Fawad Thesis

1
CHAPTER 1
INTRODUCTION
The fundamental and most basic segments of an association or foundation are its
HR that work for its improvement and to accomplish its targets. Development rate of on
association relies upon instruction and preparing of its specialists. Advancement of an
association additionally relies upon the executives and inspiration of specialists (Becker,
Robert 1991; Psacharopolos&Woodhall 1997). Each nation is attempting to deliver present
day taught, prepared human capital so they put resources into early existence of people,
whom God has favored with extraordinary limits. The need of hour is to uncover these
concealed possibilities (Neal and Johnson, 1996 &keane and wolpin, 1997).
Administration of Pakistan is endeavoring genuine endeavors to expand
proficiency rate. Government is striving for hundred percent enrolments yet half of schools
going kids are out of schools. Endeavors are productive just when drop out is zero.
Teachers are expertly prepared and school is overseeing on just style. For this school
superintendent is dependable (Report, 2008).
The head teacher is imperative individual in school the board. All school exercises
like, educational programs, organization, scholastic and comparing work, human relations
and co-educational modules are directed by him. He can prepare all human and material
sources (Tondeour, 2008). Eshiwani (1993) depicted the job of head teacher, "The head
teacher is liable for in general execution of school. She/he is responsible for upkeep of
educating and non-showing staff execution s' standard." (Eshiwani 1993 p.124)
2
As indicated by Leithwood K and Riel (2003), when head-Teacher is acutely
intrigued to accomplish school Learning Outcome, at that point he/she is driving, rousing,
adulating and organizing with teachers. The Schools are performing great outcomes. It is
along these lines obvious head teachers having great administration and driving
characteristics produce better outcomes. Dr. Ghulam Muhammad Burfat (2012)
recommended that just those people ought to be named head teachers, who have obvious
vision, knowledge and understanding. They ought to have the boldness to impart their plans
to other partners for example teachers, Parents and Students
Govinda (2002) ordered head teacher obligation into five primary sorts, "Scholarly
organization, general organization, budgetary administration, material assets the
executives and relations with other partner." (pp, 212) Management of educational
programs, scholastic logbook, timetable, assessment examination and co-curricular
exercises are called scholarly organization. Exercises like tackling understudies and
teachers issues, similar to non-attendance, elective plans and supervision are called general
organization. Budgetary administration incorporates spending the assets for understudy's
welfare. Look after record, screen and assess entire procedure are the obligation of head
teacher. Head teacher takes care of material assets like school building, grounds and trees
and so on. Fruitful head teacher have great connection with understudies, teachers,
guardians, network, and higher specialists (Govinda, 2002).
The private and government sectors are working shoulder to shoulder for the
achievement of hundred percent literacy rates in Pakistan in these days. The role of private
sector in education was first demanded and recognized by government in national
educational policy (1979). The population growth rate in Pakistan is approximately 3

3
percent annually. It is difficult to provide educational facilities for such a huge population
without the help of private sector. In 1984 Government of Punjab passed the Punjab private
education institutions promotion and regulation ordinance no 11 for the assurance of
quality education, maintenance standard and provision of physical facilities. Now the
research study on two sectors public and private schools explore the following findings.
Heads teachers or principals of private schools show batter results in the involvement of
their staff in decision making process than public school head teachers at secondary level.
Private schools also show batter result in 9th &10th Board examinations than public
schools. As the head teachers as well as teachers of public schools are more qualified
academically and professionally as compared to private schools head teachers and teachers.
Availability of material resources and physical facilities are much better in public schools
as compare to private schools. Why private schools perform batter in the accomplishment
of their objective than public sector schools (Imran, 2008).
That is why the study was conducted to check the management function of public
and private school head teachers. Learning how to manage thing is just like performing
management function effectively and efficiently (Vignetles for training, 2000). Basically
these are five management functions, planning, organizing, coordinating controlling and
directing (Gibson, 1998 & Robbins 1999). Planning is decision making process. What to
do? (Objective) and how to do? (Process, Method, road map, course of action and strategy)
.Planning occurs at all levels and all types of organization. It may be short term like Day-
to-day planning of a family and long term planning of government (litman, 2013). Planning
is a process of designing objectives, formulating the strategies, identifying the
implementation arrangements and outlining the resources for the achievement of all
4
objectives (UNDP, 2012). Planning is cognitive, intellectual and systematic process which
identifies the need and then best course of action. It is strategic framework of priorities,
operational principle, allocating resources and design of road map to achieve goals
(Shapiro, 2001).
1.1 Background of the study

Organization is the process which takes the people on single platform and makes
combine efforts to accomplish the goals. It is the process of identification and
classification of activities, to function these activities assigned responsibilities and
authorities to peoples (Montana, 2008).Marshall (1992) point out five principles like
unity in command, wide range of control, commission or delegation of authority,
consistence and continuity in assignment and flexibility. There are also five
fundamental steps in organization identify the task to be achieved secondly divide
major task in to activities thirdly allocate activities to individuals. Fourthly produce
and yield the required resources and finally sketch the relationship in organization
(Marshall, 1992).Manager must have designed an appropriate structure or
organizational chart. What, when, how, whom, and why it will do. In an organizational
stage provide direction and course of action to accomplish planning objectives. Thus
a combination of human, physical and financial resources in constructive, useful and
effective relationship for the achievement of planning results is called organization
(Montana &Charnov, 2008).
Controlling is a combination of three independent processes; firstly set the
standards secondly evaluate the actual performance with standard and thirdly take
corrective action or treatment if necessary. It is a process of monitoring, estimating the

5
progress and taking necessary action to ensure the desired results. It helps to maintain
consent and concurrence with organizational policies and rules. With the help of
controlling, it is certified that right thing happens at right time and right way (Domnissoru,
2004).
Supervisory is objective arranged. It identifies the deviation for revision. Standard are
being checked by great controlling framework. Great controlling framework empowers to
propel the worker just as the board. It gives guidance to all exercises utilize assets and
keeps up request and order in authoritative exercises (Armesh, 2010). It is the way toward
giving direction, guidance, inspiration and initiative to the representatives so as to make
compelling working society. In authoritative progressive system, coordinating is basic and
constant procedure start to finish. Bearing is basic procedure for the achievement of
hierarchical targets. It starts activities, motivate workers and gives greatest result by
distinguishing their abilities and possibilities. Because of coordinating procedure,
representatives are faithful to their association and work for its encouraging. It keeps
compelling different components like correspondence, supervision, inspiration, initiative
and changes over arrangement in to execution. Viable coordinating limits as well as
augments the any effect of progress as indicated by administrator want and gives solidness
and parity also (Chandra, 2014).
1.2Statement of the Problem

It was seen that administration aptitudes of head teacher were of fundamental
significance in the improvement of any association. In instructive setting, there are two
noteworthy sorts of associations public and private. These associations contrast as to their
administration styles. A Comparative report was directed to explore the administration

6
elements of public and private head of organizations at optional schools. This examination
investigated the administration elements of head teachers at optional dimension of region
Faisalabad.
1.3 Objectives of the Study

The main objectives of the study were to
 Find out the difference in formulation of planning activities between head teachers
of private and public sector schools..
 Chalk out the competencies regarding coordinating various activities to complete
managerial tasks.
 Point out the effectiveness of controlling management functions for getting work
done and well in time.
 Find out the efficiency of directing employees to achieve institutional objectives.
1.4Research questions
1 What were the differences in formulation of planning activities between head teachers
of private and public sector schools?
2 What were the competencies regarding coordinating various activities to complete
managerial tasks?
3 What was the effectiveness of controlling management functions for getting work done
and well in time?
4 What was the efficiency of directing employees to achieve institutional objectives?
1.5 Significance of Study

Study is supported in numerous perspectives and a lot number of grounds. The after
effect of this examination can be utilized for the improvement of enrolling, choosing and
7
advancement arrangements. Study will likewise find the administration issues and give
significant recommendations to slove these issues. The consequences of study will be
importance for head teachers to improve their school the executive’s capacities and the
board abilities.
1.6 Scope and Limitation of the Study

It is the way toward giving direction, guidance, inspiration and initiative to the
representatives so as to make compelling working society. In authoritative progressive
system, coordinating is basic and constant procedure start to finish. Bearing is basic
procedure for the achievement of hierarchical targets. It starts activities, motivate workers
and gives greatest result by distinguishing their abilities and possibilities. Because of
coordinating procedure, representatives are faithful to their association and work for its
encouraging. It keeps compelling different components like correspondence, supervision,
inspiration, initiative and changes over arrangement in to execution. Viable coordinating
limits as well as augments the any effect of progress as indicated by administrator want
and gives solidness and parity also (Chandra, 2014).
1.7 Delimitations of Study

 The study is delimited district Faisalabad.
 The study is delimited to high school.
 The study is delimited to district Faisalabad school.
 The study is delimited to population of district Faisalabad schools.
 The study is delimited to 5 public and 5 private school.

8
1.8 Operational Definition

Managing is a combination of three independent processes; firstly set the standards
secondly evaluate the actual performance with standard and thirdly take corrective action
or treatment if necessary. It is a process of monitoring, estimating the progress and taking
necessary action to ensure the desired results. It helps to maintain consent and concurrence
with organizational policies and rules. With the help of controlling, it is certified that right
thing happens at right time and right way (Domnissoru, 2004).
1.9 Research Methodology

Keeping in view the purpose of study, survey method was adopted and
comprehensive just for the teachers, it have five different parts that how they are all
effected. Second thing they had answered all of these questions according to their own
point of view.
1.9.1 Population
The population of study consists of:
The population of the study consisted of high schools, head teachers of high schools
and working teachers of high schools of district Faisalabad.
1.9.2 Sample
In order to analyze this large population sampling technique was used. The sample
selected for survey comprised of the teachers of selected institutions. Three different areas
of district Faisalabad.
9
1.9.3 Tools of Research

Continuous, quantitative data was collected with the help of
questionnaire.
1.9.4 Methodology
Questionnaire were distributed in all the high schools of selected areas of
district Faisalabad. The subjects were given 5 days to complete the questionnaires.
Then the questionnaire were collected from the respondents and analysis was
made to find out conclusions and recommendations.
After the data collection data analysis was carried out. Since it was collected
through questionnaires the researcher has resorted to percentage formula.
Finally, the researcher concluded the mean of answers from all the
questionnaires through tables. The data was tabulated, interpreted and analyzed for results.
10
CHAPTER 2
REVIEW OF RELATED LITERATURE

Supervisor is an integral part in a wide range of associations. It is hard to
characterize director since chief's work is various and diverse dimensional
(AkademRoczniki, Poznaniu, Rolniczej w 2007). As indicated by business reference book
(1995) director is an individual who performs essential and primordial administration
capacities like arranging, sorting out, coordinating, controlling inspiring and assessing.
Chief is a pioneer and manager of all the working group (Encyclopediabiznesu4 K.
Cieślińska1995). Administrator takes the duties regarding execution, work and
acknowledgment of hierarchical administrative procedure. In short supervisor makes
planes, arranges, regulates, controls and inspires human, material and enlightening assets
(R.W.Griffin, 2000). As indicated by pocztowski (1997) chief's work is a craftsmanship
and calling which provincial source or quintessence is the executives. It is the best approach
to accomplish the hierarchical objectives through appropriate capacity the money, material
and HR.
In the perspective on J. Pen (2000) administrator is individual utilized for the board
work, plays out all administration capacities and using entire or some offer of assets to
accomplish mostly or entire objectives. Creator likewise clarifies that chief post is
administrational and he has total learning and fitness for driving and dealing with the
association to accomplish greatest focus in given circumstance (Penc, 2003). Director is in
charge all things considered and supervision because of his position and training (Drucker,
1994).Manager is an individual who gathers and coordinates working exercises of other
individuals. He is much the same as a pioneer, helper and facilitator who planes, sorts out,
arranges and direct the working exercises (Robbin, 2000).

11
2.1 Role of Manager

Chief is a pioneer and manager of complete monetary unit and is in charge of all
exercises of unit like generation producer yet additionally allots obligations and duties of
different individuals from unit. Listwan (1993) classifies directors in to three gatherings
like help faculty, masters and choices creators. Help staff are the individual who assemble
stores and record all data. Masters are in charge of work of association. They oversee all
exercises and screen change and readiness of association. Third classification are of chiefs,
they set objectives and pick the way to accomplish them (Listwan, 1993). With the
progression of time job of an administrator was changed in light of the fact that objectives,
requests and exercises were being changed. Before, director was just connected among
laborers and proprietor. Despite the fact that he tuned in to worker's requests however he
was not keen on taking care of their issues. Boss' real needs were work, order and creation.
As organization created Supervisor turned out to be increasingly approved and
absolutist in style. At that point there was an unrest in supervisor exercises in light of inside
and outside elements of organization. Inside changes happened because of innovation
advancement. Chief required skilful master specialist. These specialist requested
opportunity in real life and just administration style. Outer changes likewise happened on
account of consciousness of work rules among subordinates. Presently undertakings had
felt the laborer's needs and their inspiration. This brought forth conduct hypothesis
(CieslinskaKatarzyna, 2007). Presently multi day Management idea is changed. Laborers
are not being viewed as substandard. Administrators are not attempting to control and
control them. Chiefs keep up their amount and nature of creation through great associations
with laborers (Mosley et al. 1985).

12
In the perspective on Raju (2011) presently association requests different jobs and
employments from the director. He is the main extension among boss and representatives.
He needs to plane, sort out, oversee, and direct all exercises to increase hierarchical
objectives. Raju (2011) classifies the activity of a director into three noteworthy territories
relational relations, data procedure, and basic leadership process. A Manager's first
commitment is to make authoritative condition solid, serene and neighborly. He assumes
the job of a head, pioneer and appreciates great relations with the board and laborers.
Furthermore a supervisor ought to know about the whole inner and outer changes that
happen in an association, in the wake of taking essential activities and estimations. He
ought to advise to the administration and laborers to get ready for this. Thirdly as indicated
by Drucker (1993) chief critical and most significant commitment is to take right choice at
opportune time.
2.2 Head Teacher as a Manager

There are extraordinary desire from school the board and school officials to
accomplish instruction targets through the use of proper administration guideline and
abilities. Presently multi day compelling administration is considerably more requested
than any time in recent memory (Okumbe, 1999). It is the superintendent's urgent duty is
to appoint the executives obligations in school. In this way, by and large administration
hovers around the dean's execution. The level of powerful administration relies upon
director's work with and through teachers. The director's vision, moral help, empowering
inspiration and different commitments are charging teachers as well as provide guidance
and capacities to perform (CharlesToo, Kimutai Chris Keter, Zachariah Kosgei, 2012). In
characterize head teacher as school administrator requests such commitment like visionary,
inventive, understanding, amiable, appreciate great connection with teachers and high
13
choice power alongside learning the board aptitudes due to his authority position. The
effect of director the executive’s aptitudes on school conduct is extremely solid because of
noteworthiness position in basic leadership process (Drucker, 1974).
2.3 Management
The executives is the logical procedure. It has the accompanying advances and
targets, the arranging and sorting out human and money related assets to accomplish the
destinations lastly assessing the results. It likewise incorporates announcing and recording
the data for later use (Knowledge the executives terms, 2009). The executives is the
fulfillment of authoritative objectives in a compelling and proficient way through
arranging, sorting out, coordinating, driving and controlling hierarchical assets (John R
Schermerhom, 2010). The board is the procedure in which essential power attempts to
design, compose, and facilitates different exercises in connection to its targets in an
association. It is the best disclosure of man which benefits him to an extreme
(Sivasubramanium, 1988). The board is the specialty of completing a thing great (viably
and productively) through and with other individuals in a formal association (Koonty,
1961). The board is viewed as a dynamic wellspring of getting targets with and through
other individuals by arranging the assets (Hellriegel and Slocum, 1998).
Each country transfers and relies upon its common and HR. So as to use them and
take greatest advantages from these assets, some uncommon systems and techniques are
embraced. These strategies and techniques bring forth the board. It is hard to characterize
the executives since its underlying foundations are in brain science, financial matters and
human science and each order has its own perspective. Presently the executives is studding
both as a hypothesis and procedure. Information, workmanship, ideas, standards, goals,

14
capacities and modes are incorporated into the board as a hypothesis in an association.
Human relations, overseeing material and money related assets, basic leadership,
arranging, sorting out, coordinating, organizing, controlling, checking and assessing are
for the most part procedures of the executives (Dash, 2008).
2.4 School Management

Instructive Management in optional schools suggests the board standards and their
applications in association and organization of schools exercises, usage of assets so as to
accomplish instructive objectives (Okumbe, 1999). School the executives intends to set
objectives in the light of instructive destinations. At that point all school individuals
attempt their best to accomplish their objectives by the utilization of all school assets and
diverse exercises (Cheng, 2000). A formal board of trustees comprises of Head teacher,
guardians, teachers, a few understudies and network to settle on the choice in the welfare
of the understudies. This advisory group is government delegate for school the executives
(Wohlstetter and Mohrman, 1994).
School is a social and social focus, which has its very own characterized and indicated
destinations. School's fundamental goal is to instruct the general population. It has its very
own assets like human (school staff) material (school building, study hall and grounds and
so on) and budgetary (FTF subsidize, Red Cross and so forth). Dean works like a
supervisor, assesses all assets and makes arrangement to sort out exercises to accomplish
all objectives in the best and the least expensive way. Director needs to coordinate, spur
and facilitate with teachers. He additionally controls and screens the different educational
programs and co-educational programs exercises. He is in charge of arrangement and
legitimate utilization of account in any action (Dash, 2008). In the perspective on Kurtz
and Boone (1984) instruction the executives is the way toward arranging, sorting out,
15
controlling, guiding and organizing different exercises to accomplish goals through
appropriate utilization of human and physical assets. In schools there are two parts of the
executives, inside administration and outside administration, inward administration
incorporates school organization, Management of school library and research facility, take
care of the structure and other physical assets. He is dealing with the educational modules
and co-educational programs exercises. It likewise covers budgetary issues and relations
with associates and understudies. While outer administration covers relations with network
and departmental experts (Dash, 2008).
2.5 Management Skills

 It is the ability to make decision and guide the subordinates within institution.
 It is the skills regarding the principle, techniques, practices or science of managing
an institution
 The abilities and knowledge of individual to perform managerial activities is
called management skills.
If manager inspires and motivates the others then he is impressive otherwise
fails badly to engage their employees. Major reasons of employees to leave their job are
the working relationships with their manager and other employees. It means people quit
people not jobs. How manager is to be impressive and which managerial skills are
necessary. A successful manager inspires and motivates every member of his team or
department so that he may achieve his goals. Affective management demands talent and
skills. A manager can develop these skills through learning, training and experience.
Natural talent works like a catalyst (Whetten David A, 2011).
The management skills can be learned and practiced but an individual becomes
expert after practical experiences. The skill is the capacity of an individual to convert
16
plan in to action and real work. These skills are continuously modified depending on
change in society, public policy and economy. An effective and successful manager
needs three basic skills like human skills, technical skills and conceptual skills (Katz,
1955, Kaifi and Mujtaba, 2010; Mujtaba, 2007). But important management skills are
technical skills, conceptual skills, interpersonal skills, analytical skills, human skills and
time management skills.
2.6 Technical skills
Learning and systems about the activity work. The data about association,
representatives and preparing the unit are on the whole specialized aptitudes. In school
circumstance director ought to have sufficient information about correspondence, registers
work, rule of evaluation and instructing and so on. As per AndrasFarkas and Viktor (2008),
"educational modules of foundation ought to satisfy the requirements of changing nature
and requests of associations. So foundation ought to have grown close relations with
industry, business network and other employment places. (P.1) Institution ought to have
overseen specialized dexterous people, who play a functioning job being developed and
thriving of an association "Chief additions information from various sources and actualize
it when required" (Yukl 2006, p.198) The superintendent must be talented with the basic
specialized abilities of supervision, correspondence, evaluation work, educational modules
actives.
2.7 Interpersonal Skills
As per Goleman (1997) states that dimension of achievement of a chief relies on
social mindfulness and compelling correspondence. The essential obligation of supervisor

17
is take choice at opportune time and pass on it to specialist adequately. So chief needs
abnormal state of relational abilities. In school head teacher has normal contact with his
teachers. Head teacher ought to figure out how to look for co-activity and propel them. The
core value are, frequently grin on the grounds that the vitality you emanate for other people,
will make supporters. Be acknowledging others on their great work with the goal that they
will give their most extreme, listen them, focus on them, unite and illuminate their
conflicts.(Hargie and Dickson, 2004)
2.8 Conceptual Skills
As indicated by Goleman (1997) states that dimension of accomplishment of a
director relies on social mindfulness and powerful correspondence. The essential
obligation of supervisor is take choice at ideal time and pass on it to specialist successfully.
So administrator needs abnormal state of relational abilities. In school head teacher has
standard contact with his teachers. Head teacher ought to figure out how to look for co-
task and inspire them. The core value are, regularly grin in light of the fact that the vitality
you emanate for other people, will make pupils. Be acknowledging others on their great
work with the goal that they will give their most extreme, listen them, focus on them, unite
and understand their conflicts.(Hargie and Dickson, 2004)
2.9 Analytical & Decision Skills
Analytical skills are also called diagnostic skills. The ability to evaluate and analyze
the work, situation or problem is called analytical, diagnostic and decision making skills.
According to Peter Drucker (1973) “manager’s first obligation is to take proper decisions.
Some time decision making is very difficult and manager hesitates it, there are several
18
seasons like work pressure, risks, confusion, lack of courage and uncertainty.” (Bateman
& Snell 1999, p. 80)
2.10 Human skills
Human skills mean the capacity or ability to work with others. A research shows
that a top level manager spends 95% of his time on solving worker problems and only 5%
on technical problems. Human skills are more important than technical skills. According
to Harvard Bureau vocational guidance 65% of people fired from their jobs due to social
adjustment (Heneman& judge, 2005).
2.11 Time Management Skills
Time management means to assigned time to activities in accordance to its benefits
(prioritizing). Emergency problems solve first (First thing first). Managing the time saves
energy, effort and time. According to Pareto principle (1906) eighty percent result of work
that we do in a day is due to 20 percent of our efforts and remaining 80 percent efforts
result only 20 percent result of work. According to Shirley (2008), the time is managed on
the base of prioritize and goals of work. People want to do many things in limited time.
Time management helps to match with need, importance and other resources (Ezine 2008).
2.12 Management and Administration
There is another term administration and how it differs from management. Some
people consider them the same thing. But administration is quite different from
management. Administration is overall general human behavior of an organization. It is

19
decision making process. It is an act of directing and controlling life in any social setting
and in any social organization like a school or an industry (Remasay, 1999). There are two
main differences between management and administration. Firstly management is the
process of working with and through others, while administration is the process of directing
and controlling life in social institution. Secondly administration is a process of policy
making that leads in decision making laws and. regulations while management is the
process of implementation of these laws and regulations. Educational administration is a
process of generating and pointing out the resources for the achievement of educational
objectives (Okumbe, 1999).
2.13 Management and Leadership
Another term relate to management is the leadership, although a manager is a leader
of his team but leadership is a quite different thing. Many authors define leadership as a
process of influence. A leader intentionally influence and motivates the others to achieve
the goals. In this process the leader gains the confidence of others by explaining the
objectives, processes and fruits of activities (Yukl, 2002). A leader is the guide of his team,
who participates in the activity like other members of the team not the authority. This
influence may be exerting by team or individual (Cuban, 1988).The basic function of a
leader is providing vision of future; inspire the people to achieve the goals. He also provides
energy, plan and training to people for obtaining the goals (Bush, 2008).The main
difference between leadership and management is, leadership links with change while
management links with maintenance (Cuban, 1988).

20
2.14 Management functions

Actions or activities required to perform a particular role are called functions. So
the set of actions or activities that define the role of managers in social environment are
called management functions. Effective management is creative, problem solving, and goal
orientated. It consists of five basic functions like planning, organizing, and leading,
controlling and staffing (Calia Roberts, 2014). Henri Fayol (1916) was the pioneer to
describe management function in his book” administration industrielleetGenerale”. Fayol
(1916) also forced on generalization and consistence of these functions. These functions
categorize knowledge of management process into different categories; fundamental
management text has been in studies in functional framework since 1950 (Cengage, 2006
&Noman, 2014).
2.15 Planning
Planning is cognitive, intellectual as well as practical process. It is goals orientated in
future. Planning helps to anticipate the problems and reduce the uncertainty. An
organization can plan the best activities and necessary resources to carry out these activities
through planning. Major adventures of planning are improvement in performance, easy to
motivate the worker and ensure to coordinate action (Janet Shapiro, 2001).
In all types of organizations, before starts an organizer’s work has some questions.
What, who, how, when, it is to be done. To answer all these questions decision is made.
Set of decisions, before starting a process, is called planning. It is an imaginative and
intellectual work before doing. Planning is essential because it affects performance. It puts
its attention on objectives and to facilitate control, anticipate problem and reduce tension
(Kareem, 1988).
21
2.16 Organizing
The second function of management is organizing. It organizes physical and human
resources and develops organizational structure. The coordination of efforts and material
resources are carried out in a framework. This framework involves chain of command,
decision making process and design of individual jobs. The graphic representation of this
framework is called organizational structure. Decisions are about nature of job,
responsibilities, duties and principle about duties(polley Ann Mcelure, 2003).
Directing
Human resources are the main source who turns the planning into reality. Manager
can organize the best plan into reality with their employee cooperation. The process of
dealing, relationship, and mutual understanding and organizational behavior is called
directing. It is important component of management which demands proper motivational
environment. Directing is an act of guiding, motivating and leading people.

22
CHAPTER 3
RESEARCH METHODOLOGY
This chapter presents and discusses the methods and procedures administrated in the study.
These comprise the rationale for the research design and methods, the sampling strategy
and characteristics of the participants, the instruments and procedures for collecting data
and the analytical approaches used to interpret data.
3.1 Research Design

The study entitled “A comparative study of different management styles of head-
teachers in public and private schools in district Faisalabad” was descriptive in nature,
survey method was considered appropriate for data collection because the problem
statement deals with present phenomena. Researcher used questionnaires for data
collection.
23
3.2 Population of the study

The Population of the study consisted of all public sector and private sector High schools
of district Faisalabad. There are 489 high schools s in public sector in district Faisalabad.
In private sector, 390 high schools are working according to the statistics of EDO offices
of district Faisalabad
3.3 Sample and Sampling technique

Two stages random sampling technique were used for data collection. Distribution of
sample is as 10% schools were randomly selected at first stage. Second stage of sampling
consisted of 5 teachers selected from every school.
3.4 Research Instrument

This study was carried out using quantitative research design. For collection of quantitative
data survey method was used. For this purpose questionnaire was developed by the
researcher after gone through related literature (journals, reports, books, magazines and
articles etc.) and discussion with worthy supervisor.
Demographic variables: the first part of the questionnaire was related to head teacher male
and female teacher demographic information which included; Name and gender, urban and
rural, name of school. The second part of questionnaire consists of five sections.
1. Planning
2. Organizing
3. Coordinating
4. Controlling
24
5. Directing
The scale items were scored, a positive system of scoring used for 30 items. The items
were scored by rating the responses on the basis of following scoring procedure.
 Strongly Agree as 5 score
 Agreed as 4 score
 Un- decided as 3 score
 Disagree as 2 score
 Strongly disagree as 1 score
3.4 Validity of Instrument

The preliminary questionnaire consisted of 45 items. In order to ascertain content and
construct validity, the scale was discussed with a panel of experts .
3.5 Reliability
The Cronbach‟s Coefficient Alpha was applied to check the reliability of the data
in the study. Polit testing was conducted on 45 respondents from two male and two female
public and private schools that were excluded in final sample. The reliability coefficient
was found 0.87
3.6 Data Collection

The data were collected personally by researcher. The researcher visited the concerned
schools and questionnaires were personally delivered to the teachers. Brief guidelines were
given to the respondents about filling up the questionnaire.

25
3.7 Data Analysis

Data analyzed by the using SPSS (Statistical Package for Social Sciences) and data was
presented in the form of tables. Standard Deviation, Mean and t test were used to know the
difference between various categories.

26
CHAPTER 4
DATA ANALYSIS
This chapter deals with the analysis and interpretations of the data. Data were
collected from the teachers of Public high schools and private high schools. This part of
the study encompassed descriptive information about following aspects related to the
management functions of head-teachers in public and private secondary schools.
4.1 Demographic
Table: 4.1.1 Frequency distributions of public and private school
teachers
Sd Frequency Percent
Public School 245 55.7%
Private School 195 44.3%
Total 440 100.0%
The above table shows the frequency distribution with percentage values for school wise
is given in Table 4.1.1 Out of 440 respondents, there were 245 (55.7%) public and 195
(44.3%) private schools.
Table: 4.1.2 Frequency distributions by gender

Frequency Percent
Male 210 47.7%
Female 230 52.3%
Total 440 100.0%
The frequency distribution with percentage values for gender is given in Table 4.1.2. Out
of 440 respondents, there were 210 (47.7%) male and 230 (52.3%) female respondents.
27
4.2Data Analysis
Table: 4.2.1 Involves others in planning process

High T. p.
SA A U D SDA Mean S.D.
School value value
33 100 21 77 14
Public 2.75 1.20
13.5% 40.8% 8.6% 31.4% 5.7%
25 99 9 50 12
Private 2.62 1.18 1.19 0.36
12.8% 50.8% 4.6% 25.6% 6.2%
58 199 30 127 26
Total
13.2% 45.2% 6.8% 28.9% 5.9%
S.D. = Standard deviation A = Agree SA = Strongly Agree
UD = Undecided SDA = Strongly Disagree DA = Disagree
The frequency distribution with percentage values are given in Table 4.2.1 Out of 245
respondents of public high school were 33 (13.5%) strongly agreed, 100 (40.8%) agreed,
21 (8.6%) undecided, 77 (31.4%) disagreed and 14 (5.7%) respondents are strongly
disagreed. On the other hand out of 195 respondents of private school were 25 (12.8%) are
strongly agreed, 99 (50.8%) agreed, 9 (4.6%) undecided, 50 (25.6%) are strongly disagreed
and 12 (6.2%) are disagreed. However, summary table shows that out of 440 respondents
58 (13.2%) strongly agreed followed by 199 (45.2%) agreed, 30 (6.8%) undecided, 127
(28.9%) disagreed, 26 (5.9%) strongly disagreed. It is concluded that statement “involves
others in the planning process” is agreed by the respondents of both high schools. The mean
value of public was 2.75 and private school was 2.62, whereas the standard deviation was
1.20 and 1.18. The t-value (1.19) showed that non-significant difference (P=0.36 which is
greater than 0.05) between response of public and private schools.

28
Table: 4.2.2 Develop complete, well-detailed plans

High SA A U D SD Mean Std. T. p.
School D value value
Public 31 99 25 77 13 2.76 1.18
12.7% 40.4% 10.2% 31.4% 5.3%
Private 46 99 9 30 11 2.29 1.15

4.252 0.01
23.6% 50.8% 4.6% 15.4% 5.6%
Total 77 198 34 107 24
17.5% 45.0% 7.7% 24.3% 5.5%

The frequency distribution with percentage values for school wise are given in Table 4.2.2.
Out of 245 respondents of public high school were 31 (12.7%) strongly agreed, 99 (40.4%)
agreed, 25 (10.2%) undecided, 77 (31.4%) disagreed and 13 (5.3%) respondents are
strongly disagreed. On the other hand out of 195 respondents of private school were 46
(23.6%) are strongly agreed, 99 (50.8%) agreed, 9 (4.6%) undecided, 30 (15.4%) are
strongly disagreed and 11 (5.6%) are disagreed. However, summary table shows that out
of 440 respondents 77 (17.5%) strongly agreed followed by 198 (45.0%) agreed, 34 (7.7%)
undecided, 107 (24.3%) disagreed, 24 (5.5%) strongly disagreed. It is concluded that
Develop complete, well-detailed plans is agreed by the both high schools. The mean value
of public was 2.76 and private school was 2.29, whereas the standard deviation was 1.18
and 1.15. The t-value (4.452) showed that significant difference (P=0.01 which is less than
0.05) between response public and private school.

29
Table: 4.2.3 Makes plans that is clear and realistic

Public 20 43 11 126 45
3.54 1.21
8.2% 17.6% 4.5% 51.4% 18.4%
Private 14 147 6 10 18 2.34 1.01

11.134 0.00
7.2% 75.4% 3.1% 5.1% 9.2%
Total 34 190 17 136 63
7.7% 43.2% 3.9% 30.9% 14.3%

The frequency distribution with percentage values are given in Table 4.2.3. Out of 245
respondents of public high school were 20 (8.2%) strongly agreed, 43 (17.6%) agreed, 11
(4.5%) undecided, 126 (51.4%) disagreed and 45 (18.4%) respondents are strongly
34 (7.7%) strongly agreed followed by 190 (43.2.0%) agreed, 17 (3.9%) undecided, 136
(30.9%) disagreed, 63 (14.3%) strongly disagreed. It is concluded that makes plans that are
clear and realistic is agreed by the both high schools. The mean value of public was 3.54
and private school was 2.34, whereas the standard deviation was 1.21 and 1.01. The t-value
(11.134) showed that highly significant difference (P=0.00 which is less than 0.01) between
response public and private school.

30
Table: 4.2.4 Keeps information and documentation is in an orderly

manner
Public 64 84 11 49 37
2.64 1.44
26.1% 34.3% 4.5% 20.0% 15.1%
Private 71 69 7 40 8
2.21 1.25 3.314 0.00
36.4% 35.4% 3.6% 20.5% 4.1%
Total 135 153 18 89 45
30.7% 34.8% 4.1% 20.2% 10.2%

(20.2%) disagreed, 45 (10.2%) strongly disagreed. It is concluded that keeps information
and documentation is in an orderly manner are agreed by the both high schools. The mean
31
2.64 and 2.21. The t-value (3.314) showed that highly significant difference (P=0.00 which
is less than 0.01) between response public and private school.
Table: 4.2.5 Establishes high standards of performance for subordinates

Public 66 122 16 38 3
2.14 1.02
26.9% 49.8% 6.5% 15.5% 1.2%
Private 50 72 5 63 5 -
2.49 1.25 0.00
3.218
25.6% 36.9% 2.6% 32.3% 2.6%
Total 116 194 21 101 8
26.4% 44.1% 4.8% 23.0% 1.8%

(23.0%) disagreed, 8 (1.8%) strongly disagreed. It is concluded that establishes high
standards of performance for subordinates are agreed by the both high schools. The mean
32
1.02 and 1.25. The t-value (3.218) showed that highly significant difference (P=0.00 which
Table: 4.2.6 Handles highly stressful and pressure-laden situation

effectively
Public 36 132 14 54 9
2.46 1.10
14.7% 53.9% 5.7% 22.0% 3.7%
Private 25 99 9 50 12 -
2.62 1.18 0.04
1.417
12.8% 50.8% 4.6% 25.6% 6.2%
Total 61 231 23 104 21
13.9% 52.5% 5.2% 23.6% 4.8%

(23.6%) disagreed, 21 (4.8%) strongly disagreed. It is concluded that handles highly
stressful and pressure-laden situation effectively are agreed by the both high schools. The
mean value of public was 2.46 and private school was 2.62, whereas the standard deviation
33
was 1.10 and 1.18. The t-value (1.417) showed that significant difference (P=0.04 which
Table: 4.2.7 Gives training and guidance to subordinates when they are
doing new tasks
Public 17 24 12 187 5
3.57 0.95
6.9% 9.8% 4.9% 76.3% 2.0%
Private 22 150 7 6 10
2.14 0.85 16.437 0.00
11.3% 76.9% 3.6% 3.1% 5.1%
Total 39 174 19 193 15
8.9% 39.5% 4.3% 43.9% 3.4%

(4.9%) undecided, 187 (76.3%) disagreed and 5 (2.0%) respondents are strongly disagreed.
On the other hand out of 195 respondents of private school were 22 (11.3%) are strongly
agreed, 150 (76.9%) agreed, 7 (3.6%) undecided, 6 (3.1%) are strongly disagreed and 10
(5.1%) are disagreed. However, summary table shows that out of 440 respondents 39
(8.9%) strongly agreed followed by 174 (39.5%) agreed, 19 (4.3%) undecided, 193
(43.9%) disagreed, 15 (3.4%) strongly disagreed. It is concluded that gives training and
guidance to subordinates when they are doing new tasks are agreed. The mean value of
public was 3.57 and private school was 2.14, whereas the standard deviation was 0.95 and
34
0.85. The t-value (16.437) showed that highly significant difference (P=0.00 which is less
than 0.01) between response public and private school.
Table: 4.2.8 Encourages subordinates to attend courses or training

program for further development
Public 20 25 12 173 15
3.56 1.03
8.2% 10.2% 4.9% 70.6% 6.1%
Private 43 133 6 5 8
1.99 0.85 17.187 0.00
22.1% 68.2% 3.1% 2.6% 4.1%
Total 63 158 18 178 23
14.3% 35.9% 4.1% 40.5% 5.2%

strongly agreed, 133 (68.2%) agreed, 6 (3.1%) undecided, 5 (2.6%) strongly disagreed and
8 (4.1%) are disagreed. However, summary table shows that out of 440 respondents 63
(14.3) strongly agreed followed by 158 (35.9%) agreed, 18 (4.1%) undecided, 178 (40.5%)
disagreed, 23 (5.2%) strongly disagreed. It is concluded that encourages subordinates to
attend courses or training program for further development are agreed. The mean value of
public was 3.56and private school was 1.99, whereas the standard deviation was 1.03 and
35
0.85. The t-value (17.187) showed that highly significant difference (P=0.00 which is less
Table: 4.2.9 Gives feedback which helps subordinates improve

performance
Public 24 24 12 180 5
3.48 1.04
9.8% 9.8% 4.9% 73.5% 2.0%
Private 22 150 7 6 10
2.14 0.85 14.602 0.00
11.3% 76.9% 3.6% 3.1% 5.1%
Total 46 174 19 186 15
10.5% 39.5% 4.3% 42.3% 3.4%

(4.9%) undecided, 180 (73.5%) disagreed and 5 (2.0%) respondents are strongly disagreed.
On the other hand out of 195 respondents of private school were 22 (11.3%) are strongly
agreed, 150 (76.9%) agreed, 7 (3.6%) undecided, 6 (3.1%) strongly disagreed and 10
(5.1%) are disagreed. However, summary table shows that out of 440 respondents 46
(42.3%) disagreed, 15 (3.4%) strongly disagreed. It is concluded that gives feedback which
helps subordinates improve performance are agreed. The mean value of public was 3.48
and private school was 2.14, whereas the standard deviation was 1.04 and 0.85. The t-value
36
(14.602) showed that highly significant difference (P=0.00 which is less than 0.01) between
response public and private school.
Table: 4.2.10 Deals with higher priority problems and tasks first
Public 17 24 15 177 12
3.58 0.98
6.9% 9.8% 6.1% 72.2% 4.9%
Private 25 147 9 6 8
2.10 0.81 16.988 0.00
12.8% 75.4% 4.6% 3.1% 4.1%
Total 42 171 24 183 20
9.5% 38.9% 5.5% 41.6% 4.5%

The frequency distribution with percentage values for school wise are given in Table
4.2.16. Out of 245 respondents of public high school were 17(6.9%) strongly agreed,
24(9.8%) agreed, 15 (6.1%) undecided, 177(72.2%) disagreed and 12(4.9%) respondents
are strongly disagreed. On the other hand out of 195 respondents of private school were
25(12.8%) are strongly agreed, 147(75.4%) agreed, 9(4.6%) undecided, 6 (3.1%) strongly
disagreed and 8(4.1%) are disagreed. However, s ummary table shows that out of 440
respondents 42(9.5%) strongly agreed followed by 171(38.9%) agreed, 24(5.5%)
undecided, 183(41.6%) disagreed, 20(4.5%) strongly disagreed. It is concluded that “Deals
with higher priority problems and tasks first” are agreed. The mean value of public was
3.58and private school was 2.10, whereas the standard deviation was 0.98and 0.81. The t-
37
value (16.988) showed that highly significant difference (P=0.00 which is less than 0.01)
between response public and private school.
Table: 4.2.11 Establishes effective and efficient procedures for getting work done

Public 15 23 13 178 16
3.64 0.96
6.1% 9.4% 5.3% 72.7% 6.5%
Private 64 117 5 2 7
1.83 0.83 20.908 0.01
32.8% 60.0% 2.6% 1.0% 3.6%
Total 79 140 18 180 23
18.0% 31.8% 4.1% 40.9% 5.2%

respondents of public high school were 15(6.1%) strongly agreed, 23(9.4%) agreed,
13(5.3%) undecided, 178(72.7%) disagreed and 16(6.5%) respondents are strongly
disagreed. On the other hand out of 195 respondents of private school were 64(32.8%) are
strongly agreed, 117(60.0%) agreed, 5(2.6%) undecided, 2 (1.0%) strongly disagreed and
7(3.6%) are disagreed. However, summary table shows that out of 440 respondents
79(18.0%) strongly agreed followed by 140(31.8%) agreed, 18(4.1%) undecided,
180(40.9%) disagreed, 23(5.2%) strongly disagreed. It is concluded that establishes
effective and efficient procedures for getting work done are agreed. The mean value of
public was 3.64 and private school was 1.83, whereas the standard deviation was 0.96and
38
0.83. The t-value (20.908) showed that highly significant difference (P=0.01 which is equal
Table: 4.2.12 Gets employees involved in their work

Public 25 19 11 160 30
3.62 1.12
10.2% 7.8% 4.5% 65.3% 12.2%
Private 34 142 6 5 8
2.03 0.82 16.526 0.00
17.4% 72.8% 3.1% 2.6% 4.1%
Total 59 161 17 165 38
13.4% 36.6% 3.9% 37.5% 8.6%

strongly agreed, 142 (72.8%) agreed, 6 (3.1%) undecided, 5 (2.6%) strongly disagreed and
8 (4.1%) are disagreed. However, summary table shows that out of 440 respondents 59
(37.5%) disagreed, 38 (8.6%) strongly disagreed. It is concluded that gets employees
involved in their work are agreed. The mean value of public was 3.62 and private school
was 2.03, whereas the standard deviation was 1.12 and 0.82. The t-value (16.526) showed
39
that highly significant difference (P=0.00 which is less than 0.01) between response public
and private school.
Table: 4.2.13 Let’s subordinates know when they are doing things well
Public 26 192 12 8 7
2.09 0.73
10.6% 78.4% 4.9% 3.3% 2.9%
Private 0 0 0 195 0 -
4.00 0.00 0.00
36.34
0.0% 0.0% 0.0% 96.0% 3.0%
Total 26 192 12 203 7
5.9% 43.6% 2.7% 46.1% 1.6%

respondents of public high school were 26(10.6%) strongly agreed, 192(78.4%) agreed, 12
(4.9%) undecided, 8(3.3%) disagreed and 7(2.9%) respondents are strongly disagreed. On
the other hand out of 195 respondents of private school were only 195(96.0%) are
disagreed. However, summary table shows that out of 440 respondents 26(5.9%) strongly
agreed followed by 192 (43.6%) agreed, 12 (2.7%) undecided, 203 (46.1%) disagreed, 7
(1.6%) strongly disagreed. It is concluded that “let’s subordinates know when they are
doing things well” are agreed. The mean value of public was 2.09and private school was
4.00, whereas the standard deviation was 0.73 and 0.00. The t-value (-36.34) showed that
highly significant difference (P=0.00 which is less than 0.01) between response public and
private school.
40
Table: 4.2.14 Understand subordinate

Public 13 229 1 1 1
1.97 0.33
5.3% 93.5% 0.4% 0.4% 0.4%
Private 0 0 0 195 0 -
4.00 0.00 0.00
85.454
0.0% 0.0% 0.0% 91.0% 6.0%
Total 13 229 1 196 1
3.0% 52.0% 0.2% 44.5% 0.2%

respondents of public high school were 13(5.3%) strongly agreed, 229 (93.5%) agreed, 1
(0.4%) undecided, 1 (0.4%) disagreed and 1 (0.4%) respondents are strongly disagreed. On
the other hand out of 195 respondents of private school were195 (91.0%) disagreed.
However, summary table shows that out of 440 respondents 13(3.0%) strongly agreed
followed by 229 (52.0%) agreed, 1(0.2%) undecided, 196 (44.5%) disagreed, 1 (0.2%)
strongly disagreed. It is concluded that “understand subordinate” are agreed. The mean
0.33 and 0.00. The t-value (-85.454) showed that highly significant difference (P=0.00
which is less than 0.01) between response public and private school.
41
Table: 4.2.15 Readily commands the attention and respects of other in a

group
Public 12 227 3 1 2
2.00 0.39
4.9% 92.7% 1.2% 0.4% 0.8%
Private 2 2 0 195 0 -
4.00 0.00 0.00
71.854
1.0% 1.0% 0.0% 92.0% 4.0%
Total 12 227 3 196 2
2.7% 51.6% 0.7% 44.5% 0.5%

respondents of public high school were 12(4.9%) strongly agreed, 227 (92.7%) agreed, 3
(1.2%) undecided, 1 (0.4%) disagreed and 2 (0.8%) respondents are strongly disagreed. On
the other hand out of 195 respondents of private school were195 (92.0%) are disagreed.
However, summary table shows that out of 440 respondents 12 (2.7%) strongly agreed
followed by 227 (51.6%) agreed, 3 (0.7%) undecided, 196 (44.5%) disagreed, 2 (0.5%)
strongly disagreed. It is concluded that “readily commands the attention and respects of
other in a group” are agreed. The mean value of public was 2.00 and private school was
4.00, whereas the standard deviation was 0.39and 0.00. The t-value (-71.854) showed that
highly significant difference (P=0.00 which is less than 0.01) between response public and
private school.
42
CHAPTER 5
SUMMARY, FINDINGS, CONCLUSIONS AND

RECOMMENDATIONS
This chapter of the present study discusses the summary of the overall study,
findings from the analyses of quantitative data and conclusions drawn from the study.
Similarly, recommendations are also described in this chapter.
5.1 Summary of the study

The study aims to check the difference between management styles of public and
private school head teachers at secondary level in District Faisalabad. The objectives of the
study were, 1) to find out the difference in formulation of planning activities between head
teachers of private and public sector schools;1) to point out organizing abilities to handle
school activities regarding instructional and no instructional tasks;3) to chalk out the
competencies regarding coordinating various activities to complete managerial tasks; 4) to
point out the effectiveness of controlling management functions for getting work done and
well in time;5) to find out the efficiency of directing employees to achieve institutional
objectives.
The population of the study consisted on both genders of teachers in public and
private high schools of district Faisalabad. All five tehsils of district Faisalabad were taken
as population. At first stage of sampling ten percent of total population (high schools) in
each tehsil was randomly selected as a sample. At second stage of sampling five teachers
were randomly selected from each school. A review related literature was done for the
development of questionnaire. After the development of questionnaire, it was tested and
validated with the help of a group of educational experts of University of Education
Faisalabad campus and Government College University Faisalabad. Data collected through
questionnaire was analyzed under these sections and interpreted by using t.test, means and
43
standard deviation was used for analysis of data.Conclusions were drawn in the light of
findings and recommendations of the study were made.
5.2 Findings of the study

5.2.1 Findings of the study from the Public High School Teachers
1. Forty percent 40% respondents agreed and 13% strongly agreed about the
statement, “Involves others in the planning process.”
2. About the statement, “Develop complete, well-detailed plans” forty percent 40%
agreed and 13% strongly agreed.
3. Fifty one percent 51% respondents disagreed and 18% strongly disagreed in the
statement, “Makes plans that are clear and realistic”.
4. Thirty four percent 34% respondents agreed and 26% strongly agreed regarding the
statement, “Keeps information and documentation is in an orderly manner” hence
the majority of the teachers showed agreed in the above statement.
5. Forty nine 49% respondents agreed and 27% strongly agreed about the statement,
“Establishes high standards of performance for subordinates”.
6. About the statement, “Handles highly stressful and pressure-laden situation
effectively” fifty three percent 53% respondents agreed and 14% strongly agreed.
7. Seventy six percent76 % respondents disagreed and 2% strongly disagreed with the
statement, “Gives training and guidance to subordinates when they are doing new
tasks”.
8. About the statement, “Encourages subordinates to attend courses or training
program for further development” seventy percent 70% respondents disagreed and
6% strongly disagreed.
9. Seventy three percent 73% respondents disagreed and 2% strongly disagreed,
about the statement, “Gives feedback which helps subordinates improve
performance”
10. statement “Recognizes and acknowledge subordinates good performance”.
11. Seventy two percent 72% respondents disagreed and 5% strongly disagreed with
the statement “Deals with higher priority problems and tasks first”
44
12. Seventy three percent 73% respondents disagreed and 7% strongly disagreed, in the
statement, “Establishes effective and efficient procedures for getting work done”.
13. Sixty five percent 65% respondents disagreed and 12% strongly disagreed with the
statement “Gets employees involved in their work”
14. Seventy eight percent 78% respondents agreed and 11% strongly agreed about the
statement, “Let’s subordinates know when they are doing things well”.
15. Ninety three percent 93% respondents agreed and 5% strongly agreed about the
statement, “Understand subordinate”.
5.2.2 Findings of the study from the Private High School Teachers
1. Fifty one percent 51% respondents agreed and 13% strongly agreed about the
statement “Involves others in the planning process.”
2. About the statement, “Develop complete, well-detailed plans” fifty one percent
51% agreed and 24% strongly agreed.
3. Seventy five percent 75% respondents agreed and 7% strongly agreed in the
4. Thirty six percent 36% respondents strongly agreed and 35% agreed with the
statement “Keeps information and documentation is in an orderly manner”.
5. Thirty six percent 36% respondents agreed and 26% strongly agreed about the
statement, “Establishes high standards of performance for subordinates”
6. In the statement, “Handles highly stressful and pressure-laden situation effectively”
fifty one percent 51% respondents agreed and 13% strongly agreed.
7. Seventy seven percent 77% respondents agreed and 11% strongly agreed with the
tasks”.
program for further development” sixty eight percent 68% respondents agreed and
22% strongly agreed.
9. Seventy seven percent 77% respondents agreed and 11% strongly agreed about the
statement, “Gives feedback which helps subordinates improve performance”
10. Seventy percent 75% respondents agreed and 13% strongly agreed with the
statement, “Deals with higher priority problems and tasks first”
45
11. Sixty percent 60% respondents agreed and 33% strongly agreed in the statement,
“Establishes effective and efficient procedures for getting work done”.
12. Sixty five percent 65% respondents agreed and 17% strongly agreed regarding
“Gets employees involved in their work”.
13. Ninety six percent 96% respondents disagreed and 3% strongly disagreed about the
statement “let’s subordinates know when they are doing things well”.
14. Ninety one percent 91% respondents disagreed and 6% strongly disagreed about
the statement, “Understand subordinate”.
15. Eight five percent 92% respondents disagreed and 4% strongly disagreed with the
statement, “Readily commands the attention and respects of other in a group”.
5.3 Comparison
5.3.1 Findings of the study from the Public and Private High School
Teachers
1. The t-value (1.19) showed that non-significant difference (P=0.36 which is greater
than 0.05) between responses of public and private school teachers about the
statement, “Involves others in the planning process.”
2. About the statement, “Develop complete, well-detailed plans” The t-value (4.452)
showed that significant difference (P=0.01 which is less than 0.05) between
responses of public and private school teachers.
3. The t-value (11.134) showed that highly significant difference (P=0.00 which is
less than 0.01) between responses of public and private school teachers in the
4. The t-value (3.314) showed that highly significant difference (P=0.00 which is less
than 0.01) between responses of public and private school teachers regarding
“Keeps information and documentation is in an orderly manner”.
5. The t-value (3.218) showed that highly significant difference (P=0.00 which is less
than 0.01) between responses of public and private school teachers about
“Establishes high standards of performance for subordinates”.
6. In the statement, “Handles highly stressful and pressure-laden situation effectively”
The t-value (1.417) showed that significant difference (P=0.04 which is less than
0.05) between responses public and private school teachers.
46
less than 0.01) between responses of public and private school teachers with the
tasks”.
program for further development” The t-value (17.187) showed that highly
significant difference (P=0.00 which is less than 0.01) between responses of public
and private school teachers.
less than 0.01) between responses of public and private school teachers about the
statement, “Gives feedback which helps subordinates improve performance”
less than 0.01) between responses of public and private school about statement,
“Deals with higher priority problems and tasks first”
equal than 0.01) between responses of public and private school teachers in the
statement, “Establishes effective and efficient procedures for getting work done”.
less than 0.01) between responses of public and private school teachers regarding
the statement, “Gets employees involved in their work”.
13. The t-value (-36.34) showed that highly significant difference (P=0.00 which is less
than 0.01) between responses of public and private school teachers regarding
statement, “Let’s subordinates know when they are doing things well”.
14. The t-value (-85.454) showed that highly significant difference (P=0.00 which is
less than 0.01) between responses of public and private school teachers about
statement, “Understand subordinate”.
15. The t-value (-71.854) showed that highly significant difference (P=0.00 which is
less than 0.01) between responses of public and private school teachers with the
statement, “Readily commands the attention and respects of other in a group”
47
5.4 Conclusion
In the light of findings of the study following conclusion were drawn
1. Majority of the respondents revealed that both public and private school head
teachers involved others in planning process but on the other hand failed to consider
alternative plans before making decisions.
2. It was concluded that private head teachers made clear and realistic plans but public
school head teachers failed to develop clarity in plans. Private school head teachers
made plans and utilized all available resources but public school head teachers
failed to use resources. It was observed that private head teachers developed and
completed plans but public sector lacked of planning aspect.
3. The opinion of the respondents admitted that public school head teachers
established high standards of performance for subordinates but private school head
teachers could not maintain such standards, public school head teachers had the
abilities to handle highly stressful and pressure laden situation effectively but
private school head teachers had not such abilities, public school head teachers
clearly explained the desired results when assigned the tasks but private school head
teachers could not explain such desired results clearly.
4. Majority of the respondents mentioned that both private and public school head
teachers adjusted the demands without being frustrated.
5. It was found that private head teachers facilitated training and guidance to
subordinates when they were doing new tasks but public school head teachers
conducted such training on specific time, private head teachers gave feedback
which helped the subordinates to improve performance but public school head
teachers provided less feedback to their subordinates, private head teachers
conveyed enthusiasm to meet departmental objectives and deadline but public
school head teachers ignored such objectives and deadlines moreover private head
teachers recognized and acknowledged the good performance of subordinates
whereas in public school head teachers did not acknowledge good performance.
6. It was concluded that public head teachers gave encouragement and guidance to
subordinates to attend courses and training programs for further professional
48
development but private head teachers did not provide such encouragement and
guidance.
7. Majority of the respondents expressed that private school head teaches deal with
high priority problems and task first, established effective and efficient procedures
for getting work done, got employees involved in their work, provided good input
before madding and adjusted the demands without becoming frustrated while
public school head teachers ignored all these aspects.
8. Majority of the respondents observed that public school head teachers allowed
subordinates to know when they were doing things well, understood their
subordinates well, gave readily commands the attention and respect in a group
moreover motivated their subordinates to work hard and distributed the work load
equally but private school head teachers failed to exercise above functions.
5.5 Recommendations
1. Private head teachers should establish high standard of performance and develop
self-ability to handle stressful situation
2. Public head teachers should conduct training, motivate subordinates to attend
these trainings and should give feedback to improve performance.
3. It is strongly recommended that public head teachers should improve the chances
of coordination among their staff.
4. It is recommended that private school head teachers should enhance controlling
skills and should keep it in under great consideration to improve the employees’
performance and school as well.
5. Public and private head teachers should share their administrative experiences
with each other’s.
6. There should be joint training facilities for public and private school head
teachers to improve their management skills and performance.
49
BIBLOGRAPHY
A.Erosa, Koreshkova, T., & Restuccia, d. (2010, March 12). How Important is Human
Capital. Review of Economic Studies Limited , 10-12.
Absar, M. M., Azim, M. T., & Akhter, S. (2012). Impact of Human esurces practices on
job satisfacton: Evidence from Evidence from manufacturing firn in Bangladesh.
Economic Scence Series .
Abubakar, H. S. (2014). Analysis of theories of management Relevant to marketing
function in contemporary time. Europen journal of Bussiness and management .
Adegboye, m. (2013). The Applicability Management Theories in Nigeria Exploring the
cultural challenge. international Journal of Business and social sciences vol 4l .
Ahmad, S., & Aktar, M. M. (2012). Developingment of scale to Access Effective
Exection of Human Resources Practices for Gereral Public Sector Universities.
Internal Journal of Applied Sciences and Technology Vol 2 no.7 .
Akrani, G. (2012). What is production Planning meaning Definition Objective. Dehli:
Lebel Production Publishion PVT LImited.
Anggraini, S. C. (2012). Management Practices towards individual job perferformce: A
case pusri regional marketing offices(ppd) Palem Bang South Sumatera. Othman
yoop abullah Grapuerte school of Bussiness UniversityTara Malysa .
Atta, M. A., & Ahmad, J. (2012). Acomparative study on performance of InServices
Promoted and Commission Selected Subject Specialists Regarding Assessment of
the students. International Journal of Academic Research in Bussiness and Social
Sciences .
50
Atta, M. A., Khan, U. A., & Rehman, A. (2008). Compartive study of promoteed
InService and Direct Selected Subject Specialists as a aspect of Teaching
Methodology at Higher Secondary Level. Managerial Sciences .
Bankert, e. A., & Amdur, R. J. (2006). Institutional Review Board management and
Functions. London: Jones and Bartlett publisher international Barb house, Barb
mews London.
Charles, T., Keter, C., & Zachariah, K. (2012). The impct of Head Teachers, Supervision
of Teachers on students Acdemic Performance. Journal of Emerging trends in
education Research and Polices studies .
Charles, W., & Jr., G. (2003). Planning, Management and Performance charactertics of
small -Medium size Bank in the Mid Atlantic Region. Unpublished Phd Thesis .
Cielinska, K. (2007). The basic roles of manager in bussiness organizations. Roczniki
Akademii Rolnicejw Poznaniu 2007 .
Cole, G. A. (2004). Management Teory and Practices. London: Geraldine Lyone YHT
Ltd London.
Daft, R. L., & Marcic, D. (2011). Understanding Management. MPS Limited a
Macmillon company.
Dash, N. (2007). School Management. New Delhi: Altantic Publisher & Distributer(p)
LTD New Delhi.
Durant, R. F. (1974). The Oxford Handbook of Bureacracy. London: Oxford limited
Press.
Duruekman, d., Singer, J. F., & Vancatt, H. (1997). Enhancing Organizational
Performance. Washington D.C.: National Academy Press Washington.

51
Education, A. w. (2007). effective Training ,Systems Strategies and Practices. New Yark:
Arrangement with person Education,Inc and Pocing Kindersley Publishing.Inc.
Ekankumo, B., Kemebaradikumo, N., & Braye, K. (2011). Human Resarces Management
Skills Required of Tertiary Institution Administratiors in the Niger Detta State of
Nigeria. Current Resurch Jouneral of Social Sciences .
Harrienglund, & Nyamnjoh, F. (2004). Rights and The Politics of Recognition in Africa.
London: zeb Book Ltd.
Heneman, h. g., & Judge, T. A. (2008). Staffing Organizations. Washington: Biblio Inc.
Hiriyappa, B. (2o1o). management of motivation and its theories. new Dahli.
Hussain, K. S., & Zamair, S. (2011). Management Training Need Assessment of Head of
Secondary Schools. Bulletin of Education and Researchvol33 .
Hussain, M., & Haroon, Y. (1987). Nationalization of Education in Pakistan: Z.A.Bhutto"s
Policy and implementation. Journal of Political Studies Vol 4 .
Itika, J. s. (2011). Fundamentals of Human Resources Management Emerging
Experiences from Africa. African Publication of Administration and
Management Series2 .
JideAdetule, P. (2011). The Hand book on Management Theories. America: Prince Jide
Author house.
John, S., Ishaque, M. S., Tariq, M. N., & Aziz, S. A. (2012). A Comparative study of
innovatitive Approaches used by HeadTeachers of Public and Private Primary
schools located in same visinity for their school improment. Educational Sciences
Vol3 No.2 .
52
Jr, L. A. (2011). One hundred Years : What would Frederick W.Toylor say? international
journal of Businness and social Sciences .
khan, D. N., & Rehman, H. (1997). Flows in Pakistan"s Education system. Abasyn
Journal of social sciences Vol 4.
Khan, M. I. (2008). A Comparative of quality of education in Public and Private sector
school of Punjab. unpublished PhD Thesis .
Kirliah, M., Pengampuh, D., & Mahasiswa, N. (2007). The basic role of manager in
bussiness organization. Analsis Kajian Jural international .
Koontz, H. (1980). The Management Theory Jungle rensited. Washington: Academy of
management review.
L.M.Lydiah, & Nasongo, J. (2009). Role of the headteachers in AcademicAchievemnt in
Secondary School in Vihiga Distict Kenya. Current Research Journal of social Sciences .
Leithwood, K. A., & Riehl, C. (2003). What We Know about Successful School
Leadership. National College for School Leadership.
Litman, T. (2013). Planning Prinnciples and Practices. Unpublish .
M.Dash, & Dash, N. (2008). School Management.New Delhi: Atlantic Publisher &
Distributer(P) Ltd.
Mahmood, Z., Basharat, M., & Bashir, Z. (2012). Review of Clasical Theories.
International Journal of Social Sciences and Education .
Marshall. (1992). In managing people at work. International scientific and Bussiness
management jounal .
McClure, P. A. (2003). Organizing and managning informatio resources on your
compus. New York: Jossey-Bass Inc .

53
Mohd:Nasurdin, A. (2010). Human Resource Management Practices and organiztional
innovation An empirical study in Malaysia. The Journal of Applied Bussiness
Research Vol26 .
Montana, P. J. (2000). Bussiness Review Books Managemaent. new york: Barron"s
Educational series.inc.
Mouallem, L. (2012). The need for capaaaaaaaaacity building in human resources
management related issues: A case study for the middle east(Lebanon). europen
sciencefic journal .
Nadim, M., Chaudhry, M. S., Kalyar, M. N., & Raiz, T. (2011). Effect of Motivational
factors on teacher"sJobsatisfaction: A study on Public sector degree Colleges of
Punjab,Pakistan. The Journal of commerce vol 4 .
norcross, N. G. (2009). N.G Norcross"s Planning Machine and Circular Affidavits
Skilful. Washton: Lowell 1850.
Nully, T. (2008). Roles Duties and Responsibilities of school management team. Minedur
Schol Managementk igali .
O.ldown, S. (2010). Theory and Practice of corporate social Responsibility. New Yark,
London: Springer Verlog Berlin Heidelberg.
Oluwasda, A. J. (2014). Professional competence of technical teachers A factor analysis
of the training needs of technical college teachers. International Journal of social
sciences .
Pakistan, G. o. (2008). Education for All Mid Decade Assessment. Islamabad: Ministary
of Education.
54
papulia, Z., & Mokros, M. (2007). Importance of management skills and knowledge in
management for small enterpreneurs. E-Leader, Prague 2007 .
Ritter, T., & Johnston, W. w. (2003). Management in Complex bussiiness networks.
Industrial Marketing Management 33 (2004) .
Robbins, S. P., & Coulter, M. K. (2007). Management. Dehli: Pearson Prentice Hall,
2007.
Robbins, S. P., & DeCenzo, .)2012( .A .Fundamentals of Human Resource Management.
John Wiley & Sons, 2012.
Rubino, L. (2010). Leadership. Jone & Bartlett learningLLC .
S.Olabivi, O., Okarfer, B. O., & Peter, A. O. (2012). anaging the challenges of industrial
work Experience Scheme in Developing workforce among the youths in south
west nigeria. British Journal of Art and Social sciences .
S.walonik, D. (1975). organization theory and behaviour. Phd thesis .
Saeed, S., & Khan, M. A. (2013). Bussiness Strategies and Approaches for effective
engineering Management. New York: Congress Cataloging Publishion Data
united state America.
Sashkin, M., & Sashkin, M. G. (2003). Leadership that matters. new york: Berrett koehler
Publisher Inc.
Sharma, S. (2009). Education Management A unified Approach of Education. New Dehli:
Global India ublistions Pvt Ltd.
Sparrow, R. l. (2000). The Professional Development of begining teachers of primary
mathematics. Unpublished Phd Thesis .

55
Stokes, P. (2011). Critical concept in management and Organization Studies. England:
Macmillan Publication Limited England.
Tariq, M. N., Shraif, N., & Burfat, G. M. (2012). Exploring the support of teachers and
students in Fulfilling Headteachers Vision:In theperspective of school
Imprpvement. Interdisciplinary Journal of Contemporary Research Bussiness
Vol4 .
UNDP. (2012). Handbook on planning, monitoring and evaluting development results.
New York: United Nation Development Program.
UNEP, U. &. (2010). Good organization management and Governance Practices.
washington: United Nationas inddustrial Development organization Inc.
Visscher, K., & Fisscher, O. (2012). Towads a new Generation of organizational design.
Visscher K ao.am fisscher .
watson, T. j. (2013). Management Organisation and employment strategy. NEW york:
Routledge Library Editions.
wEBER, M., & Parson, T. (1964). The Theory of social and economic organization.
Oxford university press .
Whetten, D. A., & Cameron, K. (2011). Developing Management Skills. New Jersey:
Person Education Inc.
Wise, C., & Bardshow, P. (2013). Leading professional practice in Education.
Zur-shapira, & Dunbar, R. L. (1980). Testing mintzberg's managerial Role classifification
using an in-basket Stimultion. Journal of applied Psychology .

56
APPENDEX
questionnaire FOR TEACHERS
Respected Teachers Dated:____________
The researcher is is doing his research entitled “A Comparative Study of Different
Management Styles of Head teachers in Public and Private Schools ”. Your valuable
response will guide me towards completion of this work.
This questionnaire contains five sections as under:
1- Planning 2- Organization, 3- Directing, 4- Coordinating, 5- Controlling
Demographic information (Part-B)
Gender: Male / Female
QUESTIONNAIRE FOR TEACHERS

Please tick (✓) the most suitable option given against each statement.
Strongly agreed = 5 Agreed = 4 Undecided = 3 Disagreed = 2 strongly disagreed = 1
S.No Statements Responses

.
SA A UD DA SD
A
Planning
1. Involves others in the planning process
2. Develop complete, well-detailed plans
3. Makes plans that are clear and realistic
Organizing
4. Keeps information and documentation is in an

orderly manner
5. Establishes high standards of performance for
subordinates
6. Handles highly stressful and pressure-laden
situation effectively
57
Directing
7. Gives training and guidance to subordinates when
they are doing new tasks
8. Encourages subordinates to attend courses or

training program for further development
9. Gives feedback which helps subordinates improve
performance
Coordinating
10. Deals with higher priority problems and tasks first
11. Establishes effective and efficient procedures for

getting work done
12. Gets employees involved in their work
Controlling
13. Let’s subordinates know when they are doing things
well
14. Understand subordinate’s Strengths and weaknesses
15. Readily commands the attention and respects of

other in a group
58
APPROVAL FORM FOR RESEARCH PROJECT (CC: 8613)

Student Name: M. FAWAD UL HASSAN
Registration Number: 17-PLR-14067
Roll Number: BO650454
Programme: B.Ed(1.5 Years)
Supervisor Name: AKRAM UL HAQ
Date of Approval of Topic:
Topic of Research Project:
“A Comparative Study of Different Management Styles of Head teachers in Public and
Private Schools”
Workshop Coordinate signature
Resource Person Signature
Resource Person Signature
General Remarks
59
Appendix 2: TOPIC APPROVAL FORM FOR RESEARCH

PROJECT
Note: Research proposal must be approved before the data collection. This form
must be submitted in original along with research project for evaluation.
Student Name: M. Fawad ul Hassan

Registration Number: 17-PLR-14067
Roll Number: BO650454
Programme: B. ED (1.5 year)
Supervisor Name: Mr. Akram ul Haq
Date of Approval of Topic: 20-March-2019
Topic of Research Project:
“A Comparative Study of Different Management Styles of Head teachers in Public and

Private Schools”
Workshop Coordinator Signature: ________________________________
Resource Person Signature: ______________________________________
Resource Person Signature: ______________________________________

60
Appendix 3: EVALUATION PERFORMA FOR RESRACH

PROJECT
S/No Component of Research Project Marks Comments
1. Formatting (margins of 1” on top, bottom and right side of page while

1.5” margin on left side of page, Page number on top right corner, double
line spacing, font size (chapter heading 16 bold, main headings 14 bold
and text 12 size)
2. Preliminary section and references are given (tile page, approval sheet,
declaration, acknowledgement, abstract, table of contents, list of figures,
list of tables, list of abbreviations, list of appendices, references)
3. Abstract (approx.150-250 words) contains information about research

objectives, research design, and population, sampling technique, sample,
research instrument, results and recommendations.
4. Introduction (2-3 pages) provides background information about research

problem, purpose of the study and in-text citation of resources such as
books, research articles consulted. There is a logical connection between
paragraphs of introduction section.
5. Statement of the problem, objectives of the study, research question

and/or hypotheses and significance of the study are clearly described and
aligned together. Operational definitions of variable(s) and specific terms
are provided.
6. Research Methodology clearly describes research design, population,

sampling technique used, sample size, research tool(s), validity and
reliability of research tool(s) and data analysis techniques. Research
methodology section is aligned with statement of the problem and
objectives of the research study.
7. Findings and discussion are written on the basis of analysis of collected

data. Discussion includes properly cited and relevant scholarly work such
as books, research articles related to the research problem. Findings and
discussion are clearly written.
8. Conclusion and recommendations are written in connection with research

objectives of the study. Conclusion and recommendations are clearly
written.
9. References (APA referencing style is used for referencing throughout the

document.)
Total
General Remarks:
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
61
CHAPTER 1 ....................................................................................................1
INTRODUCTION ...........................................................................................1
Background of the study ................................................................................................. 4
1.2Statement of the Problem ........................................................................................... 5
1.3 Objectives of the Study ............................................................................................. 6
1.4Research questions ..................................................................................................... 6
1.5 Significance of Study ................................................................................................ 6
1.6 Scope and Limitation of the Study.......................................................................... 7
1.7 Delimitations of Study .............................................................................................. 7
1.8 Operational Definition .............................................................................................. 8
1.9 Research Methodology ............................................................................................ 8
1.9.2 Sample .............................................................................................................. 8
CHAPTER 2 ..................................................................................................10
REVIEW OF RELATED LITERATURE.....................................................10
2.1 Role of Manager ..................................................................................................... 11
2.2 Head Teacher as a Manager .................................................................................... 12
2.3 Management ............................................................................................................ 13
2.4 School Management................................................................................................ 14
2.5 Management Skills.................................................................................................. 15
2.6 Technical skills ....................................................................................................... 16
62
2.7 Interpersonal Skills ................................................................................................. 16

2.8 Conceptual Skills .................................................................................................... 17
2.9 Analytical & Decision Skills .................................................................................. 17
2.10 Human skills ......................................................................................................... 18
2.11 Time Management Skills ...................................................................................... 18
2.12 Management and Administration.......................................................................... 18
2.13 Management and Leadership ................................................................................ 19
2.14 Management functions .......................................................................................... 20
2.15 Planning ................................................................................................................ 20
2.16 Organizing............................................................................................................. 21
CHAPTER 3 ..................................................................................................22
RESEARCH METHODOLOGY ..................................................................22
3.1 Research Design...................................................................................................... 22
3.2 Population of the study ........................................................................................... 23
3.3 Sample and Sampling technique ............................................................................. 23
3.4 Research Instrument................................................................................................ 23
3.4 Validity of Instrument ............................................................................................. 24
3.5 Reliability................................................................................................................ 24
3.6 Data Collection ....................................................................................................... 24
3.7 Data Analysis .......................................................................................................... 25
CHAPTER 4 ..................................................................................................26
DATA ANALYSIS .......................................................................................26
4.1 Demographic ........................................................................................................... 26
4.2Data Analysis ........................................................................................................... 27
SUMMARY,FINDINGS, CONCLUSIONS AND
RECOMMENDATIONS...............................................................................42
5.1 Summary of the study ............................................................................................. 42
5.2 Findings of the study............................................................................................... 43
5.2.1 Findings of the study from the Public High School Teachers .......................... 43
5.2.2 Findings of the study from the Private High School Teachers ......................... 44
63
5.3 Comparison ............................................................................................................. 45

5.3.1 Findings of the study from the Public and Private High School Teachers ....... 45
5.4 Conclusion .............................................................................................................. 47
5.5 Recommendations ................................................................................................... 48
BIBLOGRAPHY ...........................................................................................49
APPENDEX ..................................................................................................56
questionnaire FOR TEACHERS ...................................................................56
APPROVAL FORM FOR RESEARCH PROJECT (CC: 8613) ..................58
Appendix 2: TOPIC APPROVAL FORM FOR RESEARCH PROJECT ...59
Appendix 3: EVALUATION PERFORMA FOR RESRACH PROJECT ..60

Fawad Thesis

Încărcat de

Informații document

Descriere originală:

Titlu original

Drepturi de autor

Formate disponibile

Partajați acest document

Partajați sau inserați document

Opțiuni de partajare

Vi se pare util acest document?

Este necorespunzător acest conținut?

Drepturi de autor:

Formate disponibile

Fawad Thesis

Încărcat de

Drepturi de autor:

Formate disponibile

1

association relies upon instruction and preparing of its specialists. Advancement of an

Robert 1991; Psacharopolos&Woodhall 1997). Each nation is attempting to deliver present

Administration of Pakistan is endeavoring genuine endeavors to expand

superintendent is dependable (Report, 2008).

As indicated by Leithwood K and Riel (2003), when head-Teacher is acutely

characteristics produce better outcomes. Dr. Ghulam Muhammad Burfat (2012)

to other partners for example teachers, Parents and Students

organization, general organization, budgetary administration, material assets the

programs, scholastic logbook, timetable, assessment examination and co-curricular

organization. Budgetary administration incorporates spending the assets for understudy's

guardians, network, and higher specialists (Govinda, 2002).

sector in education was first demanded and recognized by government in national

educational policy (1979). The population growth rate in Pakistan is approximately 3

education institutions promotion and regulation ordinance no 11 for the assurance of

of their objective than public sector schools (Imran, 2008).

is a process of designing objectives, formulating the strategies, identifying the

1.1 Background of the study

combine efforts to accomplish the goals. It is the process of identification and

classification of activities, to function these activities assigned responsibilities and

unity in command, wide range of control, commission or delegation of authority,

fundamental steps in organization identify the task to be achieved secondly divide

major task in to activities thirdly allocate activities to individuals. Fourthly produce

(Marshall, 1992).Manager must have designed an appropriate structure or

a combination of human, physical and financial resources in constructive, useful and

effective relationship for the achievement of planning results is called organization

(Montana &Charnov, 2008).

Controlling is a combination of three independent processes; firstly set the

corrective action or treatment if necessary. It is a process of monitoring, estimating the

being checked by great controlling framework. Great controlling framework empowers to

giving direction, guidance, inspiration and initiative to the representatives so as to make

compelling working society. In authoritative progressive system, coordinating is basic and

distinguishing their abilities and possibilities. Because of coordinating procedure,

compelling different components like correspondence, supervision, inspiration, initiative

and changes over arrangement in to execution. Viable coordinating limits as well as

and parity also (Chandra, 2014).

1.2Statement of the Problem

administration styles. A Comparative report was directed to explore the administration

investigated the administration elements of head teachers at optional dimension of region

1.3 Objectives of the Study

of private and public sector schools..

 Chalk out the competencies regarding coordinating various activities to complete

done and well in time.

 Find out the efficiency of directing employees to achieve institutional objectives.

of private and public sector schools?

2 What were the competencies regarding coordinating various activities to complete

and well in time?

4 What was the efficiency of directing employees to achieve institutional objectives?

1.5 Significance of Study

significant recommendations to slove these issues. The consequences of study will be

1.6 Scope and Limitation of the Study

representatives so as to make compelling working society. In authoritative progressive

encouraging. It keeps compelling different components like correspondence, supervision,

inspiration, initiative and changes over arrangement in to execution. Viable coordinating

and gives solidness and parity also (Chandra, 2014).

1.7 Delimitations of Study

 The study is delimited to high school.

 The study is delimited to district Faisalabad school.

 The study is delimited to population of district Faisalabad schools.

 The study is delimited to 5 public and 5 private school.

1.8 Operational Definition

or treatment if necessary. It is a process of monitoring, estimating the progress and taking