A Clear School Mission

A CLEAR SCHOOL MISSION
SONIA
Class No. 224
M.Ed (Morning)
INSTITUTE OF EDUCATION AND RESEARCH

UNIVERSITY OF PESHAWAR
SESSION 2011
Submitted to the institute of education and research,

university of Peshawar in partial fulfillment of the
requirements for the award of the degree of Master in
education.
INSTITUTE OF EDUCATION AND RESEARCH

UNIVERSITY OF PESHAWAR
SESSION 2011
CERTIFICATION
Certified that the contents and form of thesis entitled A Clear School
Mission submitted by Sonia have been found satisfactory for the
requirement of the degree.
Supervisor:
_____________________________
(Dr. Hafiz Muhammad Inamullah)
External Examiner:
__________________________
Director:
__________________________
Institute of Education & Research
University of Peshawar
Date:
___________________________
Start with the Name of ALLAH

The Most beneficial and the most merciful
Are those who know with those, who know not? But
only men of understanding will pay heed.
Al-Quran-Al-Zumer- 39-9
DEDICATION
I earnestly dedicate this irksome task of mine to

My loving father Jehangir khan
And Mother Nasreen begum.
Whose prayers are the assets of my life
and these prayers served as a guideline
and prop during every difficult moment
of my life and made me what I am today
LIST OF TABLES
Table-1:
The principal knows his/her priorities............................11
Table-2:
The principal deals with the students in his office..........11
Table-3:
The principal control the situation in school..................11
Table-4:
The role of the teacher to deal with students problem is

essential...........................................................................12
Table-5:
The principal accomplishes their responsibilities...........12
Table-6:
The principal ignores small incidents.............................12
Table-7:
The principal realizes that small incidents can become a

major one........................................................................13
Table-8:
The principal shares his/her vision with the member of

the educational community.............................................13
Table-9:
The principal gets no time to think about the school......13
Table-10:
Participation of the children in the school programes is

important.........................................................................14
Table-11:
Children from bad environment do not pay attention in

school programes............................................................14
Table-12:
Teacher, parents cooperation is important for the

progress of the school.....................................................14
Table-13:
Children achieve academic success in the school...........15
Table-14:
Principal has his own reasons to stress on the annotation

and improvement............................................................15
Table-15:
Communication is important to achieve the basic goals of

the school, for its good standard.....................................15
Table-16:
It is important to achieve the basic goals of the school, for

its good standard.............................................................16
Table-17:
There is a lack of mutual understanding among the school

function and mission.......................................................16
Table-18:
The role of leadership in all the situations in school is

important.........................................................................16
Table-19:
Teachers are not in contact with one another..................17
Table-20:
Teachers are in favor to work isolated from their staff...17

ii
Table-21:
Schools are just responsibility of the principal...............17
Table-22:
Discipline is more important for the school...................18
Table-23:
Participation of the parents is helpful for school project.

........................................................................................18
Table-24:
Teachers or faculty neglect their duties..........................18
Table-25:
Each other is important in the school environment........19
Table-26:
Different ideas play important role in the development of

school..............................................................................19
Table-27:
It is essential that principal share their ideas or vision

with the parents...............................................................19
Table-28:
Mothers role is important to pay attention to their

children...........................................................................20
Table-29:
Home communication is important for students.............20
Table-30:
For the achievement of the student, fathers role is

important.........................................................................20
Table-31:
Children parents communication is important................21
Table-32:
Communication gives out going record to improve

students achievement.....................................................21
iii
TABLE OF CONTENTS
S. No
Title
Page No
Acknowledgments
vi
Abstract
viii
CHAPTER 1
1-04
INTRODUCTION
CHAPTER 2
05-08
LITERATURE REVIEW
CHAPTER 3
METHODOLOGY
Population
Sample
Instruments
CHAPTER 4
11-27
RESULT AND DISCUSSION

Discussion
28
Findings
31
Conclusions
35
Suggestions and recommendations
36
Literature cited
37
Annex- 1
40
iv
LIST OF ABBREVIATIONS
PMS GIRLS II=Peshawar Model High school Girls II Dala Zak Road
Peshawar
PMS BOYS III= Peshawar Model High school Boys III Ring Road
Peshawar
PMS BOYS IV= Peshawar Model High school Boys IV Dala Zak
Road Peshawar
ACKNOWLEDGMENTS
First of all the researcher is extremely thankful to Almighty Allah who
with His grace gave her the opportunity to complete her research work
successfully. My humblest praise to Allah, the almighty and
omnipotent, the greatest of the great source of inspiration and to the
Holy Prophet Muhammad (Peace be upon him), the greatest ever Human
Ocean and house of knowledge and learning.
The researcher wish to express her heartiest gratitude and sincere
most feelings and regards for her respectable research advisor Dr.
Hafiz Muhammad Inamullah, Assistant Professor, I.E.R, guidance and
keen interest in the successful completion of this research work. He
always gave courage and co-operated her on every phase of this research.
In the long journey through the dissertation process, I have been
fortunate to benefit from the academic support and professional
guidance of some very thoughtful people. I never dreamed that I could
complete a project of this nature until I met Dr. Hafiz Muhammad
Inamullah. He answered my initial plea with care and from that point I
never felt alone. This special man is gifted with accurate perception,
truthful delivery, and faith that allow others to make mistakes and learn
from them.
Finally, I would like to acknowledge the considerate support
from Madam Mrs. Noor Afshan. She provided academic guidance, covi
operation, expert opinion and encouragement for the smooth

completion of this research.
The researcher is highly indebted to her sweet uncle Zobair
Awan and Orangzaib Awan, who have fully cooperated with her in
furnishing the required data, which have made this study a complete
success.
Researcher has deepest sense of gratitude and humble thanks to
her loving parents, without whose financial support and love none of
this would have been possible.
Researcher is especially thankful to her brother Malik Usman
and Malik Faizan and sir Qasim Jalal Lab Assistant of I.E.R for their
cooperation, affection and prays for the success of this research.
Sonia
vii
ABSTRACT
The purpose of the study was to explain the clear school
mission. Principal knows his/her priorities, accomplishes their duties,
share his/her vision with the members of educational community,
children participation in school programs is important ,teacher,
parents cooperation is important for the progress of the school, home
communication is important for students, also communication with
parents, teachers and principal is consider very important.
The objectives of the study were to analyze leadership role, the
perception of teachers regard a clear school mission. The target
population of all teachers was 300 teaching in the schools. A random
sampling technique was used to select teachers from different schools
in Khyber Pakhtun Khuwa of Pakistan. Three schools were randomly
selected to participate in the study in order to achieve the desired
sample size. Data collected on the above-mentioned five-scales were
collected, tabulated and analyzed by using percentage method.
On the basis of analysis it was concluded that Majority of the
teachers strongly agreed that principal knows his/her priorities,
accomplishes their duties share his/her vision with the members of
educational community. Teachers were strongly agreed that discipline
play important role in the schools. Communication with parents, teachers
and principal is considered very important. Children from bad
environment do not pay attention in school programmes. So there
viii
should be a proper program in school to gain the attention of the

student through games, sports, and debates etc.
There is a lack of mutual understanding of the school function
and mission. The principal should make the mission and vision of the
school to student, teacher, parents and community so the principal
should place a program and should hold a meeting on weekly or
monthly bases to provide opportunity with one another in open
sessions. Teachers are not in contact with one another. So the principal
should organize the ideas of the teachers to jointly work for the school
mission.
ix
Chapter 1
INTRODUCTION.
The social researches of the 1960s and early 1970s focused primarily
on the failures and inadequacies of the school and consequently had a
demoralizing effect on school personnel. For years teachers and
administrators had been hearing that schools really do not make much
difference. Gradually; however, a new line of school effectiveness
research began to appear that cuntroverted this gloomy picture and
began restoring the optimism and motivation of both school people
and the general public.
This new mode of inquiry began by finding and examining good
schools. It attempted to figure out what was right about them, and how
these positive characteristics could be replicated elsewhere. For
example, think about this hypothetical situation. Two schools are
located in the same neighbourhood. They are approximately of the
same size, and the student populations they serve are similar in all
characteristics including socioeconomic level, racial and gender
composition, and parental education and occupation. However, in one
school student have high dropout rates and low scores on tests. In the
other school students scores at least at national average on
achievement tests and they are more likely to stay in school why
should such differences emerge?
Puzzled by situations such as this, researchers attempted to determine

what factors have made some schools more effective in encouraging
student achievement. As early as 1971, G. Weber studied (1971) four
schools that seemed successful in teaching reading. Through research
such as his, more effective schools were identified as those in which
the achievement of students, especially poor and minority students
was at a successful level of mastery. One of the best-known studies,
conducted by Ronald Edmonds (1979) and his colleagues concluded
that an Effective school students of working-class background score as
high as middle-class students on tests of basic skills. Other groups
around the country, from the Connecticut School Effectiveness Project
to the Alaska Effective School Program (1980), have conducted
research to figure out what makes good schools work. In study after
study researchers have found a common set of characteristics that has
resulted in the following five-factor theory of effective schools
namely, Strong administrative leadership, Clear school goals shared by
faculty and administration, A safe and orderly school climate,
Frequent monitoring and assessment of student progress and high
expectations for student performance.
A day in the life of a principal can be spent putting our fires and trying
to keep small incidents from becoming major crises. But the research
is clear; in effective schools good principals somehow find time to
develop a vision of the school that what it should be and to share that
vision with the members of educational community.
2
Researchers who interviewed successful principals as well as those

who are less effective found distinct differences in how the two groups
responded. Successful principals could articulate a specific school
mission, and they stressed innovation and improvement. In contrast,
less effective principals were vague about their goals and focused on
maintaining the status quo. They made comments such as they have a
good school and a good faculty, and he want to keep it that
way.(Sadker & Sadker, 1991).
It is essential that the principal share his or her vision with the teachers
so that they too understand schools goals and work together to
achieve them. Research stresses on the importance of the school
staffs functioning as a team, but teachers are polled, more then75
percent say that they have either no contact with one another during
the school day; and 94 percent of teachers say that they would do their
jobs better if they were less isolated from their colleagues. In less
effective schools, teachers lack a common understanding of the
schools mission and function as individuals charting their own
separate courses. (Sadker & Sadker, 1991)
The entire school staff recognized that in their efforts to turn Pyne
Poynt around, they were neglecting their most valuable resource: each
other. The school staff teachers and administrators together_ then
began revamping established schedules and procedures to ensure the
regular exchange of ideas and insights (Reedy, 1979).
The need for the principal to share his or her vision extends not only
to teachers but to parents as well. Studies show that mothers typically
spend less than half an hour a day talking with or reading to their
children; for fathers, the amount of time is less than 15 minutes. The
time parents invest in their children differs as much from family to
family. When parents do spend time with their children talking with
them about school and other aspects of their lives, discussing books,
news, and television programs, this curriculum of the home can raise
student achievement considerably (Sadker & Sadker, 1991).
Partnerships between parents and school have had an outstanding
record in improving student achievement. Children who participate in
programs to improve the home learning environment do better than
children who do not participate in these programs. In schools where
teachers work cooperatively and parents join this team; children are
more likely to achieve academic success.
In the light of the above discussion, the proposed study was a clear
school mission.
The objectives of the proposed study were,
To analyze leadership role.
The perceptions of the teachers regard a clear school mission.
Chapter 2
LITERATURE REVIEW
We seem to live in different tribes and dont always focus on what
unites us: the achievement of the mission. Too often, each office
works on its own objective and doesnt consider its impact on the
whole operation. As a former teacher, academic dean, admissions
director,
communications
director,
development
director
and
advancement director, I have seen schools from many perspectives. If

Ive learned anything, it is that success in ones own job depends on
others being successful in theirs. The success of our mission depends
on recognizing that were all interdependent. Everyone in the school
should be held responsible for advancing the mission. Everyone
markets, everyone recruits, everyone fundraises and everyone at the
school is a teacher. Why? Because all whom we seek to serve from
prospective families to our alums to our wider communities
experience us as a whole. Great marketing, like effective learning,
occurs when there is a structure and expectation for collaboration and
cross-fertilization. Busting the Silos: Three Steps to Building Strong
Internal Collaboration and Marketing so how can we break down the
silos that often result from our vertical organizational charts and get
everyone working together across the organization to advance the
mission? Taking these three steps can get you on track: 1) Assess your
schools internal marketing opportunities;
2) Listen. Conduct the marketing research necessary to ensure your

missions viability; and 3) Explore ways for key stakeholders to
contribute to the successes of the others, and therefore to the
sustainability of the mission. Is there congruence among major
administrators and faculty leaders about the schools identity, mission
and direction?
Everyone in the school should be held responsible for advancing the
mission. Everyone markets, everyone recruits, everyone fundraises
and everyone at the school is a teacher.
Ensuring congruence of mission and image both internally and
externally is the goal of an image audit. When your internal team is
aligned with your mission and vision, and you have external evidence
of the viability of your mission and how you deliver it, ensure that
everyone in the school is advancing the mission. To develop a culture
of collaboration and mutual support, refer to the extensive tips by
function provided in the appendices. As you get started, remember
that every key stakeholder on your staff will play a role in advancing
your mission. Think you serve; an external image to maximize the
effectiveness of your marketing, your staff needs to be able to tap into
information collected and maintained across your campus. Ultimately,
each office should have a complete view of a students progress within
your school. Equipped with such information, your staff will be able
to provide better customer service and avoid embarrassing situations
in which one key contact is not aware of important information. In

addition, with a better grasp on each students activities and progress,
you can better tailor personalized communication to parents. Choosing
a technology solution for a school is a complex process driven by
many different goals that allows you to share information across
offices, providing a complete view of each student and ensuring
school-wide access to accurate, updated information. Equipped with a
solid technology solution, your school will be primed to collaborate
more effectively. And by working together, stakeholders can help the
school to improve its internal marketing and communications, in turn
enabling you to deliver on the vision established by your external
marketing activities. Interdepartmental and interdivisional cooperation
and communication are mandatory if marketing efforts are to pay off.
The single biggest influence on this is the head of the school, or
school leader. His or her personality, approach to leadership, values
and
attitudes
about
relationships,
sense
of
professionalism,
collaboration and style of decision-making set the tone. A clear and

helpful discussion about expectations, builds confidence in the
institution. Defining, managing and fulfilling expectations are the best
way to develop a positive lifelong relationship with your school. With
the input of faculty and other administrative offices, described as
specifically as possible:
Everyone is a potential nurturer of donors and a communicator of the

schools mission and vision. The most successful fundraisers know
this and tap into all the schools stakeholders.
Business officers or CFOs, who can make a major impact on
advancing your schools mission, should help others to understand
how the budget fulfills the schools mission, and helps everyone to
achieve a sense of responsibility for the long-term financial health of
the school.
Chapter 3
METHODOLOGY
The overall purpose of the study was to explore a clear school
mission. Thus the nature of the study was descriptive.
POPULATION AND SAMPLING
The target population of all teachers was 300 teachers teaching in the
schools.
A random sampling technique was used to select teachers from
Peshawar model schools in the Khyber Pakhtun Khuwa of Pakistan.
Three schools were randomly selected to participate in the study in
order to achieve the desired sample size (209 questionnaire).
According to Gay (1996), cluster sampling is more convenient when
the population is very large or spread out over a wide geographic area.
Sometimes it is the only feasible method of selecting a sample.
INSTRUMENTATION
A questionnaire was designed by the researcher with the help of
supervisor for use in measuring selected variables. The questionnaire
for teachers consisted of 32 items along with personal data. Item
numbers 1 to 9 were related to principals responsibilities, item
numbers 10 to13 were related to the children academic successes, item
numbers 14 to 22 were related to the communication with parents and
also role of leadership in schools, item number 23 to 27 were related
9
to the responsibilities of the teachers and faculty and item numbers 28

to 32 were related to coercive home children parent communition. All
of the items were on five-point scale.
DATA COLLECTION
The Total Design Method (TDM) of conducting surveys (Dillman,
1978) was followed in all stages of the questionnaire construction and
implementation process. The copies of the questionnaire were
delivered to the teachers of each school selected for the study. Three
schools were selected for this purpose, Peshawar model girls high
school II Dala Zak road Peshawar, Peshawar model high school boys
III ring road Peshawar, Peshawar model high school boys IV Dala
Zak road Peshawar and General view of the teachers.
As per the schedule, a total of 300 questionnaires were sent to teachers
in January 2011. Usable questionnaires were returned for a response
rate of 70%. Because a number of questionnaires were returned
incomplete and there was no way to conduct appropriate follow-up
procedures to control non-responses, the results of the study can only
be generalized to the 209 teachers who provided usable data.
DATA ANALYSIS
Data collected on the above-mentioned five-point scale were
collected, tabulated and analyzed by using percentage method.
10
Chapter 4
RESULT AND DISCUSSION

This chapter deals with the analysis of data. The overall purpose of the
study was clear school mission.
Table 1:
The principal knows his/her priorities.
N
SA
A
UD
DA
207
131
61
4
1
63.2850% 29.4685% 1.9323% 0.4830%
SDA
10
4.8309%
Table 1 indicates that 63 % teachers strongly agreed, 29% teachers

agreed, 1 %teachers undecided, 0% teachers disagreed and 4%teachers
strongly disagreed. So it means that the majority of the teachers
supported the statement.
Table 2:
The principal deals with the students in his office.
N
SA
A
UD
DA
SDA
207
71
89
28
16
3
34.2995% 49.9951% 13.5265% 7.7294% 1.4492%
Table 2 indicates that 34 % teachers strongly agreed, 49 % teachers
agreed, 13%teachers undecided, 7 % teachers disagreed and
1%teachers strongly disagreed. So it means that the majority of the
teachers supported the statement.
Table 3:
The principal controls the situation in school.
N
SA
A
UD
DA
SDA
208
121
62
12
8
5
58.4541% 29.9516% 5.7971% 3.8461% 2.40038%
Table 3 indicates that 58 %teachers strongly agreed, 29 % teachers
agreed, 5%teachers undecided, 3% teachers disagreed and 2%teachers
11
Table 4:
The role of the teacher to deal with students problem

is essential.
SA
UD
DA
SDA
207
113
68
20
14
54.5493%
32.8520%
3.8647%
9.6618%
6.7632S%
Table 4 indicates that 54 %teachers strongly agreed, 32 %teachers

agreed, 3 %teachers undecided, 9% teachers disagreed and 6
%teachers strongly disagreed. So it means that the majority of the
Table 5:
The principal accomplishes their responsibilities.
SA
UD
DA
SDA
207
74
18
12
13
43.4782%
35.7487%
8.6956%
5.7971%
6.2801%

agreed, 8%teachers undecided, 5 % teachers disagreed and 6%teachers
Table 6:
The principal ignores small incidents.
SA
UD
DA
SDA
208
26
49
31
72
30
12.5%
23.5576%
14.9038%
34.6153%
14.4230%
Table 6 indicates that 12 %
teachers strongly agreed, 23%teachers
agreed, 14 %teachers undecided, 34 % teachers disagreed and 14

%teachers strongly disagreed. So it means that the majority of the
teachers rejected the statement.
12
Table 7:
The principal realizes that small incidents can become

a major one.
SA
UD
DA
SDA
208
100
65
21
17
48.0769%
31.25%
10.0961%
8.1730%
2.4038%
teachers strongly agreed, 31 %teachers
agreed, 10 % teachers undecided, 8 % teachers disagreed and 2 %

teachers strongly disagreed. So it means that the majority of the
teachers supported the statement
Table 8:
The principal shares his/her vision with the member

of the educational community.
SA
UD
DA
SDA
208
96
70
19
14
46.1538%
33.6538%
9.1346%
6.7307%
4.32969%
Table 8 indicates that46 %teachers strongly agreed, 33 % teachers

agreed, 9% teachers undecided, 6% teachers disagreed and 4%
Table 9:
The principal gets no time to think about the school.
SA
UD
DA
SDA
209
25
13
70
106
7.1770%
2.3923%
6.2200%
33.4928%
50.7177%
teachers strongly agreed, 2 %
agreed, 6 % teachers undecided,
teachers
33% teachers disagreed and 50%

13
Table 10:
Participation of the children in the school programes

is important.
SA
UD
DA
SDA
208
125
63
14
60.0961%
30.2884%
6.7307%
1.4423%
1.4423%
teachers strongly agreed,
30%
teachers agreed, 6 % teachers undecided, 1 % teachers disagreed and 1

% teachers strongly disagreed. So it means that the majority of the
Table 11:
Children from bad environment do not pay attention

in school programes.
SA
UD
DA
SDA
208
74
59
31
33
11
35.5769%
28.3653%
14.9038%
15.8653%
5.2884%
Table 11 indicates that 35 % teachers strongly agreed, 28% teachers

agreed, 14 % teachers undecided,
15% teachers disagreed and 5 %

Table 12:

progress of the school.
SA
UD
DA
SDA
208
150
35
12
11
72.1153%
16.8269%
5.7692%
5.2884%
0%
teachers strongly agreed, 16

14
Table 13:
Children achieve academic success in the school.
SA
UD
DA
SDA
208
95
83
15
12
45.6730%
39.9038%
7.2115%
5.7692%
1.4423%

Table 14:
Principal has his own reasons to stress on the

annotation and improvement.
SA
UD
DA
SDA
209
53
86
53
14
25.3588%
41.1483%
25.3588%
6.6985%
1.4354%
teachers agreed, 25 % teachers undecided, 6 % teachers disagreed and

1 % teachers strongly disagreed. So it means that the majority of the
Table 15:
Communication is important to achieve the basic

goals of the school, for its good standard.
SA
UD
DA
SDA
209
128
55
18
61.2440%
26.3157%
8.6124%
3.8277%
0%
26%
teachers agreed, 8% teachers undecided, 3% teachers disagreed and 0

15
Table 16:
It is important to achieve the basic goals of the school,

for its good standard.
SA
UD
DA
SDA
208
123
56
22
59.1346%
26.9230%
10.5769%
3.3653%
0%

Table 17:
There is a lack of mutual understanding among the

school function and mission.
SA
UD
DA
SDA
208
37
55
53
49
14
17.7884%
26.4423%
25.4807%
23.5576%
6.7307%
teachers agreed, 25 % teachers undecided, 23 % teachers disagreed

and 6 % teachers strongly disagreed. So it means that the majority of
the teachers supported the statement.
Table 18:
The role of leadership in all the situations in school is

important.
SA
UD
DA
SDA
208
95
69
25
11
45.6730%
33.1730%
12.0192% 3.8461%
5.2884%

16
Table 19:
Teachers are not in contact with one another.
SA
UD
DA
SDA
208
22
22
37
72
55
10.5769% 10.5769% 17.7884% 34.6153%

26.4423%

and 26% teachers strongly disagreed. So it means that the majority of
the teachers rejected the statement.
Table 20:
Teachers are in favor to work isolated from their staff.
SA
UD
DA
SDA
209
23
38
50
65
33
11.0047%
18.1818% 23.9234% 31.1004%
15.7894%
teachers strongly agreed, 18

the teachers rejected the statement.
Table 21:
Schools are just responsibility of the principal.
SA
UD
DA
SDA
209
13
12
30
74
80
6.2200%
5.7416%
14.3540%
35.4066%
38.2775%

agreed, 14% teachers undecided, 35 % teachers disagreed and 38 %
17
Table 22:
Discipline is more important for the school.
SA
UD
DA
SDA
209
139
31
27
10
66.5071%
14.8325%
12.9186%
4.7846%
0.9569%
teachers agreed, 12 %teachers undecided, 4 % teachers disagreed and

0% teachers strongly disagreed. So it means that the majority of the
Table 23:
project.
Participation of the parents is helpful for school
SA
UD
DA
SDA
208
126
41
22
12
60.5769%
19.7115%
10.5769%
5.7692%
3.3653%
teachers agreed, 10 %teachers undecided. 5 % teachers disagreed and

Table 24:
Teachers or faculty neglect their duties.
SA
UD
DA
SDA
208
15
28
40
65
60
7.2116%
13.4615%
19.2307%
31.25%
28.8461%

agreed, 19 %teachers undecided, 31 % teachers disagreed and 28 %
18
Table 25:
Each other is important in the school environment.
SA
UD
DA
SDA
208
89
71
37
42.7884%
34.1346%
17.7884%
3.8461%
1.4423%

Table 26:
Different ideas play important role in the development

of school.
SA
UD
DA
SDA
208
117
60
16
12
56.25%
28.8461%
7.6923%
5.7692%
1.4423%
Table 26 indicates that 56

1% teachers strongly disagreed. So it means that the majority of the
Table 27:
It is essential that principal share their ideas or vision

with the parents.
SA
UD
DA
SDA
208
83
71
33
16
39.9038%
34.1346%
15.8653%
7.6923%
2.4038%

19
Table 28:
Mothers role is important to pay attention to their

children.
SA
UD
DA
SDA
208
132
48
20
63.4615%
23.0769%
9.6153%
2.8846%
0.9615%

Table 29:
Home communication is important for students.
SA
UD
DA
SDA
208
117
48
26
10
56.25%
23.0769%
12.5%
4.8076%
3.3653%
Table 29 indicates that 56% teachers strongly agreed, 23 % teachers

Table 30:
For the achievement of the student, fathers role is

important.
SA
UD
DA
SDA
208
105
71
22
50.4807%
34.1346%
10.5769%
2.8846%
1.9230%
teachers agreed, 10 % teachers undecided,
2 % teachers disagreed

20
Table 31:
Children parents communication is important.
SA
UD
DA
SDA
208
111
61
19
12
53.3653%
29.3246%
9.1346%
5.7692%
2.4038%

Table 32:
Communication gives out going record to improve

students achievement.
SA
UD
DA
SDA
208
93
81
27
44.7115%
38.9423%
12.9809%
3.3653%
0%
teachers agreed, 12 % teachers undecided, 3
% teachers disagreed

21
SA=Strongly Agreed, A=Agreed, UD=Undecided, DA=Disagreed,

SDA= Strongly Disagreed
22
Statement
1
2
3
4
6
7
9
10
11
12
13
14
15
16
17
18
The principal knows

his/her priorities.
The principal deals with
the students in his office.
The principal controls the
situation in school.
The role of the teacher is
to deal with students
problems is essential.
The principal
accomplishes their
responsibilities.
The principal ignores
small incidents.
The principal realizes that
small incidents can
become a major one.
The principal shares his
vision with the member of
educational community.
The principal gets no time
to think about the school.
Participation of the
children in the school
programes is important.
Children from bad
environment do not pay
attention in school
programes.
Teacher, parents
cooperation is important
for the progress of the
school.
Children achieve academic
success in the school.
Principal has his own
reasons to stress on the
innovation and
improvement.
Communication is
important to achieve the
basic goals of the school,
for its good standard.
It is important to achieve
the basic goals of the
schools, for its good
standard.
There is a lack of mutual
understanding among the
school function and
mission.
The role of leadership in
all the situations in school
SA
UD
DA
SDA
63.2850%
29.4685%
1.9323%
0.4830%
4.8309%
34.2995%
49.9951%
13.5265%
7.7294%
1.4492%
58.4541%
29.9516%
5.7971%
3.8461%
2.40038%
54.5493%
32.8520%
3.8647%
9.6618%
6.7632%
43.4782%
35.7487%
8.6956%
5.7971%
6.2801%
12.5%
23.5576%
14.9038%
34.6153%
14.4230%
48.0769%
31.25%
10.0961%
8.1730%
2.4038%
46.1538%
33.6538%
9.1346%
6.7307%
4.32969%
7.1770%
2.3923%
6.2200%
33.4928%
50.7177%
60.0961%
30.2884%
6.7307%
1.4423%
1.4423%
35.5769%
28.3653%
14.9038%
15.8653%
5.2884%
72.1153%
16.8269%
5.7692%
5.2884%
0%
45.6730%
39.9038%
7.2115%
5.7692%
1.4423%
25.3588%
41.1483%
25.3588%
6.6985%
1.4354%
61.2440%
26.3157%
8.6124%
3.8277%
0%
59.1346%
26.9230%
10.5769%
3.3653%
0%
17.7884%
26.4423%
25.4807%
23.5576%
6.7307%
45.6730%
33.1730%
12.0192%
3.8461%
5.2884%
23
19
20
21
22
23
24
25
26
27
28
29
30
31
32
is important.
Teachers are not in contact
with one another.
Teachers are in favor to
work isolated from their
staff.
Schools are just
responsibility of the
Principal.
Discipline is more
important for the school.
Participation of the parents
is helpful for school
project.
Teachers or faculty neglect
their duties.
Each other is important in
the school environment.
Different ideas play
important role in the
development of school.
It is essential that principal
shares their ideas or vision
with the parents.
Mothers role is important
to pay attention to their
children.
Home communication is
important for students.
For the achievement of the
student, fathers role is
important.
Children parents
communication is
important.
Communication gives, out
going record for improve
students achievement.
TOTAL.
10.5769%
10.5769%
17.7884%
34.6153%
26.4423%
11.0047%
18.1818
23.9234%
31.1004%
15.7894%
6.2200%
5.7416%
14.3540%
35.4066%
38.2775%
66.5071%
14.8325%
12.9186%
4.7846%
0.9569%
60.5769%
19.7115%
10.5769%
5.7692%
3.3653%
7.2116%
13.4615%
19.2307%
31.25%
28.8461%
42.7884%
34.1346%
17.7884%
3.8461%
1.4423%
56.25%
28.8461%
7.6923%
5.7692%
1.4423%
39.9038%
34.1346%
15.8653%
7.6923%
2.4038%
63.4615%
23.0769%
9.61535%
2.8846%
0.9615%
56.25%
23.0769%
12.5%
4.8076%
3.3653%
50.4807%
34.1346%
10.5769%
2.8846%
1.9230%
53.3653%
29.3246%
9.1346%
5.7692%
2.4038%
44.7115%
38.9423%
12.9809%
3.3653%
0%
1359.942% 866.4327% 385.7796% 360.1346% 236.0818%
24
The result of the present study revealed that:

1.
The Principal knows his/her priorities 63 % teachers strongly

agreed, 29% teachers agreed.
2.
Deals with the students in his office 34 % teachers strongly

agreed, 49 % teachers agreed.
3.
Controls the situation in school. 58 % teachers strongly agreed,

29 % teachers agreed.
4.
Deal with the students problem essential 54 % teachers

strongly agreed, 32 % teachers agreed.
5.
Accomplishes responsibilities 43 %
6.
Ignores small incidents, 34 % teachers disagreed and 14 %

teachers strongly disagreed.
7.
Realizes that small incidents can become a major one 48 %

teachers strongly agreed, 31% teachers agreed.
8.
Shares his vision with the member of educational community 46

% teachers strongly agreed, 33 % teachers agreed.
9.
Gets no time to think about the school 33% teachers disagreed

and 50 % teachers strongly disagreed.
25
10.
Participation of the children in the school programes is

important 60 %
30 %
teachers
agreed.
11.
Children from bad environment do not pay attention in school

programes 35 %
teachers strongly agreed, 28%
teachers
agreed.
12.
Teacher, parents cooperation is important for the progress of

the school 72 % teachers strongly agreed, 16 % teachers
agreed.
13.
Children achieve academic success in the school 45 % teachers

14.
Principal has his own reasons to stress on the innovation and

improvement 25 % teachers strongly agreed, 41 %
teachers
agreed.
15.
Communication is important to achieve the basic goals of the

school, for its good standard 61 %
16.
There is a lack of mutual understanding among the school

function and mission 17 %
teachers agreed.
17.
The role of leadership in all the situations in school is important

45 % teachers strongly agreed, 33 % teachers agreed.
26
18.
Teachers are not in contact with one another 34 % teachers

disagreed and 26 % teachers strongly disagreed.
19.
To achieve the basic goals of the school is important for its

good standard 59 % teachers strongly agreed, 26 % teachers
agreed.
20.
Teachers are in favor to work isolated from their staff 31 %

teachers disagreed and 15 % teachers strongly disagreed.
21.
Schools are just responsibility of the Principal 35 % teachers

disagreed and 38 % teachers strongly disagreed.
22.
Discipline is more important for the school 66 %
teachers

23.
Participation of the parents is helpful for school project 60 %

teachers strongly agreed, 19 % teachers agreed.
24.
Teachers or faculty neglect their duties 31 % teachers disagreed

and 28 % teachers strongly disagreed.
25.
Each other is important in the school environment 42 %

teachers strongly agreed, 34 % teachers agreed.
26.
Different ideas play important role in the development of school

56 % teachers strongly agreed, 28 % teachers agreed.
27.
It is essential that principal shares their ideas or vision with the

parents 39 % teachers strongly agreed, 34 % teachers agreed.
27
28.
Mothers role is important to pay attention to their children 63

29.
Home communication is important for students 56%
teachers

30.
For the achievement of the student, fathers role is important 50

31.
Children parents communication is important 53 %
teachers

32.
Communication gives, out going record for improve students

achievement 44 %
teachers
agreed.
28
DISCUSSION
The proposed study was clear school mission. Objectives of the
studies were to analyze leadership role and Perceptions of the teachers
regard clear school mission.
Some of the socio demographic variables do not appear to be
associated with clear school mission i.e. name of the teacher,
qualification and experience.
The study result in the light of view of teacher revealed that majority
of the teachers were of the opinion that, principal knows his/her
priorities, deal with the students in his office, considered the dealing
of teacher essential problem solving, principal accomplishes their
duties.
The results were in support of the research concluded by researcher
(Mary, 2001).
Researchers who interviewed successful principals as well as those
who are less effective found distinct differences in how the two groups
responded. Successful principals could articulate a specific school
mission, and they stressed innovation and improvement.
However teachers reject the statement that principal ignores small
incidents, they were of the view that principal realizes that small
incidents can become a major one, principal shares his/her vision with
29
the members of the educational community and principal always think

about the school.
The results were not in support of the research concluded by (Mary,
2001).
of the teachers were of the opinion that, children participation in the
school programmes is important, children from bad environment do
not pay attention in school programmes, teacher, parents cooperation
is important for progress of the school, children achieve academic
successes in the school, principal has his own reasons to stress on the
innovation and improvement, communication gives out going record
to achieve the basic goals of the school, also teachers accept the
statement that there is a lack of mutual understanding between the
school function and massion,however ,they reject the statement that
teachers are not in contact with one another also that teachers are in
favour to work isolated from their staff.
The results were in support of the research concluded by researcher
(Mary, 2001).
of the teachers were of the opinion that, schools are not just
responsibility of the principal, for the school project parents
participation is helpful ,for the development of the school different
ideas play important role ,home communication is important for
30
students. The results were in support of the research concluded by

researcher (Mary, 2001)
31
FINDINGS
63 % teachers strongly agreed that the principal knows his/her

priorities.
49 % teachers agreed that the principal deals with the students

in his/her office.
58 % teachers strongly agreed that the principal control the

situation in school.
54 % teachers strongly agreed that the role of the teacher to deal

with students problem is essential.
43 % teachers strongly agreed that the principal accomplishes

their responsibilities.
34 % teachers disagreed that the principal ignores small

incidents.
48 % teachers strongly agreed that the principal realizes that

small incidents can become a major one.
46 % teachers strongly agreed that the principal shares his

vision with the member of the educational community.
50 % teachers strongly disagreed that the principal gets no time

to think about the school.
60 % teachers strongly agreed that Participation of the children

in the school programes is important.
32
35 % teachers strongly agreed that Children from bad

environment do not pay attention in school programes.
72 % teachers strongly agreed that Teacher, parents cooperation

is important for the progress of the school.
45% teachers strongly agreed that Children achieves academic

success in the school.
41 % teachers agreed that Principal has his own reasons to

stress on the annotation and improvement.
61 % teachers strongly agreed that Communication is important

to achieve the basic goals of the school, for its good standard.
59 % teachers strongly agreed that It is important to achieve the

basic goals of the school, for its good standard.
26 % teachers agreed that there is a lack of mutual

understanding among the school function and mission.
45 % teachers strongly agreed that the role of leadership in all

the situations in school is important.
34 % teachers disagreed that Teachers are not in contact with

one another.
23 % teachers undecided that Teachers are in favor to work

isolated from their staff.
33
35 % teachers disagreed that Schools are just responsibility of

the principal.
66 % teachers strongly agreed that Discipline is more important

for the school.
60 % teachers strongly agreed that Participation of the parents is

helpful for school project.
31 % teachers disagreed that Teachers or faculty neglect their

duties.
42 % teachers strongly agreed that each other is important in the

school environment
56 % teachers strongly agreed that Different ideas play

important role in the development of school.
39 % teachers strongly agreed that it is essential that principal

share their ideas or vision with the parents.
63 % teachers strongly agreed that mothers role is important to

pay attention to their children.
56% teachers strongly agreed that Home communication is

important for students.
50 % teachers strongly agreed that for the achievement of the

student, fathers role is important.
34
53 % teachers strongly agreed that Children parents

communication is important.
44 % teachers strongly agreed that Communication gives out

going record to improve students achievement.
35
CONCLUSION
The overall findings on the bases of result showed that: Majority of
the teachers were of the opinion that principal knows his/her priority,
deal with the students in the office, controls the situation, consider the
role of the teacher essential and accomplishes responsibilities.
Majority of the teachers were of the opinion that students participation
in school programes, teacher parent cooperation was conducted for the
progress and the achievement of success, to achieve the basic goals of
the school for attaining good standard, the role of the leadership was
considered important.
The present study revealed that discipline, parent participation,
communication with parents, teachers and principal was considered
important.
Majority of the teachers were of the opinion that principals ignores
small incidents, have very less time to think about the school, there is
a lack of mutual understanding among the school mission and
function, lack of communication between teachers on school issues,
work isolated from their staff, also majority of the teachers neglected
their duties because of having different ideas. Most of the children
from bad environment do not pay attention.
36
RECOMMENDATIONS
In
the
light
of
the
conclusion
and
discussion
following
recommendations were made.

1.
The study result showed that principal did not have time to
think about the school. So it is recommended that Principal
should give proper time to think about the school.
2.
The study result showed that Children from bad environment do

not pay attention in school programes. So it is recommended
that there should be a proper program in schools to gain the
attention of the student through games, sports, and debates etc.
3.
The study result showed that there is a lack of mutual

understanding among the school function and mission. So it is
recommended that the principal should make the mission and
vision of the school to student, teacher, parents and community
so the principal should place a program and hold a meeting on
weekly or monthly bases to provide opportunity with one
another open sessions.
4.
The study result showed that Teachers are not in contact with
one another. So it is recommended that the principal should
organize the ideas of the teachers to jointly work for the school
mission.
37
LITRETURE CITED
Al-Quran ,Alzumer 39 :9
Alexandria, VA: Association for Supervision and Curriculum

Development.
Beare, H., Caldwell, B, & Millikan, R. H. (1989). Creating an

excellent school: Some new management techniques. London:
Routledge.
Best, T. (1999). Facilitating education reform through schoolbased professional development. Caribbean Teacher, 10, 19.
Farrant, J. S. (1980). Principles and practice of education.

(2eded.). Essex: Longman.
Fisher, D. & Frey, N. (2007). Checking for understanding:

Formative assessment.
Government of Barbados (1993). Government of Barbados

development plan 1993-2000. Barbados: Author.
Hawes, H. & Stephens, D. (1990). Questions of quality:

Primary education and development. Essex: Longman.
Lunenburg, F. C. & Ornstein, A. C. (2004). Educational

administration: Concepts and practices. (4thed.). Belmont, CA.
Wadsworth/Thompson Learning.
38
Marzano, R. J. (2003). What works in schools: Translating

research into action.
Marzano, R. J. (26 October 2008). Serious school improvement:

Three critical
Marry Hatwood Futrell (1986) in educators opinion, reform

demands re-structured schools, Washington post April 6.
Ministry of Education, Youth Affairs and Culture. (1995). White

Paper on education reform: Each one mattersquality
education for all. Barbados: Author.
Reeves, D. (2008). Leading to change/ Effective grading

practice. Educational Leadership, 65 (5), 85-87.
Ronald Edmonds (1979). Some schools work and more can,

Social policy 9 Pp 28-32.
Sadker & Sadker (1991). David Sadker and Marry Sadker

(1985) Is the ok class room ok. Phi Delta Kappan 66, No 5.
Sara Lawrence Light foot, the good high school, basic books,
New York. (1983).
Scherer, M. (2008). Perspective/The question of excellence.

Educational Leadership, 66(2), 7.
Schleicher, A & Stewart, V. (2008). Learning from world-class

schools. EducationalLeadership. 66(2), 44-51.
39
Sclafani, S. (2008). Two roads to high performance.

Educational Leadership, 66(2), 26-31.
Sergiovanni, T. J. (2006). The principalship: A reflective

practice perspective. (5thed.).Boston: Allyn and Bacon.
Sternberg, R. J. (2008). Excellence for all. Educational

Leadershiup. 66 (2), 14-19.
William Rutherford (1985). School principals as effective

leaders. Phi Delta Kappan 67 Pp31-34.
40
Annex-1
A
CLEAR SCHOOL
TEACHERS
MISSION:
PERCEPTIONS
OF
I am a student of M.Ed at IER, University of Peshawar and conducting

research on the topic (A Clear School Mission: A Perception of
Teachers of PMS) under the supervision of Dr. Hafiz Muhammad
Inamullah for the requirement of degree. Yours responses will be kept
confidential and will be used only for research purposes. Your
cooperation is highly appreciated.
SONIA
QUESTIONNAIRE
Name:
______________________
Qualification:
______________________
Experience:
______________________
Note: Please read the statement and tick.

SA=Strongly Agreed, A=Agreed, UD=Undecided, DA=Disagreed,
SDA= Strongly Disagreed
41
Statement
SA
The principal knows his/her priorities.
The principal deals with the students in his

office.
The principal controls the situation in school.
The role of the teacher is to deal with students

problems is essential.
The principal accomplishes their responsibilities.
The principal ignores small incidents.
The principal realizes that small incidents can

become a major one.
The principal shares his vision with the member

of educational community.
The principal gets no time to think about the

school.
10
Participation of the children in the school

programes is important.
11
Children from bad environment do not pay

attention in school programes.
12

progress of the school.
13
Children achieve academic success in the school.
14
Principal has his own reasons to stress on the

innovation and improvement.
15
Communication is important to achieve the basic

goals of the school, for its good standard.
16
It is important to achieve the basic goals of the

schools, for its good standard.
17
There is a lack of mutual understanding among

the school function and mission.
18
The role of leadership in all the situations in

school is important.
19
Teachers are not in contact with one another.
20
Teachers are in favor to work isolated from their

staff.
21
Schools are just responsibility of the Principal.
22
Discipline is more important for the school.
23
Participation of the parents is helpful for school

project.
24
Teachers or faculty neglect their duties.
25
Each
other
is
important
in
the
UD
DA
SDA
school
42
environment.
26
Different ideas play important role in the

development of school.
27
It is essential that principal shares their ideas or

vision with the parents.
28
Mothers role is important to pay attention to

their children.
29
Home communication is important for students.
30
For the achievement of the student, fathers role

is important.
31
Children parents communication is important.
32
Communication gives, out going record for

improve students achievement.
43

A Clear School Mission

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

A Clear School Mission

Uploaded by

Copyright:

Available Formats

A CLEAR SCHOOL MISSION

INSTITUTE OF EDUCATION AND RESEARCH

A CLEAR SCHOOL MISSION

Submitted to the institute of education and research,

INSTITUTE OF EDUCATION AND RESEARCH

Start with the Name of ALLAH

I earnestly dedicate this irksome task of mine to

The principal knows his/her priorities............................11

The principal deals with the students in his office..........11

The principal control the situation in school..................11

The role of the teacher to deal with students problem is

The principal accomplishes their responsibilities...........12

The principal ignores small incidents.............................12

The principal realizes that small incidents can become a

The principal shares his/her vision with the member of

The principal gets no time to think about the school......13

Participation of the children in the school programes is

Children from bad environment do not pay attention in

Teacher, parents cooperation is important for the

Children achieve academic success in the school...........15

Principal has his own reasons to stress on the annotation

Communication is important to achieve the basic goals of

It is important to achieve the basic goals of the school, for

There is a lack of mutual understanding among the school

The role of leadership in all the situations in school is

Teachers are not in contact with one another..................17

Teachers are in favor to work isolated from their staff...17

Schools are just responsibility of the principal...............17

Discipline is more important for the school...................18

Participation of the parents is helpful for school project.

Teachers or faculty neglect their duties..........................18

Each other is important in the school environment........19

Different ideas play important role in the development of

It is essential that principal share their ideas or vision

Mothers role is important to pay attention to their

Home communication is important for students.............20

For the achievement of the student, fathers role is

Children parents communication is important................21

Communication gives out going record to improve

RESULT AND DISCUSSION

Suggestions and recommendations

operation, expert opinion and encouragement for the smooth

should be a proper program in school to gain the attention of the

Puzzled by situations such as this, researchers attempted to determine

Researchers who interviewed successful principals as well as those

advancement director, I have seen schools from many perspectives. If

2) Listen. Conduct the marketing research necessary to ensure your

in which one key contact is not aware of important information. In

collaboration and style of decision-making set the tone. A clear and

Everyone is a potential nurturer of donors and a communicator of the

to the responsibilities of the teachers and faculty and item numbers 28

RESULT AND DISCUSSION

Table 1 indicates that 63 % teachers strongly agreed, 29% teachers

The role of the teacher to deal with students problem

Table 4 indicates that 54 %teachers strongly agreed, 32 %teachers

The principal accomplishes their responsibilities.

Table 5 indicates that 43 % teachers strongly agreed, 35 % teachers

The principal ignores small incidents.

Table 6 indicates that 12 %

teachers strongly agreed, 23%teachers

agreed, 14 %teachers undecided, 34 % teachers disagreed and 14

The principal realizes that small incidents can become

Table 7 indicates that 48 %