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A COMPARATIVE STUDY OF PUBLIC AND PRIVATE SCHOOLS

HEADTEACHERS’ VISION FOR SCHOOL IMPROVEMENT
Muhammad Naeem Tariq*, Stephen John*, Muhammad Sohail Ishaque*
Dr. Ghulam Muhammad Burfat**
(Assistant Professor)

*The writers are the research scholars at Karachi, Hamdard and Iqra University, Pakistan
**The writer is Assistant Professor in Department of Sociology, University of Karachi,
Pakistan
Abstract
This paper focues on comparative study of public and private schools headteachers’ vision
for school improvement. It includes literature review on the areas of paper. Data collection,
methodology, analysis and discussion is also done. Conclusion are drawn at the end.
Keywords: COMPARATIVE STUDY ; PUBLIC ; PRIVATE SCHOOLS
HEADTEACHERS; VISION ; SCHOOL IMPROVEMENT

Introduction
The education system of Pakistan is mainly measuring learning by conducting
examination. The quality of education tends to be evaluated in terms of number of students
passing in examination. Educators and general public have time again and expressed concern
over factors that influence students’ performance in examinations. The most outstanding
factor has to do with the organizational management of the schools (Weindling, 1993). They
have also mentioned that to improve students performance headteachers are required to first
improve the management of the schools. This can be done by setting a clear vision for the
schools and communicate this vision to the students, support its achievements by giving
instructional leadership, provision of resources and being visible in every part of the
institution.
Lack of vision in management of the schools often leads to imbalance in the
allocation and use of resources. It is pointed out by the writers i.e. (Pigors, 1992) that poor
results in education are related to the resources allocated to it. If this parameter is not
recognized, it becomes very difficult to understand why a school is continuously performing
poorly. According to (Leithwood K. & Riel C, 2003), when the headteacher is keen on
academic achievement and is prepared to provide effective leadership, the schools are having

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good academic results. It is therefore evident that the headteacher who properly exercises
his/her leadership responsibility will enable his or her school to realize good academic
achievement.
“The basic cause of inefficiency of any institution is lack in administration and
incompetency of its head, if the principal or HT is man of principles, hardworking and honest
then one will demand the same from one’s teachers, and if the head himself is idle and shirk-
worker then its team-mates will also be like him” (Riaz, 2012 p. 8)12.

“School improvement has always been a process that is lead from the front; leading
requires clarity of future expectation, and the roles and responsibilities of individuals’
(Mithani and Khan, 2010, p.230). It may be emerged from the above statement that
challenges in school improvement and role of the HTs are strongly interlinked to each other.
So it is true that in the absence of one other cannot survive. Also “there is dire need to
transform most schools” ( Retallick and Farah, 2005).

There are variety of elements play their role in school improvement; however the role
of HTs is prime one as they are to act as bridge in between school and community. The heads
have to work with teachers to strengthen their skills and coordinate with students, teachers,
parents and community members regarding common goal to improve students’ performance
(Lashway, 2003). The basic factors concerned with the role of HTs in school improvement
are:
a. Professionalism
b. Leadership styles
c. Management of Resources
d. Development of Resources
e. Parents-School Co-operation

However, for a successful school, effectiveness is not compromised over school

improvement. “Effectiveness is a measuring tool between Educational outcomes and
Educational objectives” (Levacic, 1989, p. 81). Successful schools are those where the
“outcomes are more favorable when there is a combination of firm leadership with a
decision-making process in which all teachers feel that their views are represented”

12
Professor Dr Mahnazir Riaz (Psychologist), presently acting as Dean at Frontier Women University,
Peshawar, and she has produced 13 PhDs and 11 MPhils

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(Reynolds, 1992 pp.9). “Teamwork and cohesion among the staff, building trust and quality
relationship, shared decision making, empowerment, and positive community involvement
in the school make a school successful” (Retallick and Farah, 2005, p.191).
A naval term is generally used “No wind blows in favour of that ship which doesn’t
has its port of destination” I think the same accurately does fit here with the clarity of vision
of HT. It has been quoted by number of scholars that the behavior of head reflects his/her
vision. The head’s behavior and activities directly affect school processes and schools
outcomes, whereas MacBeath (1998) calls “HT as a vision builder”.

Due to criticism of past, emerging visions of education and leadership for tomorrow’s
school, the dialectic era of school administration is beginning to crystallize. “Among the
latest themes the administrator is called a philosopher or manager of virtue or scientific
manager or executive or transformational leader or instructional leader in a time of high
stakes accountability” (Thomas, 1995).

One successful school adopted the slogan”We sink or swim together” as a part of the
school vision statement’ (Retallick 2009, p.191). They have a vision and development
committee with prime objective of monitoring on quarterly basis to keep the school focused
on excellence (p.197).

Successful school improvement requires establishing a clear educational vision and a

shared institutional mission, knowing how well the school is accomplishing that mission,
identifying areas for improvement, developing plans to change educational activities and
program, and implementing those plans or new program effectively. “Overall, the
organization defines the vision and aspiration for itself, vis-à-vis its schools, students,
teachers and HTs” (Brain, 1998. Cited in Mithani & Khan, 2010).

Statement of the Problem

It has been highlighted by number of scholars that headteachers can play a vital role
in school improvement. But if we see the situation of schools in Pakistan we will find that
educational situation is becoming worsened day by day in all areas i.e. academic and
administrative moreover if we observe the students we will find that the knowledge of moral
values is missing from their characters. The condition of the public schools is worsened than
private schools therefore; the present study was conducted to find out difference of the role

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played by heads of public as well as private schools. For the purpose two of the schools a
public and a private of the same vicinity were selected for the study. All aspects were
compared to find the reason/s behind the downfall in public schools.
Research Question
The following research question was raised to solve the problem of the study:
Are the headteachers of public and private schools have clarity in the vision for improvement
of the school?
Methodology
The survey method was used during the research. Both qualitative and quantitative
methods were used to analyze the results of the study. The research was based upon
descriptive study because it describes the effects of headteachers actions on the school
improvement.
The population of the study was the headteachers of public and private primary
schools in Jamshad Town Karachi. Two of the schools from the said town (one each) were
selected for the study. Both the schools are situated in the same vicinity. The students of same
socio-economic status were being enrolled in the both schools. The purposive sampling
technique was used. A self made questionnaire consisting 07 closed-ended was used to
collect the data.
Procedure
The study was conducted on the two of the headteachers of primary schools situated
in the same vicinity. A self made questionnaire was used for data collection. The content
validity of the questionnaire was counter check by the review of literature. The instrument
having 07 items was given to the HTs of the selected primary schools. The questions were
asked about the vision of a headteacher for school improvement which is directly affecting
the school growth and development. The responses of the heads and other details are as
under:
Demographic Information about the respondents
S No. Area Private School Public School
1. Medium of Instructions Bilingual Urdu
2. Shift Morning Morning
3. Level Primary Primary
4. Head’s Gender Female Male
5. Academic Qualification MA (English) BA

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6. Professional Qualification B. Ed CT & PTC

7. Teaching Experience 12 years 32 years
8. Administrative Experience 12 years 01 year
9. Total number of students. (boys/girls) 290 181=(95B+86G)
10. Special achievement Number of students Nothing special
got admission in
reputed schools

If we closely observe the data of the schools, we find similarity in two basic areas,
those are the level of the school and the shift. While the remaining information reflects that
the private school HT is having better qualification than the public school HT, although
private school HT is having 20 years less experience than the public school HT, but the
school have achieved a lot as number of students got admission in reputed high school.
To create clarity in the information given by the HTs or to help them in responding the
asked questions in the questionnaire, 05 point likert scale was used. Where as the ‘0’
indicates disagreement, ‘1’ not in practice, ‘2’ practice but sometimes, ‘3’ moderate rate of
practice, while ‘4’ represents the highest rate of practice. The details of the questions asked
under the selected areas are as under:
1. HTs and vision for school

S. No Specification Private School Public School

1 Do you have vision for school 04=Highest rate 02=Sometimes
improvement?
2. Sharing of vision with teachers 04=Highest rate 03=Moderate rate
3. Sharing with students 03=Moderate 0=Disagreement
4. Confidence in teachers and students 04=Highest rate 01=Not in practice
support for achievement of vision.
5. Allowing teachers and students to criticize 04=Highest rate 01=Not in practice
you (only teachers)
6. Appreciation for others’ work 04=Highest rate 02=Sometimes
7. Listening others problems 04=Highest rate 01=Not in practice
8. Defending teachers and students 04=Highest rate 02=Sometimes

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Data Analysis
1. As in literature scholars are focusing that improvement of any institution is possible
only and only, if the head has some vision, means where does he/she wants to see the
institution in future. Keeping in view opinion of the scholars the above questions were
asked. If we analyze the responses of the HTs we find the private school HT has used
the option ‘4’ which indicates that the HT has very high vision for the school
improvement, while on the other hand the HT of public school has used the option ‘2’
which is reflecting that the person has vision which may not be very high or may be
having no clarity.
2. It is also necessary that if the head has vision to bring improvement then that is only
possible if he/she shares that vision with those who are actually working to achieve
the target. But the responses are reflecting that the HT of private school is sharing
every thing with her teachers, as she chose the option ‘4’ but on the other hand the HT
of public school has chosen the option ‘3’, which indicates that the HT could be
sharing but may be hiding few areas from the teachers or the sub-ordinates.
3. The researchers have proved that for achieving 100% results we need to involve
students in our vision, because if we inform them about our target and also give them
some responsibilities then they become more motivated and play their role positively,
effectively and more efficiently. But the collected data reveals that the HT of private
school sometimes share her vision with the students as she has chosen the option ‘3’
but the HT of public school has totally rejected the idea of sharing vision with the
students, although the whole school program is arranged for the students but they are
kept in dark if they are not informed about the purpose of all the activities arranged in
the school.
4. The literature reveals that the 100% results are possible only and only if there is
environment of trust is present between the HTs, teachers and the students, means the
HT needs to have confidence in his/her teachers or students. He/she should feel that
they could help him in achieving the set goals for school improvement. But if we
closely observe the responses of the HTs we find that the HT of the private school has
chosen the highest rate option ‘4’, which reflects that she trusts on her teachers as well
as students and feels that they could help her in bring changes in the school, while the
HT of the public school chose the option ‘1’ which reveals that may he could be

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having but do not practice, this is directly indicating that he does not have trust in the
teachers or the students.
5. It is believed that no one is prefect in this world, human beings are not error free, any
mistake could take a person or the institution years back. Therefore we should let
others to analyze your work or opinion and let them to give their comments, although
this difficult task but this useful and beneficial for future. The collects responses
indicates that the private school HT, let only teachers to comment but do not let
students to say or comment, while the Ht of public school having no such practices.
6. The researches are demonstrating that human beings are always expecting that other
will appreciate their work, appreciation is a kind of reward for them but if someone do
not appreciate then they are dishearten. Moreover they are always expecting or
wishing the senior or the head will appreciate their work, the appreciation of head
plays the role of energy booster and they start working more efficiently. But the
collected data reveals that the HT of the private school has chosen the option ‘4’
which indicates that she always appreciate the work done by the teachers as well as
the students that they way she is energizing and get her target finished. While the
attitude of the HT of the public school is in reverse order, he is appreciating the job
done by other sometimes.
7. If a head has vision and looking to achieve the targets by any means then that type of
attitude will have reserves effects on the achievement of the students or the teachers.
Therefore it has been recommended by the number of scholars that the HTs should
care for the problems of other he/she should not impose his/her decision on the
subordinates, he/she should be carefully while assigning task to the person. The
collected information reveals that the HT of the private school has chosen the option
‘4’ means she always care others and help them in their problems and does not ask the
work which they are unable to do, while on the other hand the HT of public school
have different attitude may having no care about the problems/abilities or
applicability of the set work.
8. In institutions all the works are just like the parts of a body. Everyone is performing
his/her work, mistake could be done by any body at any time, and therefore it is the
duty of the HT not to rebuke the mistake done but to support and encourage the
person in that situation. The support of the HT builds the confidence of the junior.
The selected options of the research participants indicate that HT of private school

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have high rate of practice while the HT of public school sometimes support of defend
teachers or students when they do mistake.

Conclusion
1. It is concluded from the responses that HTs of private school have vision for school
up-gradation.
2. HTs of private school share that vision with the teacher and their rate of practice is
high.
3. HTs of private schools are little reluctant to share their vision for improvement with
their students but their rate of practice is higher than the HTs of public school.
4. HTs of private school have trust in the abilities of their teachers and students and
expect that they will support him/her in achieving the set goal while the HTs of the
public schools have lesser confidence in teachers and students.
5. HTs of private schools are let their teacher to comment on their working or decision
taken.
6. HTs of both are not letting their students to criticize or they do not involve students in
school matters.
7. HTs of private school always appreciate the achievement of the teachers and students
while public school HTs appreciate sometimes.
8. Private school HTs give due consideration to the problems of the others while public
schools HTs work in reverse order.
9. Private school HTs always defend their teachers and students while public schools
HTs are having this practice sometimes.

The above mentioned responses are answering the question that why the private schools
are performing better than the public schools, that the reason that the parents prefer to
send their children to private schools.
Recommendations
On the bases of the reviewed literature and collected data following are the
recommendations are for those who select HTs for any school and selected HTs of
primary schools.
1. Only those people should be promoted to the post of HT who has vision, and selected
HTs should develop vision for the improvement of the institution.

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2. The HTs should not only inform the teachers and students about their vision but
should involve them.
3. HTs should try to develop trust worthy environment in the schools.
4. HTs should share their achievement and ideas with the teachers and students and if
they give their comments then they should listen patiently.
5. HTs should develop attitude of praising the juniors, they could use this most effective
tool for achievement or betterment of the institution.
6. HTs should develop empathy in themselves, should listen others problems very
carefully and should defend teachers or students if by chance they do any mistake.

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