Differences in Principals’ Instructional Supervisory Practices in Private Secondary Schools of Lahore based on Selected Demographic Variables

Abstract

Pakistan Economic Survey Reports (2018-2019; 2019-2020; 2020-2021) have continuously indicated better academic performance of private school students as compared to their counterparts in public schools. One contributing factor to the success of the private schools is their approach to quality instructions and instructional monitoring (Amin, Amin, & Rashid, 2022; Nasreen & Shah, 2019). This quantitative study is intended to find out the differences in teachers’ perceptions regarding their principals’ instructional supervisory practices in private secondary schools of Lahore based on certain demographic variables such as gender, age, academic qualification, and professional experience. The study uses survey method in which a questionnaire entitled Instructional Supervisory Practices Scale (ISPS) was administered to 530 teachers in around 24 private secondary schools of Lahore. The level of participants’ perception regarding their principals’ instructional supervisory practices in their respective schools was determined by using frequencies, percentages, mean, and standard deviation. To analyze the differences in teachers’ perceptions regarding principals’ instructional supervisory practices in their respective schools, independent sample t-test and One-way ANOVA were applied. Furthermore, post hoc tests were executed to determine where the differences occurred between groups. The results of the present study highlighted that the differences exist in the teachers’ perceptions regarding their principal’s instructional supervisory practices with reference to their gender and professional experience while no significant differences were observed when compared by their age and academic qualification groups. The instructional supervisors were perceived using effective leadership skills quite frequently in private secondary schools.