Abstract

The objective of this study was to examine the administrative abilities of head teachers in public sector primary schools in the Korangi district. The study design employed was a descriptive survey utilizing closed-ended questions. The study population comprised 95 public primary schools (N=95). The survey had a total of 215 participants, with 95 being head teachers and 120 being teachers of both genders. The study utilized the Simple random sample technique to gather data from school head teachers and teachers in four municipalities of District Korangi. The study included a self-designed questionnaire to obtain data on administrative skills. The findings indicate that gender does not determine conceptual, human, and technical capabilities. However, the successful execution of administrative skills and talents is heavily influenced by the level of qualification and experience. The study findings revealed that elementary school teachers expressed dissatisfaction with the performance of their head teachers. Most teachers and head teachers were uninformed about their obligations and held negative views regarding their head teacher’s administrative capabilities. Furthermore, the study’s findings revealed that a significant number of head teachers exhibit a distinctively autocratic and negligent demeanor, which poses obstacles in their relationships with instructors. Head teachers should demonstrate proactive leadership by addressing internal conflicts and fostering positive relationships to effectively harness the potential of their human resources. Head teachers should organize in-service training programs to enhance their technical proficiency and inspire them to cultivate their skills at all levels. Concrete recommendations were derived from the study findings.

Article Link:

https://ojs.aitusrj.org/files/article/view/41