in this case AEOs) and their organizations. In this context,

building learning organizations, employing a facilitative approach, seems a correct career path

for AEOs. This notion finds support in the following comments of Velayutham (1996:8): The

schools of the future will have to be learning organizations besides serving as organizations for

learning. Their leaders have to recognize the dynamic complexities and rapidity of changes in

and around their schools.

Before the establishment of PEC, examinations were organized by the Director Public

Instructions (DPI) that provided guidelines along with Model Question Papers for GradeV and

Grade-VIII. The Executive District officers of Education were required to develop the question

papers according to the pattern of model papers and further arrange examinations for grade V

and VIII in accordance to the guidelines given by the Directorate. However, the schedule for the

examinations along with activity plan was provided by the Directorate of Public Instruction (EE),

Punjab.

The sample analysis of the examinations conducted in the districts depicted the following results:

Overall quality of papers varied substantially.

Question papers didnt represent the curriculum.

Some areas needed improvement, such as paper setting, marking schemes and

consistency of the question difficulty with the childrens knowledge.

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Since each district was creating its own paper, examination results couldnt be compared

among districts. The district and school comparisons of results would have become

possible only if all students were responding to identical examination papers.

In Dec 2005, a need for the establishment of an autonomous body was felt for the assessment of

students learning achievement in the province. This idea was given the shape of reality with the

approval of the Governor for the establishment of Punjab Examination Commission as an

autonomous body on 16th January, 2006 with a challenging task to establish new setup and to

organize Grade-V Examination to be held the same year.

Punjab Examination Commission (PEC) functions in an organized and strategic manner that

begins with the registration for exams and ends at formulation of district wise analytical exam

reports.

Registration

PEC does not register any student in any case. Registration is done only by respective

Examination Cluster Center (ECC) - Govt. Secondary/Higher Secondary School. Generally,

registration starts in the month of November and all candidates can get registered through

prescribed forms available at education offices or ECC in their respective districts or can be

downloaded here.

Registration is free of cost. All districts register their students by using PEC Online Student

Registration Software (OSRS).

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Roll Number Slips

After issuing roll numbers, PEC sends the data to the respective districts for further verification.

Once verified, PEC issues the final roll number slips to each district which are then delivered to

schools and private candidates.

Conduct & Scoring

Administration of the tests is the responsibility of the Executive District Office (Education).

They allocate examination centers for nearby schools or students, select supervisory staff,

monitoring staff, examiners for scoring and head examiners for monitoring the scoring process.

The scoring centers for each subject at tehsil level are also decided by the district. Examination

of grade V and VIII are conducted in 1st and 2nd weeks of February every year respectively.

Preparation of Results

After scoring the papers, districts supply scoring sheets of all the students of all subjects to PEC.

The scoring sheets consist of multiple choice questions marked by students and open ended

questions marked by the examiners. The results are prepared through scanned images of the

scoring sheets. PEC prepares results within six weeks and delivers the result gazettes reflecting

total score of each student to the districts on 30th March every year. The districts announce the

result on the 31st of March. The result can be checked on PEC website as well.

Later, the result reports are published. PEC delivers the results reports to districts for distribution

to the students. The errors and complaints against result, name, date of birth etc are settled down

through District Education Offices.

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Reports

Punjab Examination Commission generates reports based on the data arising from the exam for

grade V and VIII in the Punjab. The report is mainly concerned with overall achievement of

students at district and provincial level and a comparison of mean level of students performance

between districts, tehsiles, schools location, and gender and school sector. The item analysis

reports are also generated to provide guidelines to the teachers for improving students learning.

The reports can be seen on PEC website. The district wise detail analysis is also available at PEC

for districts use.

1.1 Statement of the problems

The current study was conducted on identifying the role of assistant education officer (AEO) in

Punjab examination commission exam.

1.2 Significance of the study

Punjab Examination Commission (PEC) is an autonomous body set up by the Government of the

Punjab to assess and examine students learning achievements particularly of grade 5 and 8.

AEO provide support in conducting 5th class exam. Conducting the PEC exam is very

significant issue in overall the Punjab. Performing the duty on PEC exam whole body of district

education level in acting. Each member of the organizational management play vital role. In the

present study we try to understand and identify the major role AEO in PEC Exam.

1. This study was an important milestone in providing scientific data on AEO role in PEC exam.

2. This study is an attempt to provide clear role responsibilities of AEO in PEC examination

system.

3. As the data related to current study was lacking in Punjab (Pakistan) in educational

perspective so it will be open up new horizons for upcoming researchers.


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1.3 Objective of the Study

The objectives of the study were following;

1. to fine out the role of assistant Education officer (AEO) in Punjab Examination commission

(PEC) Exam.

1.4 Research Questions of the Study

The research questions the study was following;

1. What is the role of assistant Education officer (AEO) in Punjab Examination commission

(PEC) Exam?

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CHAPTER 2

METHODOLOGY

This chapter deals with the methodology of the study. It describes population, selection of

sample, description and administration of the research tools and statistical techniques used for

data analysis.

2.1 DESIGN OF THE STUDY

This research has been explicitly designed to explore the role of assistant education

officer (AEO) of Punjab examination commission exam 5th class. Therefore purposive sampling

technique was used because the choice of the sample being contingent upon the participants

availability and their consent.

2.2 POPULATION

The population of the study was consisted on Assistant education officers of Dstrict

jhang.

2.3 SAMPLE OF THE STUDY

The sample of the study was comprise on only female subjects (N= 30) assistant

education officers from District Jhang. Sample was also included new and old assistant education

officers (n=15 male AEOs and n=15 female AEOs). For the purpose of whole representative of

population was selected through purposive sampling technique.

The participants meet the following inclusion criteria

26 years of age or more,

Female assistant education officers

and who has give their informed consent

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2.4 INSTRUMENTATION OF THE STUDY

The current study consisted on structured interview eight questions. The developing of

questions procedure was based on literature and objectives of the study.

2.5 PROCEDURE

Researchers himself visits and conduct interview of assistant education officers in district

jhang for the purpose of data collection. The current study comprised on two major variables.

First of all researchers received consent from the all AEOs for data collection and after that

conduct the interview in structure questions form to the subjects. Before starting interview

researcher give the instructions to subjects according to the requirement of interview and tell the

objectives of the study to the participants. After the collection of information researcher from the

participant researcher said thanks all of you.

Every participant of the study was informed about the purpose of the study. They were

also inform that their responses would be used only for the research purposes and would be kept

strictly confidential. They will be encouraged to be frank in their responses and to respond to all

the interview questions. The instructions were read out and the students were asked to give their

responses according to the interview questions. The researcher given adequate briefing for this

purpose explained the things orally.

2.6 STATISTICAL TREATMENT OF THE DATA

No formal statistical method was used to data analysis because the study was in

qualitative in nature. Content analysis method was used to data analysis process in the present

study.

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CHAPTER 3

DATA ANALYSIS

This chapter deals with data analysis and findings inferred from the investigation and results

from information concerning role of AEO in PEC examination system. This section is divided

into two segments; one segment for the whole summary of the personal information of the AEOs

and second part for every of the one investigative queries. First one is what is the role of assistant

Education officer (AEO) in Punjab Examination commission (PEC) Exam? After that to having

a complete data sheet, required statistical analyses were run to answers the research questions.

Essential descriptive analyses were done in sort to accumulate basic information about the basic

characteristics of participants and to help and calculate the outputs of inferential analyses.

Descriptive statistics

Personal characteristics are offered in provisions of personal. Twenty AEO were invited

to participate in the study.

Table 3.1

Frequency and Percentage Distribution of the Demographic Information (N=20)

Variables F % M SD
Age 38.38 10.26
26-32 8 40.0
33-39 12 60.0
Gender
Male 10 50.0
Female 10 50.0
Education
B.S/ master 15
M.phil 5

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Table 3.1 illustrates the age range mean score (M=38.38 and SD=10.26 of the

participants. 8 participants were 26-32 year old and 12participants were 33-39. Table revealed

that 50% (n=10) respondents were male and 50% (n=10) were female. And above information

revealed that participant were divided on the base of qualification in the following B.S/ Master

(n=15), and M.phil (n=5).

Content analysis

Content analysis method was used in narrative form data analysis mostly used in qualitative form

research.

Research question 1

What is the role of assistant Education officer (AEO) in Punjab Examination commission (PEC)

Exam?

In the PEC examination system (AEOs) role very positive in significant in all process of

conduction exam. In this examination AEOs follow the instruction that are given by the higher

authority time to time and delivered information in own their markaz level.

There were the following responsibilities AEOs play in examination of PEC:

18
The role divided in to three parts

Figure 3.1

Befor
Exaimnation

During After
Exaination Examination

Before starting examination AEO responsibilities

Insured the process of student registration was complete in own their markaz level

class v students.

Delivered the related instructions to the exam of PEC given own their markaz.

Guide to head teachers exam related information where by collected through students

and parents.

Guide to markaz head teachers for the cluster information centers.

Indemnify the issuance and receiving the roll number slip process and verifying the

record with PEC exam though own their markaz with the help of each school head.

Guide the paper pattern of PEC Exam class v and provide some model paper related to

exam if possible.

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Insured that all the markaz school head teachers aware from examination centers.

During examination AEOs responsibilities

At the day of examination AEOs duty depend on higher authority instructions that are

given by head of examination PEC, controller examination, and additional district controller

examination. AEOs play a significant role in conducting PEC exam according to assigned by

duties.

After examination AEOs responsibilities

After completing the examination each AEOs responsible of their markaz results this is a very

critical and important stage AEOs perform the following functions:

Insured the processes of receiving information regarding PEC Exam results in own their

markaz level.

Prepared results profiles in each markaz school.

Maintain and keep their record of each school in their own personal record.

Maintain and keep their record of higher achievers and low achievers teachers in own

their cluster level.

Reinforced the head teachers and class teachers regarding their results.

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CHAPTER 4

DISCUSSION CONCLUSION AND RECOMMENDATION

4.1 Discussions

This chapter deals the finding, conclusion, discussion and recommendation .The current

research finding were the following;

Table 3.1 illustrates the age range mean score (M=38.38 and SD=10.26 of the

participants. 8 participants were 26-32 year old and 12participants were 33-39. Table revealed

that 50% (n=10) respondents were male and 50% (n=10) were female. And above information

revealed that participant were divided on the base of qualification in the following B.S/ Master

(n=15), and M.phil (n=5).

Content analysis method was used in narrative form data analysis mostly used in qualitative form

research.

Research question 1

What is the role of assistant Education officer (AEO) in Punjab Examination commission (PEC)

Exam?

In PEC examination system (AEOs) perform a role very positive in significant in all process of

conduction exam. In this examination AEOs follow the instruction that are given by the higher

authority time to time and delivered information in own their markaz level.

There were the following responsibilities AEOs play in examination of PEC: The role divided in

to three parts

Before starting examination AEO responsibilities A) Insured the process of student registration

was complete in own their markaz level class v students. B) Delivered the related instructions to

the exam of PEC given own their markaz. C) Guide to head teachers exam related information

21
where by collected through students and parents. D) Guide to markaz head teachers for the

cluster information centers. E)Indemnify the issuance and receiving the roll number slip process

and verifying the record with PEC exam though own their markaz with the help of each school

head. F) Guide the paper pattern of PEC Exam class v and provide some model paper related to

exam if possible. G) Insured that all the markaz school head teachers aware from examination

centers. (Velayutham 1994, Sharma 1996) preparation, increased teachers, head teachers and

parental participation in school site management (Sharma 1993) and a host of pedagogy-related

changes directed at upgrading the quality of education in examination betterment (Thaman

1993).

During examination AEOs responsibilities

At the day of examination AEOs duty depend on higher authority instructions that are

given by head of examination PEC, controller examination, and additional district controller

examination. AEOs play a significant role in conducting PEC exam according to assigned by

duties.

Previous study results supported that Bhindi (1988: 19) goes on to point out that: The education

officers serving in these offices have prescribed roles with defined, limited authority. The offices

operate as "agencies" or "branches" of the Ministry of Education headquarters. This paper,

therefore, argues for increased involvement of AEOs at the school level in developed and other

Pacific countries. It is likely that such involvement will create a more balanced system of both

centralized and decentralized control of education. With this new image of AEOs and the

emerging trends of school-site management and teacher professionalism, the promotion of

quality education becomes the responsibility of everyone rather than that of school level

personnel only.

22
After examination AEOs responsibilities

After completing the examination each AEOs responsible of their markaz results this is a very

critical and important stage AEOs performs the following functions: A) insured the processes of

receiving information regarding PEC Exam results in own their markaz level. B) Prepared results

profiles in each markaz school. C) Maintain and keep their record of each school in their own

personal record. D) Maintain and keep their record of higher achievers and low achievers

teachers in own their cluster level. E) Reinforced the head teachers and class teachers regarding

their results. Prior research sustained the results Dunlap and Goldman (1991) refer to the latter

as a facilitative management approach. According to them the concept of facilitative

management examines power in terms of a leader's activities designed to create or sustain

favorable conditions for the organization to achieve its aims and objectives. It allows individuals

to enhance their individual and collective performance in an organization.

4.2 Limitation of the study

The main limitations of the study were following

1. The present study was restricted to the only population of AEOs (male and female)

district Jhang SSTs due to lack of resources and finical problems.

2. Only structure interview method was used for collection of information.

4.3 Conclusion

Finally we concluded that AEOs play significant role in the all three process of PEC

Exam. The most important role of AEOs in before and after conducting the exam was highly

momentous. And during conducting exam the role of AEOs depends higher authorizes assigned

duties.

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4.4 Recommendation of the study

To further examine the role of AEOs in PEC Exam presenting a large scale research will be

needed. It is important to increase the sample size and include different groups more respondents

to generalize the findings.

Present study was limited to the only AEOs district jhang and limited literatures are

available on the role of AEOs in PEC Exam. It is important to more needed to conduct study on

the role of AEOs on different types of sample in school education department such as primary

schools teachers, administration district level body were also included.

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Bhindi, N. (1989) Educational decentralisation movement in the Pacific. In ED 392 Issues in

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26
APPENDIXES

27
CONSENT TO SERVE AS A SUBJECT IN RESEARCH
I am a trainee of AEO (training) in Quaid- e-Azam Academy for Education Development in
Islamia High School Jhang.
. This institution is a good example in training program. In this institution training work is
continue in many programs. Current training is also a chain of their academy training studies.

My Research Topic: is identification of the role of AEO in PEC Exam system.

I want to include your suggestion in my research work. Your suggestion will not use anywhere
except research study. Your suggestion will be secret in every way. My research work approved
by master trainer supervisors.

Objective of the study:

The objectives of the study were following;

1. to fine out the role of assistant Education officer (AEO) in Punjab Examination

commission (PEC) Exam.

2. To find out the major and general responsibilities of assistant Education officer in

Punjab Examination commission Exam.

We know the importance of this thing your time is so precious and you are so busy. But I shell
hope that you spend some time in your precious time. In completing this task you will help me
necessary.

(Thank you in advance for your participation)

Youre truly

Sobia Tabassum , Zaibun Naisa, Iqura Aslam, Fareeha and Farzan

Consent

I am participate in this research work with own your willing. There is no any pressure on me in
completing this task.

Signature

28
SEMI STRUCTURE INTERVIEW
Name: Qualification:

Age: Government Employee Status (yes /No)

If Govt. Employee: teaching experiences:

Instruction: read all the questions carefully and answered the each one.

Questions:
1. What are responsibilities of AEO in student's online registration process of PEC Exam?

1.

2.

3.

4.

5.

2. What are liabilities of AEO in roll number slip issuances and verification record of PEC
Exam?

1.

2.

3.

4.

5.

3. What are the liabilities of AEO in conducting of PEC Exam?

1.

2.

3.

4.

5.

29
4. What are the accountabilities of AEO at the day of exam?

1.

2.

3.

4.

5.

5. What is position of AEO in paper making and on marking center?

1.

2.

3.

4.

5.

6. What are responsibilities of AEO when declared the results of PEC Exam?

1.

2.

3.

4.

5.

7. What are the general responsibilities of AEO in PEC Exam which you have like most?

---------------------------------------------------------------------------------------------------------------------
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30
8. What are the specific responsibilities of AEO in PEC Exam which you have like most
important?

31

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