WORKING UNDER PRESSURE: HOW  ARE HEAD TEACHERS  INHIBITED AND CHALLENGED WHILE PURSUING THE HEADSHIP IN SECONDARY SCHOOLS?

Ghulam Mustafa Kanwal; Syed Abdul Waheed

doi:10.46662/jass.v10i1.331

Ghulam Mustafa Kanwal PhD Scholar (Education), Department of Educational Research and Assessment, University of Okara, Pakistan
Syed Abdul Waheed Assistant Professor, Department of Educational Research & Assessment, University of Okara, Pakistan

DOI: https://doi.org/10.46662/jass.v10i1.331

Keywords: Pressure groups, Internal Pressure, External Pressure, Headship, Inhibitors

Abstract

This study explored what experiences head teachers had while pursuing secondary school headship when they were inhibited by various pressure groups inside and outside of the school. The study aimed at understanding, describing, and interpreting how do secondary school head teachers manage their headship role, and what are the storied experiences that they had while working as head teachers. The participants of the present study were head teachers (n=13) with a minimum of five years’ headship experience in public sector secondary schools within Sahiwal Division, Province of Punjab, Pakistan. By using of a narrative qualitative inquiry approach, data were collected from participants through semi-structured interviews who were selected purposively. Two main themes were identified after the data were recorded, transcribed and analyzed. The key findings pointed out that the head teachers of Public Secondary Schools continuously faced obstacles from pressure groups during their routine work. These pressure groups comprise of both internal and external pressure groups. The results of the study affirm the need to address these issues to enable the head teachers to work freely to foster quality education in the schools.