PARTICIPATION OF COMMUNITY THROUGH PTCs

AND SMCs IN PUBLIC SECTOR SCHOOLS OF

KHYBER PAKHTUNKHWA AND PUNJAB
(AN EMERGING PARADIGM IN EDUCATION SECTOR)

By
ABDUL HAFEEZ
Ph.D. Education

A thesis is submitted in partial fulfillment of the requirement for the

degree of Ph.D. in Education

INSTITUTE OF EDUCATION AND RESEARCH,

FACULTY OF ARTS, GOMAL UNIVERSITY,
D.I.KHAN
2021
i
 DEDICATION

Dedicated

TO

My dearest teachers, family members and

parents

for their valueable efforts in making my education a

success

ii
 TABLE OF CONTENTS

Chapter Page
DESCRIPTION
# #

1 INTRODUCTION........................................................................... 01

1.1 Back ground of the study...................................................... 01

1.2 Rationale of the study……………………………………. 07

1.3 Statement of the problem...................................................... 08

1.4 Objective of the study………………………..…………… 09

1.5 Research Questions ………………………..……………… 10

1.6 Hypotheses of the study....................................................... 10

1.7 Significance of the study..................................................... 10

1.8 Delimitations of the study ……………………….……….. 11

1.9 Operational Definitions…………………………………… 11

1.9.1 Participation………………..……………………… 11

1.9.2 Community…………………………..…………. 11

1.9.3 Community Participation……………..…………… 12

1.9.4 Parent Teacher Council…………………………… 12

1.9.5 School Management Committee (SMC)…………. 12

1.9.6 Paradigm………………………………………… 12

iii
 1.9.7 Emerging………………………………………… 12

1.10 Summary of the chapter…………………………………... 12

2 LITERATURE REVIEW............................................................ 13

2.1 School ………….……………………….………………….. 13

2.1.1 Primary School …………………………………….. 13

2.2 Community ………………. ...…………….………………. 14

2.2.1 Community participation ……………………….. 14

2.2.2 Community participation in education …………… 15

2.2.3 Community‘s Role in Education …………… 17

2.2.4 Role of Parent in Community Engagement…… 18

2.2.5 Involvement of community and school head‘s role 18

2.2.6 Role of Teachers in Community Participation … 20

2.2.7 Education Policies and Community Participation … 22

2.3 Parent Involvement in Schools ………………..………….. 24

2.3.1 Identifying Problems …………………………..… 25

2.3.2 A source of Extrinsic motivation…………………. 26

2.4 Structure and functions of Parents Teacher Council at

27
Khyber Pakhtunkhwa……………………………………...

2.4.1 Introduction to PTC…………………………….. 27

2.4.2 Functions of the PTCs………………………….. 28

iv
 2.4.3 Process of formation of PTC — Membership and
29
Polls………………………………………………

2.4.4 Election for Membership requirement………… 30

2.4.5 Election Procedure for PTC Members………… 30

2.4.6 Conducting Business by PTC…………………… 30

2.4.7 Responsibilities of the Chairperson, Secretary,

31
Cluster-in-charge and E&SED Officials…………

2.4.8 Responsibility of the Secretary…………………. 31

2.4.9 Responsibilities of the Cluster-in-Charge……… 32

2.4.10 Responsibilities of the Elementary & Secondary

32
Education Department Officers……………….....

2.4.11 Financial Management Principles……………….. 33

2.4.11.1 Powers, Monitoring and Exemption ….. 33

2.4.11.2 Record to be Maintained…………… 33

2.4.11.3 Procurement Management……………. 34

2.5 School Management Committees in Punjab Province…… 34

2.5.1 The Structure of SMC…………………………… 34

2.5.2 Re-formation of School Management Committee 35

2.5.3 Meeting Managed from Assistant Education

36
Officers…………………………………………..
2.5.4 Procedure for Notification of School
37
Management Committee…………………………
2.5.5 Method of Alteration the Affiliation of S.M.
37
Committee………………………………………
2.5.6 Method for Invalidation of the affiliation of the
38
SMC………………………………………

v
 2.5.7 Obligations/Accountabilities of School
40
Management Committee…………………
2.5.8 Method of conducting School Management
41
Committees‘ Meeting……………………………

2.6 Teaching learning process……………………………….. 42

2.6.1 Teaching…………………………………………. 42

2.6.2 Learning…………………………………………. 43

2.6.3 Role of Teacher in Teaching Learning Process… 45

2.6.4 Functions of A Teacher in Classroom, School and

45
Community…………………………………

2.6.5 Motivation……………………………………… 47

2.6.6 Gender Discrimination…………………… 47

2.6.7 Encouragement………………………… 48

2.6.8 Conceptualization of parental involvement in

49
teaching learning process…………………….

2.6.9 How can parents be involved………………… 50

2.6.10 Strategies for Boosting Parental Participation in

53
Learning………………………………………

2.6.11 Corporal Punishment………………………… 54

2.7 Generation of Fund………………………………………… 54

2.7.1 Role of SMCs in generation of fund……………………… 55

2.7.2 Role of Parents in generation of fund…………………… 56

2.7.3 Role of School in generation of fund……………………… 57

2.7.4 Role of Selected members in generation of fund………… 57

vi
 2.8 Community Participation in Utilization of funds 57

2.8.1 Procurement of educational materials…………… 58

2.9 Co-curricular Activities…………………………………. 60

2.9.1 Role of teacher in co-curricular activities…… 62

2.10 Monitoring and Supervision…………………………….. 63

2.10.1 Aspects of Monitoring process………………… 64

2.10.2 Need of Monitoring System in Primary School… 64

2.10.3 Supervision………………………………… 64

2.11 Related studies……………………………………… 67

2.11.1 Community Participation and United Nations

71
Organization………………………….…………

2.11.2 Community Participation in USA…… 71

2.11.3 Community Participation in United Kingdom … 71

2.11.4 Community Participation in Malaysia………… 74

03 RESEARCH METHODOLOGY …….................................. 75

3.1 Introduction…………………………………………….. 75

3.2 Design of the study …………………………………….. 75

3.3 Research Population....................................................... 76

3.4 Research Sample............................................................. 78

3.5 Sampling techniques …………………………………… 82

vii
 3.6 Development of tools …………………………………… 82

3.7 Scoring Procedure ………………………………………. 83

3.8 Validity of Research Tool ………………………………. 83

3.9 Pilot study......................................................................... 86

3.10 Reliability of research tool …………………………….. 87

3.10.1 Reliability co-efficient Cronbach‘s Alpha Values… 87

3.10.2 Reliability by method of Split Half…………….... 89

3.11 Collection and administration of data ………………….. 90

3.12 Analysis of the Data …………………………………… 90

3.13 Research Ethics…………………………………………. 90

3.14 Layout of Research/ Research Plan..................................... 91

3.15 Theoretical Framework……………………………………. 91

04 RESULTS AND DISCUSSION ……………............................. 94

SUMMARY, FINDINGS, CONCLUSIONS &

05 173
RECOMMENDATIONS ……………………………………….

5.1 Summary ……………………………………........ 173

5.2 Findings …………………………………………...... 175

5.3 Conclusions ……………………………………… 191

5.4 Discussion…………………….……………………… 194

5.5 Recommendations …………………………………....... 199

viii
5.6 Guide lines for future researchers ………………………… 200

REFERENCES ……………………………………………… 201

ix
 Student’s Declaration

I, Abdul Hafeez, do hereby state that my PhD (Education). Thesis titled

“participation of community through PTCs and SMCs in public sector schools of
Khyber Pakhtunkhwa and Punjab (an emerging paradigm in education sector)” is my
own work and has not been submitted previously by me for taking any degree from
Gomal University, Dera Ismail Khan or anywhere else in the country/world.

I understand the zero tolerance policy of the HEC and Gomal University, Dera Ismail
Khan towards plagiarism. Therefore I declare that no portion of my thesis has been
plagiarized and any material used as reference is properly cited.

I undertake that if I am found guilty of any formal plagiarism in the above titled thesis
even after award of Ph.D. Degree, the University reserves the rights to
withdraw/revoke my Ph.D. degree and that HEC has the right to publish my name on
the website on which names of students are placed who submitted plagiarized work.

Name of Student
Abdul Hafeez, Signature ______________________________ Date______________

x
 LIST OF TABLES
Table
DESCRIPTION Page#
#

3.1 Research population 77

3.2 Krejcie and Morgan determination of sample rule 80

3.3 Research Sample 81

3.4 Procedure for scoring 83

3.5 Showing Content validity of the questionnaire 85

3.6 Sample Pilot Study 86

3.7 Values of commonly accepted values of Cronbach‘s Alpha 87

3.8 Item wise Alpha reliability co-efficient 88

3.9 Showing value of variable wise Cronbach‘s Alpha 89

3.10 Showing value of variable wise Alpha co-efficient 89

4.1 Do you know the importance of parents‘ involvement in school? 95

4.2 Do you know the purpose of formation of PTC/SMC? 96

4.3 Are you well aware of the composition of PTC/SMC? 97

4.4 Are you well aware of the selection criteria of PTC/SMC? 98

4.5 Does PTC/SMC motivates the parents to get their school age 99
children admitted in schools?
4.6 Does PTC/SMC motivates the parents to reduce the dropout of the 100
students?
4.7 Does PTC/SMC creates an environment where children can get 101
their education without gender discrimination?
4.8 Does PTC/SMC encourages the student to participate in the 102
teaching learning process?
4.9 Does PTC/SMC propagates the importance of education? 103

xi
4.10 Does PTC/SMC improves the overall learning environment? 104

4.11 Does PTC/SMC sensitizes teachers about ban on corporal 105

punishment?
4.12 Does PTC/SMC contacts parents for achievement of academic 106
purposes?
4.13 Does PTC/SMC discusses the examination results with the 107
community members?
4.14 Does PTC/SMC holds meeting to discuss educational problems of 108
the school?
4.15 Does PTC/SMC contacts students‘ parents to minimize the 109
absenteeism of the students?
4.16 Does PTC/SMC discusses the performance of school teachers 110
during meeting?
4.17 Does PTC/SMC contacts higher authorities to provide financial 111
assistance for the repair and maintenance of school?
4.18 Does PTC/SMC arranges donations by inviting rich people of the 112
community to school?
4.19 Does PTC/SMC arranges different programs at school for fund 113
raising?
4.20 Does PTC/SMC contributes regularly for welfare of school? 114

4.21 Does PTC/SMC collects funds from the community in case of any 115
emergency?
4.22 Does PTC/SMC involves the community to provide stationary, 116
uniform & school bags to the deserving students?
4.23 Does PTC/SMC calls meeting when Government releases funds? 117

4.24 Does PTC/SMC takes decisions in the meeting about the proper 118
utilization of funds?
4.25 Does PTC/SMC prioritizes school needs? 119

4.26 Does PTC/SMC works according to the prioritized needs? 120

Does PTC/SMC plans to carry out the work according to the given
4.27 specification? 121

4.28 Does PTC/SMC involves itself in the process of purchasing 122

different things for schools?
4.29 Does PTC/SMC checks the quality of the material used in the 123
construction work?

xii
4.30 Does PTC/SMC tries for the maximum utilization of funds? 124

4.31 Does PTC/SMC tries to spend the funds of the school rightly and 125
justifiably?
4.32 Does PTC/SMC monitors the construction work in school? 126

4.33 Does PTC/SMC makes arrangement to repair the broken furniture 127
in the schools?
4.34 Does PTC/SMC monitors the quality of work done at school? 128

4.35 Does PTC/SMC helps the school staff in organizing curricular 129
activities at school?
4.36 Does PTC/SMC arranges teachers for school on temporary basis, if 130
required?
4.37 Does PTC/SMC helps the school staff in conducting monthly test? 131

4.38 Does PTC/SMC helps the school staff in conducting annual 132
examination?
4.39 Does PTC/SMC helps the school staff in generating individual 133
progress reports of students?
4.40 Does PTC/SMC discusses the progress reports of students with 134
parents?
4.41 Does PTC/SMC helps the school staff in arranging Parents Teacher 135
Meeting (PTM)?
4.42 Does PTC/SMC discusses students‘ problems in the PTM? 136

4.43 Does PTC/SMC helps the school staff in diagnosing/indicating 137

different educational issues faced by the schools?
4.44 Does PTC/SMC helps the school staff in addressing different 138
problems faced by the teachers & students?
4.45 Does PTC/SMC helps in organizing literary competitions (quiz, 139
naat, qirat and speech etc) among students?
4.46 Does PTC/SMC helps the school in organizing different programs 140
at national festivals?
4.47 Does PTC/SMC helps the school in organizing child friendly 141
programmes for character building of the student?
4.48 Does PTC/SMC makes focused efforts to ensure the right to play 142
for the students?
4.49 Does PTC/SMC tries to ensure the participation of the community 143
members in co-curricular activities?
4.50 Does PTC/SMC ensures the participation of elected members in all 144
programmes of the school?

xiii
4.51 Does PTC/SMC monitors and supervises the process of repair & 145
maintenance of the school?
4.52 Does PTC/SMC monitors funds generation process? 146

4.53 Does PTC/SMC supervises proper utilization of funds allocated by 147

the government?
4.54 Does PTC/SMC supervises different curricular activities performed 148
in school?
4.55 Does PTC/SMC monitors attendance of teachers? 149

4.56 Does PTC/SMC monitors attendance of students? 150

4.57 Does PTC/SMC monitors progress of the work under construction? 151

4.58 Does PTC/SMC monitors and supervises the record of different 152
construction work?
4.59 Does PTC/SMC evaluates teachers‘ professional behavior? 153

4.60 Does PTC/SMC supervises the process of solving different 154

problems faced by school?
4.61 Comparison regarding teaching learning process 155

4.62 Comparison regarding funds generation 156

4.63 Comparison regarding funds utilization 157

4.64 Comparison regarding organizing curricular activities 158

4.65 Comparison regarding organizing co-curricular activities 159

4.66 Comparison regarding monitoring and supervision 160

Mean differences of the views of secretory, chairman, teachers and

4.67 parents regarding teaching learning process in Khyber 161
Pakhtunkhwa
4.68 Mean differences of the views of secretory, chairman, teachers and 162
parents regarding generating funds in Khyber Pakhtunkhwa
4.69 Mean differences of the views of secretory, chairman, teachers and 163
parents regarding utilization of funds in Khyber Pakhtunkhwa
Mean differences of the views of secretory, chairman, teachers and
4.70 parents regarding organizing curricular activities in Khyber 164
Pakhtunkhwa

xiv
 Mean differences of the views of secretory, chairman, teachers and
4.71 parents regarding organizing co-curricular activities in Khyber 165
Pakhtunkhwa
Mean differences of the views of secretory, chairman, teachers and
4.72 parents regarding monitoring and supervision in Khyber 166
Pakhtunkhwa
4.73 Mean differences of the views of secretory, chairman, teachers and 167
parents regarding teaching learning process in Punjab
4.74 Mean differences of the views of secretory, chairman, teachers and 168
parents regarding generating funds in Punjab
4.75 Mean differences of the views of secretory, chairman, teachers and 169
parents regarding utilization of funds in Punjab
4.76 Mean differences of the views of secretory, chairman, teachers and 170
parents regarding organizing curricular activities in Punjab
4.77 Mean differences of the views of secretory, chairman, teachers and 171
parents regarding organizing co-curricular activities in Punjab
4.78 Mean differences of the views of secretory, chairman, teachers and 172
parents regarding monitoring and supervision in Punjab

xv
 LIST OF FIGURES
Table Page
DESCRIPTION
# #

3.1 Theoretical Framework of the Present Research Study 92

3.2 Procedural Framework and Proceedings of Research Study 93

xvi
 LIST OF APPENDICES

Annexure DESCRIPTION Page No

A Letter to respondents ………………………….................. 217

B Questionnaire ………………………………….………... 218

C List of experts…………………………..……………….. 225

D Table student‘s t-distribution….......................................... 227

E Table student‘s f-distribution…........................................... 228

xvii
 TABLE OF ABBREVIATIONS

ABBREVIATION DESCRIPTION

ADEO Assistant District Education Officer

ASDEO Assistant Sub-Divisional Education Officer

DDEO Deputy District Education Officer

EDO Executive District Education Officer

DEO District Education Officer

SMC School Management Committee

PTC Parents Teachers Council

CRC Class-Room Consumables

CD Community Development

USA United States of America

PTA Parent Teachers Association

PTSA Parent Teacher Student Association

ESRU Education Sector Reform Unit

ASER Annual Status of Education

EEF Elementary Education Foundation

PRA Participatory Ruler Appraisal

NNPS National Network of Partnership Schools

xviii
NEA National Education Association

PIQU Parent Institute of Quality Education

DEC Department Executive Committee

AEO Assistant Education Officer

NASN National Association of School Nurses

SC School Council

ITA Idara-e-Taleem-o-Agahi

OCEDE Organization of Economic Cooperation & Development

PESRU Punjab Education Sector Reform Unit

RTE Right to Education

UNEB Uganda National Education Board

KCSE Kenya Certificate of Secondary Education

EI Education Index

MICS Multiple Indicator Cluster Survey

UNDP United Nations Development Program

ASC Annual School Census

SPSS Statistical Package For Social Sciences

KP Khyber Pakhtunkhwa

xix
 ACKNOWLEDGEMENT

It is a matter of great pleasure for me to express my gratitude to Almighty

Allah Who enables me to complete the work.

The researcher is deeply indebted to Dr. Malik Amer Atta, Assistant Professor,
advisor of the thesis for his constant stimulation, guidance, critical evaluation,
sympathetic encouragement and valuable suggestions without which it was
impossible for the researcher to have had accomplished his modest attempt in
research.

The researcher also expresses his deep gratitude and thanks to the kind and
honorable teachers of the Institute of Education and Research, Gomal University
D.I.Khan, for their patient and consistent help and co-operation in all phases of the
study.

The researcher is highly thankful to Primary school teachers and Heads of

institutions of different Primary schools in Districts Dera Ismail Khan, Peshawar and
Abbottabad from KP Province and Districts Lahore, Multan and Vehari from Punjab
Province who extended their full Co-operation in responding to the questionnaire and
this facilitated here in collection of necessary data for the completion of the study.

Finally I feel greatly indebted to Dr. Liaqat Hussain, Director Institute of

Education and Research Gomal University D.I.Khan for his matchless cooperation
with me.

Abdul Hafeez

xx
 ABSTRACT
The present research study conducted “to investigate the participation of
community through PTCs and SMCs in public sector schools of Khyber Pakhtunkhwa
and Punjab ” the main objectives of this study were to find out the role, function and
participation rate of community through Parent Teacher Councils (PTCs) in Khyber
Pakhtunkhwa and School Management Committees (SMCs) in Punjab and to measure
the perception of stakeholders regarding participation of community through PTCs
and SMCs regarding six variable i.e. teaching learning process, generating funds,
utilizing funds, organizing curricular activities, organizing co-curricular activities as
well as monitoring and supervision. The study’s design was descriptive in nature and
more focused to explain the view point of two groups’ i.e. PTC/SMC members
(Chairman, Secretary), non PTC/SMC members (Teachers and parents) about the
functioning of Parent Teacher Council and School Management Committee. The
population of this study was all public sectors primary schools (22047 primary
schools and 36791 primary schools ) functioning in Khyber Pakhtunkhwa province
and Punjab province respectively. As the population was too large then the method of
accessible population was used which comprise total 06 districts from two provinces
i.e. three from each province on the basis of Education Index (EI). Three districts
from Khyber Pakhtunkhwa province i.e. Abbottabad, D.I.Khan and Peshawar as well
as three districts from Punjab i.e. Lahore, Multan and Vehari are included in the
population. The researcher used multistage sampling technique for selection of
sample. At initial stage, districts of two provinces were ranked on the basis of
Education Index (EI) and districts were distributed in three strata on the basis of
ranks i.e. high, middle and lower, then by using simple random sampling one district
from each strata was selected. At next stage the four stakeholders were determined
through two groups, Members included in the PTC/SMC committee and Members not
included in the PTC/SMC committee. From each group stake holders were selected
accordingly. Self-developed questionnaire was used after processing for its validity
through education experts and reliability through pilot study. SPSS version 20 was
used to calculate item reliability through Cronbach’s alpha (α) as a statistical
technique. For more accuracy the method of split-half was also used. Same
questionnaire was used to get responses from both groups of stake holders’ Data was
collected through personal visits. For analysis of collected data, different descriptive
as well as inferential statistics like simple percentage, mean score, Standard
Deviation, t-test and ANOVA was used to get results. After analysis of data and
findings it was concluded that there is strong participation rate of community through
these committees in the affairs of schools in public sector schools of both the
provinces of Pakistan. The findings of the study also show significant relationship
among the views of stakeholders in KP as well as in Punjab i.e. PTC/SMC members-
Chairmen & Secretaries and Non-PTC/SMC members i.e. Teachers and Parents.
Keywords: Parent Teacher Council, School Management Committee,
Participation, Chairman, Secretary, Parents, Teacher

xxi
 Chapter #1

INTRODUCTION

1.1 Back ground of the study

Education is the dynamic and vibrant indicator of viable growth and
development of any nation. It is known as persistent and stable process of
transformation of human personality by endowing the different skills, ideas and
approaches. The system of education reflects the vision, mission, planning strategies,
and point of views of leader for development of society.

Akhtar (2000) stated the importance of education that it is the inevitability and
dynamic need of the human being. It is the influential and basic factor of social
development and economic growth of the society. The effects of education are
reflected on the overall behaviour and development of the individual i.e. social,
ethical, spiritual, emotional and physical. There is no doubt as reflected from literally
meaning of education, ‗change in behaviour‘, so importance of education cannot be
overlooked and denied in uplifting the overall change in the society. It provide strong
basis to change standard of living of the individual, society‘s custom, cultural needs
and value system.

Anees (2001) Education remained as the only source of existence,

Development and prosperity of any nation. History of human civilization has various
evidence about this fact that no nation and society can be endure and succeed without
the organized association of education system. Education system also reflect the
relationship of cognition, affection and behavior i.e. cognition leads toward affection
which further causes into change in behaviour. It means education is the ultimate
feature which causes in cultivation of the value system of society. The education
promotes the society‘s value system in relation with the customs, tradition and
conventions.
 Harris (2002) describe the importance of Education which is consider the
basic determinant of change as it is the universal truth that no society can be survive
in an isolation and not remained in static condition. Special focus required to primary
education which is consider back bone and fundamental factor in the development and
improvement of human capability. That‘s why primary education has to be focused.

Orr (2004) describe that process of sustainability which enable the

communities to participate properly in all the activities and act as flexible and
persistent member. He said that large projects and organizations worked for
participation of communities bitterly and effectively. Major projects get sustainability
due to active participation of communities like parents participation and its link with
society, meeting arrangements, resources collection and allocation and skill of
computer operations etc. When all the skills joint as economic assets then
community can develop as social asset which have capability to exchange the
ideas and negotiate with different organizations and agencies, arrange different
setup of offices, protection of accounts and manage different commitments and
agreements between different partners and communities. These all skill plays
their role in confidence building of the society. Report focuses on the some
aspects for sustainability which are as (a) proper vision and mission (b) get
involvement of maximum focus of parents around this vision, (c) floating and
sharing expert knowledge for the child development (d) use different approaches
to enhance parental involvement, (v) use different techniques to involve and get
support of different families.

Antunez (2001) found the effects and advantages of participation of

parental involvement in the schools due to which behaviour of the students can be
changed and school may be able to plan more realistic targets in future. He
focused that parental involvement is more effective than the social status and
investing the income. But he also discover some barriers against this involvement
which are as, (a) language barrier (b) schools and parents free time schedule (c)
lack of self-confidence between parents and teachers (d) lack of knowledge about
school system.

2
 Papagiannis (2009) discussed a report published in USA that how parents,
families and members of community are involved in schools for the children‘s
benefit. It is necessary that school must create welcoming environment to attract
the stake holders to participate. Power of single parent cannot be denied but joint
efforts of community are the power for any institution to enhance its success.

Chaudhary (2011) discussed various aspects in favor of community

relations with teacher‘s perspective and students‘ progress. He was interested in
three questions (1) relationship nature between parents, schools and community
(2) collective efforts and collaboration of school and community (3) how teachers
could be integrated into the community. The result of his study reflects that
parents are most interested in early grades studies than in in middle or high
school. He focused the following activities like celebration of parent or
grandfather days, collective games completions, PTC formation and occasional
class taking activities of educated parents.

Goos et al (2010) discussed different methods for improvement of family

and school relations. According to him (a) for the purpose of strong relations
between school and community, it is necessary that community must be
encouraged to utilized school facilities after the end time of school (b) intelligent
and talented old students should be invited to interact with present students. (c)
Talented students should be hosted by local business community (d) different
professionals must be invited to interact with students (e) different professional
should be invited to guide the students for different careers (f) different activities
of school should be projected on different media.

La-Bahm (2009) stressed on the dynamic structure of schools and suggest

that school head must be ensure the parental involvement for effective results of
school. He mentioned that most of the parents are heartily willing to cooperate
with school staff but they didn‘t know how to do this. He declared the efficacious
role of schools as (1) frequent contact and communication with parents (2)
aspiration of parents and dreams of families (3) take positive steps for taking part
of community in school affairs. (4) Home centered learning (5) active life style

3
(6) rapid using of problem solving technique and mutual support method of
school and society. (7) Stress on cultural and spiritual values.

Skiba and Stressel (2012) premeditated the role of parental involvement in

the teaching learning process and creation of beneficial and fruitful climate for
improving overall conditions in the schools. They identified six ways in which
three related to home like parenting, learning process at home and
communication process adopted at home while other three related to school like
decision making process, volunteering and proper system of collaboration with
community.

Smith et al (2011) conveyed in the scenario of USA that Parent Teacher

Association (PTA) was common thing but in some schools it was known as
Parents-Teacher-Students association (PTSA) and rudimentary aim of this to
facilitate the parents and community members to involve them in educational
institutions to get solution of problems at local level and meet the demands of
society at international level.

Fiore (2011) believed that school-community relation were consider as an

essential part of educational institution but when educational institutions had no
focus this relation then must face different problems in the progress of institution.
Some of institution focused to improve certain skills in students without
involving community and resultantly faced so many hardships to achieve their
targets. It is voice of the day that administrator must focused on the active
participation and involvement of the community for the correction of behaviour,
choices of curriculum, improving communication skills, changing aptitudes of
students for listening and dealing with others etc.

Educational paradigm is understood as framework of key provisions and

the ideas which are acknowledged by the pedagogical public during concrete time
period and are the cornerstone of the scientific research. Change of an educational
paradigm include transaction from the education aligned on teaching to education
aligned on training.

4
 Education is intended to have creative and innovative character (Salaceti
2015). In this world where variability is the feature for not only scientific and
technical progress but also is a life style for the masses, the main goal for school
and universities become not only to transfer to new generation earlier
accumulated knowledge, but also prepare them for the solution of problems
which the personality and society have never met before.

Schools are the most important institutions where teacher tries to impart
knowledge to the students who come there, he also played a vital and diversity
role to joining their efforts with society members. Operation of joint efforts
results in improvement of school as institution as well as in the norms and
standards of society that‘s why participation of community/society considered as
emerging paradigm and all type of efforts are focused to involve community as
show ownership of institution working in the social setup.

Presently in education sector, treatment needs in different steps for the

improvement, as childhood is considered as foundation and base for personality
development, thus State or Government has set its aims on the bases of which
personality of individual child can be molded through different concept and deep
thoughts of mind. In this scenario Government of Punjab (2013) designed different
programs for the education department under Education Sector reform Unit (ESRU)
including both sector i.e. academic and infrastructure. The idea of school committee
was also introduce and familiarize through this reform program. The basic concept
behind this idea was that this committee was act as body of government where
parents, teachers, students and notable person from society are work together as an
organ to perform the function as government body. The major concern of this body is
to confirm availability of basic infrastructure of the school, provision of washrooms,
basic facilities etc. and other major task of this council is to make its efforts for
increase in enrollment and decrease the rate of dropout. This council can play in
managing and addressing the community issues bitterly.

In the province of Khyber Pakhtunkhwa, similar type of program initiated and

introduce under title of Education Sector reform Unit (ESRU) from year 1999 and
idea of Parents Teacher Association (PTA) was established at each school level for

5
improving the conditions schools. These associations were renamed as Parents
Teacher Councils (PTC) from 2010. The basic theme behind the of establishment was
as;
a) To get access and quality of education through proper involvement of parents
and community
b) For improvement of overall education system effective participation of those
parents must be ensure whose children are studying in that institution.
c) To supervise and take active part in the repair and maintenance work done by
school
d) Timely and proper execution of different developmental activities in the
educational institutions.

The parents Teacher Councils and School Management Councils both are very
much important and playing a vital role for improvement of education system in the
provinces of Khyber Pakhtunkhwa and Punjab. The most focused of these councils
are primary schools. So the energies are being focused at very early stage of the
children, and through these councils education department has empowered this body
for taking decisions in the interest of children at the spot keeping in view, the ground
reality. The role of council is multi-dimensional, their supportive role enables the
schools to improve the basic thrust and necessity of the school and also perform the
role of accountability institution. It can be able to face criticism of society members,
co-operate with school staff to strengthen the trust of community on Public sector
schools. It can strengthen the schools to enhance skills of the students and teachers,
generation of different resources using governmental and non-governmental means
for positive change progress and betterment in the society positively. (Government of
Khyber Pakhtunkhwa, 2011)

Ayub (2001) shows the impact of different parental activities on education of

the children and their achievement level. Involvement of parents surpasses the
performance of the students. Environment of family and parents are the vibrant factor
that contribute a lot in the improving the achievement level of schools and children or
vice versa.

6
 Government of Khyber Pakhtunkhwa (2011) initiated and took main steps for
the involvement of community in educational institutions since 1993. For this purpose
the Government of Khyber Pakhtunkhwa published a guide in 2007 for general
information of all commonalities, stake holders and PTC members known as PTC
guide containing all necessary details regarding composition, formation and powers of
Parent Teacher Council

1.2 Rationale of the study

Participation of community can be seen in different forms within social setup,
ranging from parents tried to get admission of their children in the schools, actively
contributed in school connected meeting. Cooperate with school staff in construction
and supporting teachers in case of any difficulty and hurdle they face their assigned
work. (Pailwar & Mahajan, 2005)

Schools are considered as central social institution which is directly linked

with the community for the growth and development process and for the well-being
of overall society. Strong, continued participation of society in the local school setup
leads to enhance transparency and accountability in educational setup which causes
to increase sense of responsibility and ownership toward bringing positive change in
society (Dayaram, 2011).

The process of successful education, required dynamic participation and

contribution of all the stakeholders like students, teachers, head of institutions,
community notable representative, social organizers, philanthropists, educationist
within the society and governmental institutions etc. when all the stakeholders are
willing to participate in overall system and showed their ownership then no doubt
the system of education improved with great power. (Khwaja, (2011)

Feeling this importance of community participation, both governmental

organization i.e. Federal as well as provincial level felt the importance to involve
parents in all public sector institutions and for this purpose the committees like
PTA‘s /PTC‘s and SMC‘s introduced at each school level for supporting morally
and materially within the community.

7
1.3 Statement of the problem
Education reflects the growth and adjustment in developmental process based
on overall human and physical resources based on social, philosophical, Economic,
ethical, spiritual, moral values based on the belief system of the society.

Sheldon (2007) Parents play a vital role to increase the enrollment of any
school, which directly related to the performance of that school. The work of school
becomes beneficial with focused involvement of parents in the affairs of school.

Ibrahim and Jamal (2012) have provided the relationship of school-home and provide
significant contribution in different aspect of student‘s habit formation. Due to strong
available bond between parents and teachers the entry in the schools become possible
without the discrimination of gender, race, social and cultural hurdles.

Dearing et al (2006) Parental involvement in the enhancement of students‘

literacy and numeracy habits and their involvement support and interest causes
increase the enrolment of students in the school.

Pomerantz et al (2007) discussed that if parents become involved determines

in large part the success of their children‘s education, this involvement may matter
more for some children‘s then for others.

Crozier and Davies (2007) explored that they consider that rather than parents
being ‗hard to reach‘ it is frequently the schools themselves have the accessibility for
certain parents.

Salfi and Saeed (2007) described in this study that significant correlation
between school size and school culture, and school size and students achievement.
Small school revealed positive school culture and performed better than medium and
large schools.

Aslam (2007) discussed that due to narrow approach of parents for the
education of their children, they hesitate to enter their child in schools, mean the

8
approach of parents for their children play significant role in teaching learning
process.

The main purpose of this research work is to check the participation of

parents/community for the effectiveness of school and betterment of students at
different provinces of Pakistan. Keeping in view the participation of
parents/community for the effectiveness of school and betterment of students some
significant variables were measured i.e. teaching learning process, generating funds,
utilization of funds, organizing curricular activities, organizing co-curricular
activities, monitoring and supervision. Therefore, researcher initiated existing
research study, “to investigate the participation of community through Parent
Teachers Councils functioning in Khyber Pakhtunkhwa and School Management
Committees functioning in the Punjab Province at School level.”

1.4 Objective of the study

Underneath mention were the objectives of the study to:
1. Find out the perception of stakeholders regarding participation of community
through Parent Teacher Councils (PTCs) in Khyber Pakhtunkhwa.
2. Find out the perception of stakeholders regarding participation of community
through School Management Committees (SMCs) in the Punjab province.
3. Measure the perception of stakeholders regarding participation of community
through PTCs and SMCs
i. Measure the perception of stakeholders regarding community participation
through PTCs and SMCs in teaching learning process.
ii. Measure the perception of stakeholders regarding community participation
through PTCs and SMCs in generating funds.
iii. Measure the perception of stakeholders regarding community participation
through PTCs and SMCs in utilization of funds.
iv. Measure the perception of stakeholders regarding community participation
through PTCs and SMCs in organizing curricular activities.
v. Measure the perception of stakeholders regarding community participation
through PTCs and SMCs in organizing co-curricular activities.
vi. Measure the perception of stakeholders regarding community participation
through PTCs and SMCs in monitoring and supervision.
4. Compare the perception of stakeholders regarding participation of community
through PTCs and SMCs.

9
1.5 Research Questions
Following were the research questions of the study:
1. What were the perception of stakeholders regarding participation of
community through Parent Teacher Councils (PTCs) in Khyber Pakhtunkhwa?
2. What were the perception of stakeholders regarding participation of
community through School Management Committees (SMCs) in the Punjab
province?
3. What were the perception of stakeholders regarding participation of
community through PTCs and SMCs

1.6 Hypotheses of the study

Following were the Hypotheses of the study
H0: There is no significant difference in the perception of stakeholders regarding
participation of community through PTCs and SMCs. (Inline objective # 4)
H01: There is no significant difference in the perception of stakeholders regarding
participation of community through PTCs and SMCs in teaching learning
process.
H02: There is no significant difference in the perception of stakeholders regarding
participation of community through PTCs and SMCs in generation of funds.
H03: There is no significant difference in the perception of stakeholders regarding
participation of community through PTCs and SMCs in utilization of funds.
H04: There is no significant difference in the perception of stakeholders regarding
participation of community through PTCs and SMCs in organizing curricular
activities.
H05: There is no significant difference in the perception of stakeholders regarding
participation of community through PTCs and SMCs in co-curricular
activities.
H06: There is no significant difference in the perception of stakeholders regarding
participation of community through PTCs and SMCs in monitoring and
supervision.

1.7 Significance of the study

This research study may be extended in nature and may be helpful in
understanding the nature and role of PTCs and SMCs in schools especially in public

10
sector. It may be supportive for those parents who have strong liaison with the
administration of school and have knowledge about the importance of parental
interventions in school activities for better performance and improvement in learning
environment at school level. Other than those parents who have not in strong
coordination with educational institution may also get benefit to know better the role
and importance of this important body. This study may be helpful to provide
understanding about the powers, role and main functions of both bodies performing in
the way for betterment of the school. This study may provide detail of loop holes in
both structures after comparison of both the bodies, i.e. PTC and SMC. For the
purpose of better performance and enhancement of their work different amendments
in the structure and functions of both the bodies may be suggested. This research was
focused on basic and primary education and may be helpful for identification and
solution of those problems created at ground level especially in rural areas. This study
may be helpful in provision of awareness in general public about their role and
responsibilities. The community may be able to feel his responsibility and do work
with the collaboration of education authorities enthusiastically for the progress of
children and school.

1.8 Delimitations of the study

The study delimited to:
1. Only questionnaire in the form of five point rating scale as a research tool was
be used.
2. Only male primary schools was be focused.
3. The functioning of PTCs and SMCs in the light of six variables i.e..
i. teaching learning process,
ii. generating funds,
iii. utilization of funds,
iv. organizing curricular activities,
v. organizing co-curricular activities,
vi. monitoring and supervision

1.9 Operational Definitions

Following are the definitions of terms which were used in the study,
1.9.1 Participation

11
 Schaeffer (1994) explained the meaning of participation as, ―the action of
taking part in something‖.
1.9.2 Community
Reliable Dictionary (2012), ―a group of people living in the same place or
having a particular characteristic in common‖. ―The condition of sharing or having
certain attitudes and interests in common‖.
1.9.3 Community Participation
Colletta and Perkins (1995) describe community participation as, ―Community
participation can be loosely defined as the involvement of people in a community in
projects to solve their own problems. Community participation is especially important
in emergency sanitation programs where people may be unaccustomed to their
surroundings and new sanitation facilities‖
1.9.4 Parent Teacher Council (PTC)
―The Parent Teacher Council (PTC) is an organization comprised of parent
body and teachers. Every parent is a member of the. PTC‖. (Government of KP, PTC
Guide 2011)
1.9.5 Paradigm
―A typical example or pattern of something; a pattern or model‖
―A set of linguistic items that form mutually exclusive choices in particular
syntactic roles‖ (https://www.vocabulary.com/dictionary/paradigm)
1.9.6 Emerging:
Emerging means to come into existence or notice which is most important and
play a vital part in the society.

1.10 Summary of the chapter

The current study conducted ―to investigate the participation of community
through Parent Teachers Councils functioning in Khyber Pakhtunkhwa and School
Management Committees functioning in the Punjab Province at School level.‖ This
chapter provide brief overview regarding basic theme of research, how the need of
this research and clear statement of the problem. Study‘s objectives are mentioned
here clearly. Research question are derived from the review of this study, as the study
is descriptive in nature, null hypotheses were generated, also mentioned the
delimitation of the study. At the end of these chapter definitions of terms and list of
abbreviation also mentioned.

12
 Chapter#2

LITERATURE REVIEW

In the past, only the dominant figurers were the teachers who were consider
responsible for all the activities related to the student‘s overall development, while the
parent‘s sole responsibility was to admit their children to the schools. There was no
need the parents to keep in touch with the teachers. The teacher were thought to be the
responsible for the academic and social growth of student. Now it is felt that in order
for the students to perform better, the teachers, students‘ parents as well as the entire
community should be engaged for growth of the student‘s personality and find it their
primary responsibility.

2.1 School
Silins (2002) school is a place where teachers are barely busy in imparting the
information and the participants of this teaching learning process are both teachers
and students.

2.1.1 Primary School

Oxford dictionary (2020) ―a school for children between the ages of about
five and eleven‖. A primary school (in Ireland, the UK), junior school (in
Australia), elementary school or grade school (in US & Canada) is a school for
children from about four to eleven years old, in which they receive primary or
elementary education. It can refer to both the physical structure (buildings) and the
organization. Typically it comes after preschool, and before secondary school.

Primary school, a school for young children; usually the first 6 or 8 grades.
An elementary school or primary school is an institution where children receive the
first stage of academic learning known as elementary or primary education.
Elementary school is the preferred term in some countries, particularly those in
North America, where the terms grade school and grammar school are also used.
Primary school is the preferred term in the United Kingdom, France, India, Ireland,
Pakistan, Bangladesh, Australia, Latin America, Nepal, South Africa, New Zealand

13
and Malaysia in most publications of the United Nations Educational, Scientific,
and Cultural Organization.

2.2 Community
Heine (2008) proposed that the word community means people living together
in one place for the same reason. Literally this word has got dual meanings.
1. It is a cluster of publics breathing under a specific regime and within a
particular locality.
2. It‘s a collection of people having global interests. Heine proposes it as an
embryonic state where similar minded people live and the place is the only
aspect that has been found the same.

Reliable and Accurate Dictionary (2012), mentions that a community is a

group of people taking into account certain laws, rules, regulations and having mutual
privileges, benefits and rights live in the specific area. Community participation in the
education sector demonstrates that, the public will engage in all initiatives, such as
quantitative and qualitative progress in education, as well as in developing and
upgrading its infrastructure, maintaining facilities and proper correspondence.

Veeman et al., (2006) clarified that the forms of societies are national,
political, economic, geographical, cultural, and historical. Communities may be
comprehensive or exclusive; low & high, social levels and homogenous or
heterogeneous communities may be identified with them. The word community
describes principles of collective closeness, same geographic location and shared
ideas. Basically a community for this study is a collection of masses residing in a
specific place or area and sharing communal features, beliefs, information and
behavior represented by issues like ethnicity, ethos, language, faith, recreation,
businesses, contiguity & daily life.

2.2.1 Community participation

Shaeffer‘s definition, the following activities can be applied in the field of
education,
• Gathering of information and there forth examining them
• Sketching the priorities and there forth setting objectives
• Computing accessible means
• Scheduling programs and determining on

14
 • Ordering strategies to fulfill programs and allocating duties to the members;
• Managing programs;
• Observing evolvement of the programs; &
• Weighing imprints and outcomes. (Rock, 2005)

Putnam (2007) declared that Different Communities are displaying social

organization, make and adopt different cooperative approaches amongst different
social groups and other members of society to strengthen the structure and bond
among different stake holders. Broader, more remote relations between people
identify bridging social capital. Community has the ability to make different bond
among masses of divergent ethos, beliefs, as well as socioeconomic circumstances.
Connecting links were always utilized to define communal relations among
individuals retaining divergent societal characteristics and sharing mutual benefits or
aims, as expressed by corporate associates, individual connections along with limited
networks (Pelling & High, 2005).

2.2.2 Community participation in education:

Education takes place in school, society, communities and families. Each
group has certain degree of responsibility but none of them can be held hundred
percent accountable for educating the students. If children interact with the world,
outside their families and learn different thing then families and parents cannot be
considered the only child education group. Families and parents must be reinforced by
the society and public, in educating the children and their socialization. In equipping
those with better skills, children can be trained in schools to contribute for the
betterment of society where they live.

A school itself cannot and should not function as a detached entity. As each
group has a diverse role in the teaching of the children, so there must be a sturdy
communication amid them in order to make the most of their involvement. It is a fact
that when these groups work together appropriately with each other, effective and
proficient education takes place. Likewise it is very significant to improve
partnerships amongst public, parents and schools and then incessantly work to make
this partnership sturdy. Research studies have tried to discover diverse ways and
means in which the communities can contribute in children education and the people
can be engaged through different passages (Adu-Pipin et al 2009).

15
 Heneveld and Craig (1996) claimed that parents & communal backing is an
inevitable factor decisive in the success of a school. In their study they proposed five
categories of community and parent support.
1. Children‘s be prepared to learn while they come to school.
2. The community can deliver material or economic support to the school.
3. A better and regular communication to be developed among community,
parents and school.
4. A meaningful role of the community in the governance of school is always
necessary.
5. Assistance by the parents and community members through instructions has a
role too.

Gent (2009) and Kaiser-Drobney (2011) both proposed community participation

in school for getting extra benefits. According to them students, parents and other
individuals support is very much necessary in the overall development of the institute
and students. They concluded that whenever students take part in learning, they
become acquainted to a sharp sense of civil cognizance and responsibility.

Tolbert and Theobald (2006), describe the effectiveness of hands-on learning

activities which are shaped in a way that all the communal matters are straight away
integrated with the classrooms. Patrikakou et al., (2005) also researched and spot-light
communal cooperation positively affects students‘ conduct.

Foley (2001) concluded that involvement of community imitated by

community and school partnerships like scholarships etc. are connected to the ever
increasing chances of career in practical life. With the help of school and community
cooperation in work experience better links can be developed between students and
community members. Thus in return employment and career chances are increased.
(Putnam, 2000; Halpern, 2005).

Fukuyama (1996), Halpern (2005) and Putnam (2000) researched in different

studies, concluded, community participation in the school education system made a
welcoming atmosphere and physical space the individuals to interrelate with one
another and also with the teachers. Here the contributors observed involvement of
community in school very much significant, as they consider such social actions
helpful in the development of parent–parent and parent–teacher relationships. The

16
same concept is reflected in ―social theory‖ which has is focused to enhance the
learning capacity and productivity of individual and causes to enhance level of trust of
an individual.

Hands (2009), declared the strong role of school-community partnership, he

described that ―trust grows through recurrent interaction‖. Different other scholars
like (Epstein, 2011; Tschannen Moran (2013), Turnbull, Turnbull, Erwin, Soodak, &
Shogren (2010) also stated that trust generation is the basic thing which causes to
create and maintain effective school–community partnerships. For this purpose the
environment must be required to generate strong relationship.

Chief pointer of the efficiency of public education systems is through quality

of education which in turn is measured by student‘s skills of literacy and numeracy.
The Global Monitoring Report (2007) ranked India at 100th point amongst total of one
hundred and twenty five countries on the index of development set as Education for
All (EFA), that encompasses in lieu of improvement on worldwide education, its
quality, primary education, literacy rate and gender parity. Societal barriers, poor
substructure (congested classes and deficiency of toilets), poorly planned curriculum,
non-attendance of teachers, all inclusively decrease the capability and practical
implications of the public education system. (Mundy, 2008)

In 2011 ASER published a report regarding the out of school children and
progress of education among admitted student. The report declared that one out of
five students was uneducated and only 25% students are able to read text of grade-1.
This shows the fact that enrolments never assure the learning standard.

2.2.3 Community’s Role in Education

Sharma (2011) a community is an unofficial and active agency of education.
In the promotion of education, the community can play a number of roles. The roles
of community can be as following.
1. The daily attendance in school can be increased.
2. Finance can be provided for education.
3. Good atmosphere can be maintained in the schools.
4. Physical facilities can be catered
5. Media for informal education can be provided.

17
 Mkhabela (2011) concluded that entire communities give high priority to the
children‘s schooling. The community must keep intact and guard children‘s
edification as it is most beneficial for a greater community good. Education can be
castoff as a device for social growth. Comprehensive research has discovered that
there is a resilient link amongst students enhanced educational attainment, augmented
attendance and community contribution in schools.

A lot of services for educational activities can be organized by a dedicated and

honest community. School administration can be helped by the community and also it
can provide teaching learning material, funding and voluntary teachers to schools.
With the energetic input of the community the registration of the students can be
improved, students and teachers absence can be decreased and condition of academia
of school can also be boosted.

2.2.4 Role of Parent in Community Engagement:

Save the Children (2013) reported that community and parent assignation can
be perceived via different NGOs and also initiatives by civil societies which are not
restricted to the single schools. Effective schooling and education system contain the
assemblage of student performance at school at the domestic, region wise, and then at
district levels.

Banerjee et al., (2010) concluded that intercessions which engrossed purely on

giving statistics to the participants didn‘t affect in the improved contribution of
parents, local community specially inhabitants of area where public schools exist.
Committees for Education and teachers, similarly they did not enhanced the
performance of the students i.e. presence of students and teachers. Similarly
researches show that data collected by means of surveys and research singly are not
sufficient and has to meet effectiveness of answerability apparatuses which are
available to the parents and worthwhile enhancement possibilities.

2.2.5 Involvement of community and school head’s role

Moyer (2012), graphed about 138 members of the community and teachers
and come across more than 700 in-charge of the schools. According to his
observation, the most accountable person in the community contribution is the school

18
Head. His view is that the school head must design four steps for the operational
participation of the community in schools. The four steps are:
1. Eagerness of the head of school for usage of capitals.
2. The head must handpick appropriate volunteers within the community
irrespective of cast, color or creed.
3. Every member of the community should be allotted with duties and objectives.
4. Appropriate training may be organized for the community unpaid workers.
According to him, the participation of the community is extremely perilous
and has no certain accomplishment. The result of different schools will be
dissimilar according to him; consequently, a rational fraction of community
may be tangled in school.

Benedetto and Alfred (2010) sketched an approach for School & community
relationship that must be established by the Principal, keeping in mind the worth and
the power hierarchy of the community. They say that a principal can accomplish the
following tasks:
(i) School programs can be made understandable.
(ii) Interconnection
(iii) parents official appointment can be organized
(iv) Harmonize with parents associations.

As per protocol mentioned in the publication of UNICEF (2009), the head

teacher of the school is prominent figure and the decision taken by a Head Teacher
plays the part of a gauge to identify the child responsiveness of a school. In order to
increase the enrollment, a friendly admission policy of the Head Teacher can be very
much helpful. The class room standard can be improved by his struggles to train and
develop the skills of the teachers. Curriculum standard can be raised by his adequate
involvement. He should encourage interaction between community & School, with
further government agency for its progress. According to this report the four main
goals must be kept in mind by the principal:
(i) Influential teaching learning methods may be endorsed to acquire educational
accomplishments
(ii) Operative community participation may be established
(iii) Social manners of the students may be developed
(iv) Families‘ educational culture may be developed.

19
 2.2.6 Role of Teachers in Community Participation
Michael (2001) states that readiness of students‘ families is a necessity for
effective functioning with the students, hence vivid teachers repeatedly interconnect
with the parents of the students. Good teachers can enhance
(i) Students presence in a better way
(ii) The proportions of graduates
(iii) Gratification of students and parents from the school
(iv) A sense of condensed adverse behavior of students and
(v) A sense of greater appraisal in mathematics.

In a study of Pepperdine University, quoted as, parent‘s contribution issues

were reported by 93% teachers. Specific respondents were of the view that parent‘s
conferences were their prevalent subjects. Commendations of the study were:
i. New teachers must visit the class rooms to perceive the master teachers
ii. New teachers must collect important information from the parents
iii. New teachers must handle difficult situations themselves
iv. New teachers must converse with parents. (Michael et al, 2001)

Public sector schools were inculcated by the Government to include

community members and parents compulsorily in schools. Public schools were also
coached to elect PTC i.e. Parents Teachers Council or SMCs which stands for School
Management committee. PTCs and SMCs are contained of eight members in whom
five members are among parent who are elected amongst all the parents of children
studying in school and the principal or the Head Teacher of the concerned school acts
as secretary of council. One of the eight members is a noteworthy person of the
society and one is a pensioned off government servant. The responsibility of these
councils is to help the schools improve their teaching, discourage absenteeism, collect
funds, uphold school building and arrange financial help for the deserving students.
The members of these councils organize regular meetings and discuss the problems of
the schools on monthly basis or when required (Government of Pakistan 1998).

Numerous ways can be used by parents to help their children and concerned
schools, such as assisting their children in home work, helping them in the retention
of their lessons, visiting the schools, contacting the teachers and knowing about their
children‘s academic condition and social conduct, providing uniforms and stationery,

20
granting financial donations, offering teaching services and supplying material for
construction. Due to such type of community participation, the student‘s academic
and social aspect enhanced in many ways. Government of Pakistan in general and
Government of Khyber Pakhtunkhwa in particular have strained its level best to
include the community in schools on consistent base. Parents Teachers Councils are
designed to attain this goal (Government of KP 2011)

In the Khyber Pakhtunkhwa, Majority of these bodies were established in

1993. The drive of these councils was to help the schools upsurge the enrolment,
escalation of the teaching, give appropriate parenting, control the absenteeism of
students and teachers and minimize the unnecessary interference in the school.
Similarly, Government provides PTC funds to every school for usable class room
items in the name of CRC and for the purpose of repairing of existing structure in
name of petty repairs and it is the responsibility of these councils to utilize it properly.
The responsibility of holding meetings of PTCs on quarterly basis and inviting the
parents to attend it, lay on the shoulders of the Principal and Head Masters. (PTC
Guide, 2011)

Moyer (2012) discussed in his research which was conducted about seven
hundred faculty heads and one hundred thirty eight teachers working in the
community. The most effective and accountable character turned into head of
institute. He always struggle and strive for effective involvement of community. He
planned different tasks for the strong powerful way of community participation for
increasing the capabilities of students. Following were the four steps he can use for
successful participation of community (a) enhance readiness of community members
for maximum utilization of community sources,(b) volunteers selection from the
community to enhance maximum participation rate. (c) Assigning them goals and
responsibility to each worker (d) proper provision of guideline

He also integrate his research with different aspects of community and

confirmed that community played its vital role in (a) involvement of community
members in school affairs (b) assignment given to the community members (c)
effectiveness standard of community involvement (d) consequences of community
involvement (e) Assessing the performance of community contributions.

21
 Benedetto and Alfared (2010), stated that major strategy for development of
strong coordination among community, family and school it is necessary that (i)
define and clear the school programs for the community (ii) enhance strong liaison
between parents, school and community (iii) organize the activities of parents
involvement in the activities of school (iv) Synchronize the dis-concerns of the
institutions. He also discussed the problems faced by head of institute as (a) control of
management (b) varieties of opinions among community members (c) Teachers‘
distress and level of community cooperation. The research shows that majority of
stakeholders are using different strategies to solve the problem (i) determinations of
needs of communities during various programs (ii) contributions of community
members using divers strategies. Head of institutions require to adopt some specific
measures for improving the involvement of parents and community as (i) invitation of
parents (ii) properly improve the reports about educational institution generated
through community (iii) proper session about career planning (iv) Permitting school
as community center for using public meetings (v) issuance of newsletters from the
school (vi) arrange volunteers for enhancing schools business easily and effectively
(vii) arrange joint efforts and execution of different policies implementation in
schools.

2.2.7 Education Policies and Community Participation

Academic techniques in Pakistan referred to the significance of community
participating in its texts. The training policies implemented in Pakistan was quoted as:
Chairman of school management committee will be selected through election and he
will be elected amongst the existing parents related to the children studying in the
school. It is the responsibility of that person to analyze the situation of education and
its development process in his jurisdiction, and then ensure awareness and
implementation of policy matters in the educational institution. He will keep strong
liaison with educational authorities as well as the local people of that area for
enhancement of educational services in that specific area. (Government of Pakistan,
1998).

Education policy (2009) it was focused that it must be assured that cooperation
must be activated through parent teacher coordination and their rapid interactions. In

22
this policy five basic policies were suggested to be performed in schools of for
increasing efficiency of institution:
a. Strengthen the School management committees through proper and regular
involvement of teachers, students, parents and society.
b. Maintain the tenure of committees.
c. Proper audit system implementations.
d. Proper guidance of head in the way of society mobilization.
e. Launching of awareness campaign at gross root level to attract common
people.

Community involvement in Khyber Pakhtunkhwa province change the

behavior pattern and functioning of public sector schools. Its basic objective becomes,
to stimulate standard training through proper participation of community members
and ensure full participation rate. (EEF 2012)

The targets of this framework were defined in the document of basic training
foundation 2012 as follow, (a) enhance literacy rate through efforts of community (b)
to encourage the community members for proper participation (c) to increase the
quality of training through rapid intervention of community faculties (d) proper
provision of way and norm for MADDARIS and mosques to put into normal system
of schooling. (e) Induction of innovative ways in improving literacy rate (f)
inductions of different programs for provision of purposeful literacy (Government of
Khyber Pakhtunkhwa, 2005).

Antunez (2001), discussed the role of these committees and said that despite
of different other merits, these committees are playing its role in improving social
behaviour of college students and can cause by molding their behaviour towards
positive direction instead of wastage of time in valance and useless activities.

Ceperley (2005) discussed different literature regarding strengthen her stance

about the role of parental involvement in different faculties she performed and
provide twenty four diverse researches done in united states of America on the title of,
―families participation‖ in different educational Institutes. Following were the derived
key results from theses twenty four studies. (i) The children needs extra
encouragement during initial age especially from home and then educational

23
institution. (ii) Continued and rapid efforts of relatives of children lead toward the
better performance of children. (iii) Cultural back ground of the families (iv) abilities
of the students boosted through parental encouragement.

LaBahn (2009) stated that parents are like shinning candles which required a
strong coordination with teachers. Both partner‘s i.e. father and mother are needed to
keep strong liaison with teachers and other community members.

2.3 Parent Involvement in Schools

The parent teacher association now parent teacher council working as bridge
in the process of decision making, the information transmission become transparent.
School staff can get support and guideline in improving the process of teaching
learning, funds utilization on prioritized way.

Smith et al (2011) described that in educational institutions, the parental

involvement for improving their kids is consider backbone in the way of
strengthening the educational institutions, the implemented policies in the institution.
Moreover, the faculty members of school worked as tool or way of inspiration for
both mother and father reinforcing them to take interest in matters of school, suggest
different solution, and support the school staff for better training of kids. All the
activities performed in school are specially the decision making process become
strong when parents become integrated in this process.

De-Hass (2005) argued that stimulation process for kids depends on the
interaction of parents and staff of school. As the parents are role model and way of
inspiration for their kids, if school got the vision and present it in easy, accessible and
adoptive way to the children, this can increase the success level of children and causes
the progress of educational institution.

Hornby (2011) argued that both couple i.e. father and mother have
commitment of elevating and guiding their children in a way towards successful life
in future. Their proper guidance and interest pushed children into different life style,
where they can feel satisfaction and voluntarily provide their services to performing
different tasks in school. Involvement of parents is crucial aspect in the way of

24
enhancement of knowledge in the children. The institution took positive part in
planning, organizing and performing different activities with the strong coordination
of parents. Getting support of parents and commitment in activities of school the
children cannot feel hesitation as they get support in two ways, in school as well as at
home. In preferred terms, determine involvement is defined as representing ...dad and
mom‘ lively commitment to spend the time to assist within the educational and
fashionable development in their youngsters (Daniel, Wang & Berthelsen, 2016).

Yoder and Lopez (2013) showed great concerned, as parents knows better
their children, they also well aware the domestic problem, trends and competitive
conditions exists. They are more helpful and supportive with school staff in selecting
different activities, their administration and efforts for their success.

Anfara and Mertens (2008) disused different aspects of parental intervention

in the school, proved the benefits and defined that the success of children their
positive growing standard, their behaviour, their working habits like doing homework,
increasing the time spent in the educational activities, fulfillment of higher
expectation of students, training standards of institutions, better beliefs of students,
encouraging the collective efforts of the students for attainments of goals.

Sapungan and Sapungan (2014) discussed and described that there exist strong
coordination between parental commitments on the instructional achievement of
pupil. The parents play a very important role in curricular and co-curricular activities
of children, parental role through committees are reflected in following

2.3.1 Identifying Problems

Community can help recognize and cope with elements that upload to
instructive problems, for example, low interest and terrible scholarly execution. This
is very mentioned attributable recorded in Gambia, in which the strategies of
Participatory Rural Appraisal (PRA) have been adjusted to education. The work was
finished so that it will realize why younger girls don't visit faculties, to put together
network round these issues, and to assist them in sorting out their own answers (world
bank 1995a).

25
2.3.2 A Source of Extrinsic Motivation
Woolfolk (2001), showed the way of natural inspiration as including inside,
individual factors, for example, needs, interest, and delight. An understudy who is
naturally roused attempts a movement ‗for the wellbeing of its own‘, in light of the
fact that the action itself is fulfilling. Interestingly is extraneous inspiration, in which
the understudy takes part in a movement so as to acquire a prize, or to keep away
from a discipline. This understudy isn't generally inspired by the action for the
wellbeing of its own, yet rather for what it will pick up them. In educating, both
inherent and extraneous inspiration is significant. Inborn inspiration builds the
adequacy of learning, and is in this way progressively wanted.

Pape (1999) very clearly gives four methodologies to educators in moving the
direction of this objective. These remember meeting guardians on behalf of their own
field, making schools parent-accommodating, including all dialects, and taking
guardians for basic leadership process at the institute. Home visits are clarified as an
extraordinary step. Asian Social Science (2010) approach to manufacture parent trust.
Schools can find a way to make an inviting situation for guardians, through
neighborly staff. Accordingly in the ongoing pattern, it has gotten fundamental to
comprehend what is implied by the parental inclusion and in what ways it has effect
on kids‘ instruction. An extensive perspective on contribution is introduced by
Epstein's model.

Epstein (1997) explained the habits of learning of kids and expands through
masking powerful grasps, Family, faculty members and overall community. These
circles must frame institutions to fine cope with the problems of the teenager. He
characterized six sort of contribution depending on the connections among the own
family, school and community. Epstein centered on that these six forms of
contribution to get effective results. Youngsters frequently stay with guardians at their
houses, thus it becomes the responsibility of guardians to satisfy the fundamental
requirements of their kids. In addition guardians are consistently worked for the habit
building of their children and make efforts to control existence of their kids.

Pintrich (2004) describe that parents provide such environment at home which
cannot influence the children and make no hurdles at their way of progress. In this

26
manner, guardians consistently draw in their selves to inspire youngsters for enhanced
accomplishment. They chat with their kids about advantages of instruction, speak to
them about their family foundation, talk to them about the lower pay and travel to
another country for gaining more. Mother and father always attached with their
children in giving support in related topic to their respective sources.

It was noticed that characteristics of the students inspired, when will in general
using different techniques that needs more exertion, including preparation of data on a
more profound stage. Children have the inborn characteristics likewise will in general
incline toward assignments that are modestly testing. Interestingly, students who are
extraneously propelled will in general set forth at least vitality in less troublesome
errands. All things considered, only one out of every odd instructive action will be
characteristically inspiring. At the point when students display insignificant
inspiration, outward inspiration can be used to cultivate the improvement of inherent
inspiration. Teachers can upgrade inborn inspiration by utilizing systems, for
example, applause and objective setting (Fulk, 1994).

2.4 Structure & functions of Parents Teacher Council at Khyber

Pakhtunkhwa
Government of Khyber Pakhtunkhwa took steps to include guardians and
other community individuals mandatorily & also arrange those by a chosen way
which should be called as PTC. The committees esteemed reliable gatherings to help
schools for progression in humanizing, refining of no appearance and assortment of
possessions, school structure and financial assistance of the needy students. These
boards must exchange regarding matters related to schools within the ordinary
meetings.

2.4.1 Introduction to PTC

Teacher Councils (PTCs) men and women have been established for
improving;
1. The entrance and nature of training through dynamic cooperation and backing
by guardians and community everywhere to instructive administration at
school level,
2. Get repairs and maintenance work done,
3. Timely execution of other developmental activities in the school.

27
 Substantial financial & administrative powers have been devolved at the
school level with PTCs given the authority to utilize the school funds, in a transparent
and honest manner for the purposes laid above and by identifying and assigning
priority to relevant 'school needs'. (Government of Khyber Pakhtunkhwa PTC Guide,
2011)

2.4.2 Functions of the PTCs

1. Efforts for increment in enlistment through progressing in the direction of
bringing the out of younger students to the crease of education/education, in
close association with the communities and parents in particular, to be certain
that each and every student goes to the school.
2. Create mindfulness about significance of training and rouse guardians to send
their youngsters especially young ladies to schools.
3. Effort actively to reduce and eliminate children idler out of school, inspire
guardians' in regards to training of their youngsters, give sexual orientation
responsive helpful showing condition and broaden full collaboration right
now.
4. Prepare gender responsive School Improvement Plan with active involvement
of parents & community.
5. Bring together strolls, discussions and different exercises on the National
celebrations, in order to energize the students and spread the Importance of
education.
6. Make available economic Aid to most deserving kids.
7. Support in improving the overall learning environment and for teachers to be
friendlier and gender sensitive.
8. Make efforts for inculcating patriotism, balance and social responsibility in
children. Experiment of child friendly spaces where children can play
character building of the students.
9. Make focused struggles for delivering of the opportunities for playing to all
school girls and boys especially girls studying in boy‘s schools.
10. Aid the officials of school for arranging curricular and co-curricular exercises.
11. Standard participation of the instructor and if there should arise an occurrence
of their nonstop nonappearance (over 3 days) and lackluster showing, report to
the concerned specialists.
12. Release warnings admonitions to the teachers for their nonstop nonappearance
from duties time and place.
13. Sort courses of action including supervision, for the fix and support of the
school.
14. Prioritize needs, plan and procure/ acquisition of the furniture, scientific
educational and other hardware important for instructive exercises in the
school from appropriate vendors (Technical inputs of the department be
sought where required).

28
 15. Prioritize needs, plan and procure (or undertake themselves) including
supervision for provision of basic facilities and monitoring of construction of
additional rooms/missing facilities including separate washroom for girls
studying in boys schools.
16. Make arrangements or undertake themselves, the renovation of the cabinets,
chairs, sofas, teacher chairs, tables and benches etc. in the school.
17. Give attention to issues of students and teachers especially female students
and instructors with the goal that academic goings-on are not bothered.
18. Employ the assets gave by the legislature and Community (assets, gear and
human force) for the advancement of institution.
19. Deliver assets for the necessities recognized by the students or teachers.
20. Monitor performance of teaching in view of the lesson plans and guidelines.
21. Reward grants and prizes to the students grounded on endorsed criteria.
22. Proceed with some other advances identified with instructive exercises in the
school.
23. PTC can appoint teachers counter to unfilled positions on temporary
foundation. Payment of temporary teachers shall be made in the form of
subsistence allowance.
24. Propagate info regarding Administration relating plans for improving the
territory of Education particularly those to advance young ladies education, to
all guardians.
25. Participation within annual school census undertaken by Education
Management Information System or for any other purpose.
26. Sensitize teachers on ban on corporal punishment and that a hotline (0800
33857) has now been setup for the purpose, by the Provincial E&SE
Department.
27. Sensitize children and parents that for complaints redressed in particular to
corporal punishment, a mechanism in the form of a toll free hotline has been
put in place.
28. Awareness raising among the community on enrolling disable children.

2.4.3 Process of formation of PTC — Membership and Polls

The accompanying ought to be the piece of a Parents Teachers Council with
aggregate of eight individuals:
1. Four chosen guardians, Chairperson be elected amongst those chosen by them.
2. The Head of the academic institute will become Secretary cum Member of that
PTC.
3. A persuasive individual from the locality, must be chosen by the guardians.
4. An Ex-government hireling amongst that similar area or local community.
5. A Councilor of the individual sexual orientation from a similar area where the
institution is situated. (PTC Guide, 2011)

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2.4.4 Election for Membership: requirement
1. Only those Parents should be elected as members the kids of whom are
currently enrolled in the same institute.
2. If the members at Serial No. 4 & 5 above (PTC Composition) are not
available, than two more members should be selected among parents of
children enrolled in the very school.
3. Volunteers (2-3 members) will be included as co-opted members for
suggestions and facilitation.
4. UC-wise focal person will be nominated for the District General Body of the
PTC.

2.4.5 Election Procedure for PTC Members

1. At least one fourth of general body of parent shall be able to select parent
member for PTC Committee.
2. Amongst the elected parent members, there must be chairperson of the
committee.
3. Maximum tenure for PTC committee shall be three years.
4. If the offspring of a Member has left the school, the parents will lose his/her
membership. The general body of parents have task to select other member
amongst the existing parents.
5. Failure to attend more than three consecutive PTC meetings without valid
reason would lead to dissolution of membership.
6. PTC for ladies institutes will comprise of female individuals as it were. Be that
as it may, PTC for male institutes will comprise of both male and female
individuals.
7. 50% availability of parents will be ensured by the Cluster-in-charge during the
election.
8. The seat abandoned because of any explanation will be engaged quickly in the
validated way.

DEC will notify the elected nine PTCs in High/Higher Secondary Schools and
Cluster-In-Charge will notify the elected PTCs of concerned middle and Primary
Schools, within five days of elections.

2.4.6 Conducting Business by PTC.

1. Minimum of four members (which becomes 50%) intend to establish the
required number for meeting of the council.
2. The General Body of Parents should be the presentation of PTC in general
body.
3. All the choices identified with general and specific money related issues will
be taken with lion's share vote.

30
 4. Meeting of PTC will be summoned minimum once in a month as well as
whenever there is a need to do so.

Council‘s meeting be summoned in black and white by the request of three

members, if on emergency by nature.
1. The PTC meeting will give commendation of the conclusions of the preceding
meeting.
2. The meetings‘ agenda should include business related to the functions laid
down here, covering aspects of planning, implementing, monitoring and
outputs / outcomes of these functions.
3. Evaluation of the advancement on the choices engaged in the past gathering.
4. Pointing out the novel matters and conversation consequently based upon the
identification.
5. Groundwork of forthcoming strategy to be acted upon imminently.
6. Conduct business on any or all matters related to the functions of PTCs as laid
down in these guidelines.
7. Minutes of each meeting will be recorded, approved by the members and kept
in the council's record.

2.4.7 Responsibilities of the Chairperson, Secretary, Cluster-in-charge and

E&SED Officials
Responsibility of the Chairperson
1. Preside over all the meetings.
2. Ensure frequent meetings are held.
3. Bring ownership of the community in the process and seek their views /
suggestions where possible.
4. Ensure transparent and efficient financial and procurement management in
accordance with the guidelines and delegated powers herein.
5. Make all necessary efforts to foster education process in the schools and lead
the PTC in performing its functions.
6. Keep liaison with the concerned officials of the Elementary & Secondary
Education, Civil Society and the community for improved results.
7. Operate bank account along with the Secretary of the council.

2.4.8 Responsibility of the Secretary:

1. Record keeping and safeguard of all documents including school results,
minutes, registers, cheque book, bills & vouchers.
2. Ensure invitation reaching every participant & everybody be cognizant.
3. Formulate schema of the meeting in agreement with the Chairperson.
4. Prepare progress report of the PTC performance

31
 5. Prepare details of income and expenditure, convey the same to every
participant minimum of three-monthly base, present details inside PTC
gathering & cause to display the same on the notice board.
6. Be the co-signatory of all cheques issued along with another teacher of the
same school (nominated for the purpose) and maintain Cash Book and
Procurement file. Ensure approval has been sought for the purpose (and of the
amount) from the council, for which amounts are been withdrawn from the
bank.

2.4.9 Responsibilities of the Cluster-in-Charge

1. Cluster-in-charge will be responsible for conducting free and fair PTC
Election.
2. Cluster-in-charge is also responsible to conduct re-election in the assigned
schools where required.
3. Cluster-in-charge will be responsible for proper handing & taking over the
record.

2.4.10 Responsibilities of the Elementary & Secondary Education Department

Officers:
1. Solve issues recognized/announced by the council.
2. The Assistant Sub-Divisional Officer in command of the concerned Circle or
additional related officers of the District offices might partake in the PTC
conferences at whatever point conceivable.
3. Aid in the inaugural of Council‘s account in the bank.
4. On request of Council or School, bring the situation or issues which cannot be
amicably settled between at PTC/School level, raised upon high ups for
remedying. Resolve issues arising between PTC and school staff.
5. Guarantee penalizing act upon the teacher/staff in minimum of ten days if the
grumble demonstrates right.
6. Review and favor the suggestions with admiration to give of grants and
grateful endorsements.
7. Guarantee usage of the related arrangements/bearings of the administration.
8. ASDEO Circle will collect and submit quarterly report of all primary schools
in the circle to SDEO while DDEO concerned will collect monthly report from
middle, high and higher secondary schools and submit to DEO after
consolidation which shall submit the same to Directorate. Directorate will
prepare a summary of the reports and will submit to secretary.
9. E&SED Should provide an ID card to PTC chairperson & members.

32
2.4.11 Financial Management of PTC
The PTC will guarantee straightforward, compelling, productive money
related administration and that assets being utilized for the reason been intended for.

2.4.11.1 Powers, Monitoring and Exemption

The consumption acquired through PTC been outside the net of the
Audit; in any case, so as to guarantee straightforwardness in the use procedure,
Third Party Authentication and Observing framework be presented.
i. Provision of Basic Facilities — Rehabilitation / construction of school
building including rooms, rooftops, wall repairs, latrine, library, shelter
etc.
ii. Provision of utilities such as electricity, water, payment of utility bills.
iii. Payment of utility bills. Later on if the money paid for utility bills is
received from some other sources, the money will be returned to PTC.
iv. Purchase of furniture, stationery and other consumables for the school
and any other material or equipment, demonstrating direct benefit to
the school and male and female students.
v. Scientific Equipment;
vi. Sport Goods;
vii. Repair and maintenance of school infrastructure/ furniture;
viii. Expenditure on Election Day for arrangements & PTC meeting: An
amount up to Rs. 3,000/- for primary & middle and Rs. 5,000 for High
/ Higher Secondary Schools maybe incurred by the PTC from the PTC
funds. Up to Rs. 150 can be spent for PTC meeting per month.

2.4.11.2 Record to be Maintained:

1. All of the record be kept in totality by the council such as of earnings
(receipts) & payments & must also yield to the District Education
Officer related, to the end of each fiscal year.
2. A cash book should be maintained which should have all cash entries
including credit (incoming) and debit (outgoing) along with cash
balance being brought forward.
3. The bank account statement obtained on a quarterly basis.
4. Record of all invoice/bills of supplier/bills of
supplier/contractor/vendor and the purpose for which payment is been
made.
5. All payment vouchers duly signed by the receiving vendor (along with
a payment receipt on the letterhead with contact details of the vendor)
while mentioning the amount received (cash or through cheque from
PTC).

33
 6. Inventory register which should log all the existing assets of the school
as well as the new items being purchased and additions made, on a
regular basis.

2.4.11.3 Procurement Management

1. A purchase / procurement committee comprising of five members of
the PTC be formed to undertake purchases including petty purchases
and procurement of goods and works for the schools. Chairperson of
the PTC shall be the Chairperson of the Purchase / Procurement
Committee as well while the Secretary of the PTC shall serve as the
Vice Chairperson of the Committee and the Secretary as well. The
committee may co-opt a technical person (engineer/overseer) available
in the area for assisting in procurement of works (additional classroom,
water supply, latrines &boundary walls) in particular.
2. No officer of Elementary & Secondary Education department will be
involved in procurement and this shall be carried out solely by the PTC
itself.
3. For making purchases PTC procurement committee is required to
obtain more than one quote from different shops/vendors. The
procurement committee will analyze the quote. All members of the
committee will endorse the quotation analysis document with mutual
consultation.

2.5 School Management Committees (SMC) in Punjab Province

The Punjab Government has started a complete Education Division
Restructurings Program including arrangement of training offices & development of
value education. Underneath program, thorough approach being set up for viably
running issues regarding SMCs including instructors, guardians and the dignities of
the local community. The Strategy will empower the institutes‘ board individuals to
play out the obligations steadily. (Government of Punjab, 1994)
The School Management Committee Policy depends on following sections: -
a) Materialization of School Management Committee
b) School Management Committee‘s Obligations/Accountabilities
c) The Method of transmission of Government Resources to the School
Management Committee.
d) Observance of School Management Committee

2.5.1 The Structure of SMC

Basic structure of SMC is given below

34
 1. SMCs Affiliation
The SMC should encompass a least of seven (07) and a thorough going of 15
participants. Entire power of SMC should principally be maintained of odd number.
The School Management Committee should encompass members from subsequent
three groupings:
a) Parents Participants
b) Teachers Participants
c) General Participants

The first group as mentioned above (Parent Members) will comprise more
than half of the entire enrollment of the School Management Committee. 1 seat be
reserved and saved for the teacher participant and others for general participants.
2. Parent Participants
Guardians the kids of whom joined up with institution fall in this class. No
one but moms could be made participant in committee in the female schools,
however in the male youngster‘s institutions either one the mother or the father of
the kids may transform into the Parent participant of the School Management
Committee.
3. Teacher Participant
This group actually includes leader of the institute, i.e. the one basically by
prudence of his service should not exclusively be a part yet would likewise be the
Chairperson of the School Management Committee. The Principal will likewise be
the Cosigner of School Management Committee's record.
4. General Participants
This implies individuals among dignities from local locality or within the
guardians of kids who left school prior ready for broadening administrations to
improve the institute. The enrollment falling in this classification in young boy's
schools might be from any sexual orientation however young lady participants
highly favored in female institutes. In any case, whenever esteemed fundamental a
limit of two guys can become General Members in young ladies' schools.

2.5.2 Re-formation of School Management Committee

The School Management Committee will reconstructed in a common
gathering of partners. The Assistant Education Officer will informed every

35
stakeholder in the gathering through the head of institute, at least three days prior the
date of gathering. The partners with the end goal of congregation be recognized as
under:
i. Assistant Education Officer
ii. School‘s Head Teacher.
iii. Student‘s Parents enrolled in institution
iv. Personages amongst locality.

2.5.3 Meeting managed from Assistant Education Officer

He will notify members in gathering regarding targets & advantages from
gathering. After this people ready to turn into the individuals from the School
Management Committee will be recognized. If the competitors in a specific class
surpass the most extreme farthest point held for that classification, the participation
of the School Management Committee will be chosen the premise of political
decision. If the quantity of possibility for a specific class is minimum or equivalent
to the number reserved regarding classification, the members of council will be
furnished with a chance to communicate their complaint/s against the determination
of any individual from any classification. In the event that any protest/s against any
individual from any class is raised, his/her participation will be chosen the premise
of political race.

Privilege of voting in the previously stated political race will be limited to 1

of the student‘s guardians of institute, existing in conference for example either
dad/mom. Dignities of neighborhood community, lead instructor and the Assistant
education officer will not have the privilege of vote right now. Be that as it may, if
the votes for two contenders of any class are equivalent, the AEO will have the
privilege of vote and his/her vote will be unequivocal.

The Assistant education Officer could select any of the succeeding methods:
a) Parents could poll through levitating their hands up ‗Or‘
b) Parents could poll by method of balloting

The AEO will report the appellations of the School Management Committee
individuals right away subsequently their political decision as per the previously
mentioned system. The recently chosen individuals from the School Management

36
 Committee will choose the Co-Chairman/Co-signatory of the School Management
Committee through straightforward greater part. The Co-director/Co-signatory of the
School Management Committee basically should be from the Parent participant
classification (Government of Punjab, 2007).

2.5.4 Procedure for Notification of School Management Committee

The Assistant Edu: Officer will pen down the procedures of councils‘
gathering. The Assistant Edu: Officer will inform council upon endorsed proforma
No.1. Notice must be issued immediately thereon in gathering of the council on a
similar day. The School Management Committee will be established for a time of
two years from the date of previously stated notice.

A duplicate record of systems of the councils‘ gathering of SMC and

issuance of notice to the Dy. DEO for data and information. Copy of expressed
notice be in like manner to be sent to the EDO for instance and related manager of
the Bank for info.

2.5.5 Method of Alteration the Affiliation of S.M. Committee

School Management Committees‘ membership could be altered on the
grounds of subsequent motives:
i. If any member is deceased
ii. Any member has been transferred or shifted to any other habitation where
he/she could not be able to accomplish his/her responsibilities as assigned by
the School Management Committee.
iii. If any member voluntarily withdraws himself from the membership.
iv. Ineligibility of any Parent Member‘s e.g. If their children have been
promoted and enrolled in any other school and have left this school.
v. Head teacher has died or transferred or has retired from the service.

The head instructor or the Chairperson of the SMC, in light of any formerly
mentioned causes, will apply to the Asstt: Training Officer for the modification in
the enlistment of the School Management Committee. The chairs subsiding void will
be filled inside twenty days of composed request to AEO according to the
framework as set down in the accompanying para. The notice of SMC will in like
manner be given again on the suggested 'Structure No.1'. In any case this
modification in the enlistment of the School Management Committee won't impact

37
the Two Years' timespan regarding which the SMC was encircled from the date of
initial notice.

2.5.6 Method for Invalidation of the affiliation of the SMC

The SMC may, considering in mind exception of lead teacher, drop
participation of any individual from SMC, by 2/3 larger parts considering subsequent
reasons:
a) Non-satisfactory Enactment
b) Less enthusiasm for School Management Committee issues like non-
appearance from three back to back scheduled monthly gatherings of the
School Management Committee
c) To make impediments/hindrances in the issues of School Management
Committee
d) Misuse/steal the Funds allocated for School Management Committee.
e) Any other explanation the individuals of School Management Committee
consider reasonable/suitable. (Government of Punjab, 2007).

The Chairperson/Co-Chairperson will advise the AEO recorded as a hard

copy about the gathering for the crossing out of the enrollment of the School
Management Committee. The nearness of the concerned AEO right now
compulsory. The purposes behind the abrogation of the participation of said part will
be expressed. The affected part will reserve the option to introduce his/her barrier.
The choice with respect to the crossing out of the participation will be made through
political decision. The AEO and the influenced part will not have the privilege of
vote right now.

The AEO will record the procedures of the meeting and, will give warning on
'Structure No.2' on the spot during the gathering, if there should be an occurrence of
retraction of the enrollment. The duplicate of the procedures of this meeting and
notice will be referred to Dy. DEO for data. The part whose enrollment has been
dropped will likewise be educated recorded as a hard copy about abrogation of
his/her participation.

On the off chance that the School Management Committee is disappointed

from exhibition lead instructor for example SMC‘s President & want to alter the
President, the Co-President will advise Assistant Education Officer regarding the

38
date of gathering of SMC. The nearness Asstt: Edu: Officer right now the School
Management Committee is compulsory. The Co-Chairperson will report the
purposes behind the retraction of the enrollment of the SMCs‘ President. Lead
instructor will reserve option to protect their position. Inception of the incident for
the wiping out of the enrollment of the President will be made based on political
decision. The AEO and head Teacher will not have the privilege of vote right now.
On the off chance that the School Management Committee achieves objectives by
2/3 lion's share to drop participation of lead instructor, Asstt: Edu: Officer will pen
down the procedures of meeting of institutes Managing council and direct a
duplicate of the procedures of this meeting to the EDO (E) for choice with a
duplicate to the related DDEO for data and record. The EDO may arrange Analysis
by an official not underneath the position of DDEO must finish inside fifteen days of
achievement of aims of SMCs. E.D.O could possibly start activity against the head
educator based on the Inquiry. The choice of the EDO Education will be conclusive
and authoritative on the School Management Committee.

The School Management Committee part whose participation has been

dropped will not be qualified to again turn into the individual from the School
Management Committee for one year. The seats falling empty in light of the
abrogation of the individuals from the School Management Committee (aside from
the head instructor) will be filled carefully as per the methodology mentioned in
paragraphs above of SMCs‘ Strategy. The warning of SMCs‘ will anyway be given
once more on 'Structure No. 1'. Difference in lead instructor by exchange of novel
officeholder by the EDO Education will likewise require the crisp warning of School
Management Committee on 'Structure No.1'. Any wiping out in the enrollment of the
School Management Committee will not influence the 2 Years permanent span of
SMC since the initial day of its notice.

In the event that anyone has grievances with respect to the procedure of work
of institute managing council, they may carry this into the notice of E.D.O recorded
as a hard copy. The E.D.O considers it fitting will arrange investigation. The
investigation Officer will should be minimum of the position of DDEO. The
investigation Officer will undoubtedly finish Inquiry procedures inside a timeframe
of fortnightly from the day of initial investigation as it started. The E.D.O will by

39
and by choose to start or not to start the activity based on investigation. The E.D.O
be engaged to disintegrate SMC based upon investigation. The choice of the EDO
Education will be conclusive and will not be plea-able at some other discussion or
under the watchful eye of any official courtroom.

In the event of disintegration of the School Management Committee, the

EDO Education will give a notice as needs be. The new School Management
Committee will be established inside thirty (30) days of its disintegration as per the
system given in para of the School Management Committee Policy.

2.5.7 Obligations/Accountabilities of School Management Committee

Subsequently the School Management Committee must accomplish the
following responsibilities/assignments. The School Management Committee should:
a) Observer participation of instructing and non-showing workforce, must bring
it in notice of the A.E.O or M.E.A officer if there should be an occurrence of
continuous/long truancy.
b) strive increment the Registration and lessening the left-out propensity from
institute
c) acquaint guardians regarding significance of education to urge they should
take care of their youngsters took a crack at the school
d) Proceeds with methods of action & create arrangements for the confirmation
of benefits of the students and also instructors to take out the physical
discipline rehearses within institute.
e) Administer & help fittingly in course of action of Free Textbooks & the
scattering of ¼ of each a year Scholarship among youngsters.
f) Proceed with important strides to monitor unapproved usage of school
building and land and for dispatch of a wide scope of unlawful having a place
from institute sites.
g) Assemble at any rate 1 month to month gathering of SMC so as to there must
be minimum of 10 gatherings of SMCs‘ annually (excepting the perfect open
door for summer outings).
h) Organization, implementation and achieve institute‘s improvement strategy
for instance the School Based Action Plan (SBAP).
i) Allocate different financial reserves for School Management committee
through different resources like Faroogh-e-Taleem etc. in maintained those
bank accounts already maintained.

All the record of transaction done through School management committee

along with requisite record like statement of account, cash book, acquaintance roll

40
etc. and other necessary document like meeting register, procedure of meetings done
along with decision made, different circular or notifications, Different plans and
action done after decision making and so on. (Government of Punjab, 2013).

2.5.8 Method of conducting School Management Committees’ Meeting

A meeting notification may be sent to all the individuals of the SMCs‘ by
lead instructor or President. Likewise existence of lead instructor and President is
obligatory in each SMC gathering. Written Communication regarding the meeting
shall consist subsequent information:
a) The schedule including day and date
b) The exact timing of the meeting
c) The suitable site of the meeting (e.g. School or any other place)
d) Meeting Plan

The majority of the School Management Committee get-together of 2/3 of

the all-out power of the committee. Gathering will be deferred in case, individuals
from SMCs‘ going to the gathering under any conditions, are shy of the required
number needed least for SMC gathering. The Chairperson will arrange another
meeting after discussion with the individuals from gathering & direct missing
individuals regarding fixation of new gathering time and venue as needs be. The
head instructor/Chairperson will undoubtedly pen down procedures in respect to
gathering & each and every individuals who are there in the gathering from
committee will mark the composed plan of procedures.

Entire endeavors will be made to lead the gathering according to the fixed
Agenda. In any case if the chamber regards any concern past the Schema thought as
significant or if that is of an earnest natured, that matter could likewise be conveyed
by SMCs‘. If there should arise an occurrence of contrast of supposition among the
School Management Committee individuals on any issue, the choice will be made
based on straightforward lion's share. The additional customary meeting of SMC
could be summoned as if deemed necessary by the lead instructor/President on the
composed solicitation of minimum 33% of the all-out individuals from the
committee. Subsequently in these circumstances the lead educator/President will
undoubtedly gather the School Management Committee's gathering inside three days
of the receipt of composed solicitation.

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2.6 Teaching Learning Process
Teaching and learning is the joint venture of students and teacher with in
specific environment or setting.

2.6.1 Teaching
Teaching is an activity which is multifaceted, complex and goal oriented.
Furthermore, this process has the aim to bring positive behavioral changes. The events
happen externally in the learners and support the internal process, consequently, help
in modifying conduct by the process of wisdom which is through learning indeed.
Therefore, teaching is rightly called as the base of erudition (Harry, 2001)

This process commonly practiced inside the classrooms. Teaching is a formal

process by that teacher interact with students. A method which systematically is
designed to get aims which are decided and set erstwhile. This process helps the
learner to educate himself, find motivation and gain information and knowledge based
on facts in their minds. It supports in imparting and thoughtful concepts and the
rudimentary skills of life. (Shah & Cardozo, 2014)

Teaching process also help in facilitating learning. Teaching works for the
specialized way knowledge application, its skills and attributes all are designed in
such a way which helps in provision of the unique service of meeting the educational
needs of an individual on one side and the other side of the society as a whole (Reyna,
2011). To achieve the effectiveness of the process the adherence to the skills of the
teacher and the learning skills of the learner is the need of the hour. Some of the key
points of teaching skills are as follows
1. Interactive Skills: This interactive skill covers interpersonal skills, effective
speaking skills and presentation skills in the teaching learning process.
2. Confidence: The teacher needs to be confident enough to handle with the
subject matter and should be ready to explain and answer to the questions probed by
the learners.
3. Organizational skills: The pre – planned activities for the teaching considering
the needs and interest of the learners should be developed by the teachers.
4. Team work: The skill to work in team and groups in necessary for the
teachers.
5. Conflict management skills: The teacher should possess conflict resolution
skills to deal with help for the students or among the peer group.

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2.6.2 Learning
Dharmaraj (2015) Learning is the process by which behaviour (in the broader
sense) is originated or changes through practice or training – Kingsley and Garry
(1957). Learning is a relatively permanent change in behavioral potentiality that
occurs as a result of reinforced practice – Kimble (1961). ―Learning is the acquisition
of new behaviour or the strengthening or weakening of old behaviour as the result of
experience – Henry P. Smith (1962). The term learning covers every modification in
behaviour to meet environmental requirements – Garder Murphy (1968)

Learning process requires either physical or mental activities. In the physical

activity involvement of activities of muscles, bones, etc. is needed. And in mental
activities involvement from simple to complex or higher mental activities are
required. There are various types of learning which could be classified such as a)
Depending on the way of acquiring knowledge, b) Depending on number of
individuals, and c) Depending on the types of activity involved. (Dharmaraj, 2015)

Depending on the way of acquiring knowledge, learning could be classified

further as Formal Learning, Informal Learning and Non-formal Learning.
1. Formal Learning: Formal learning states the objectives of learning in an
organized and structured form and therefore, it is always done intentionally.
The objective emphasizes in gaining more and more knowledge, skills along
with various competencies. For example, the process of learning in a formal
setting of school or workplace.
2. Informal Learning: As the name it-self indicates that this type of learning
happens through experiences like observations, talks and training etc. It is a
natural way of learning. This type of learning is got through experiences and
may be happened at any place and at any time and thus is called incidental
learning. Examples are the learning of one‘s mother tongue, culture or
religious ceremonies etc.
3. Non-formal Learning: in this category of learning the learning process is
intentional which has stated objectives and may be in an organized form.
While non- formal process of learning is more flexible and it also includes
intermediate concepts of formal and informal learning. Examples are
Vocational and professional education.

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 The number of individuals involving the learning process distinguishes
learning as i) Individual Learning and ii) 2. Group Learning
1. Individual Learning: Individual learning or self-learning is involved in an
individualized training as well as education. The learners play the active
role for catering the needs of their own learning. Example are Distance
Learning, Computer Learning etc.
2. Group Learning: Group learning or Co-operative learning is the process of
involving a group of people either with similar or different age groups,
intellectual ability or competencies form together to achieve the objectives
of learning. In order to train trainer to facilitate learning in such a way to
make progress in learning. For example Classroom Learning.

The third classification of learning is based on the type of activities like Motor
learning, Discrimination learning, Verbal learning, Cognition learning, and Sensory
learning.
1. Motor learning: Most of our activities involve with motor skills, in our day-to-
day life which an individual has to learn them in order to maintain his regular
life. This learning enables in acquiring skills to perform all our activities
related to muscular co –ordination in an efficient way. Ex: walking, running
etc.
2. Verbal learning: This kind of learning requires how to use the words, the
language spoken and writing and the communication devices used. Learning
the verbal behaviour through rote memorization and retention of acquired list
of words enables linguistics intelligence in an individual. e.g. pictures, signs,
symbols, sounds, figures, words etc.
3. Discrimination learning: Learning which involves the act which extricate
amid inducements & gives befitting reaction to such an inducements
appropriately called discrimination learning, e.g. Ability to discriminate living
and non-living beings etc.
4. Cognition learning: Well-nourished top chain perceptual & intellectual
progressions such as thinking, cognitive ability, intellect, generalization etc.
are involved in this type of learning. It includes learning of concepts,
principles, problem solving etc. This cognition learning initiates the processes

44
 called abstraction and generalization which enhances the ability of recognizing
and identifying things. Ex: A child is able to identify a thing or picture with
four legs as an animal.
5. Sensory learning: Sensory learning is concerned with perception of things to
be learned by primary sensory organs. Visual learning (by symbols, images &
graphs etc.), auditory learning (through listening), and kinetics learning
(through physical activities) together constitute sensory learning. Learners
differ in learning through sensory organs to receive and learn information and
experiences. It depends upon the learner to choose any one or the combination
of sensory learning styles to learn concepts, data, information etc.

2.6.3 Role of teacher in teaching learning process

Teaching is viewed as a comprehensive process, and there has been a
tremendous change in the way of understanding teaching and a teacher‘s roles.
Teachers are role model for their students. Students are attached with their teacher
that‘s why teacher‘s personality, teachers‘ habits and teacher‘s will power has a high
rate of impact on their students. However good habits of the teachers have positive
effects on their students, while negative aspects of the teachers can mislead their
students. Majority of the students are emotional and obey their teachers as role model.

Role of a teacher has no limitations. He serves to the whole society. He is

good organizer in the class. He is a guide in the society. He is a good manager in the
social events. All these characteristics cause an influence on their students. Students
note each and every activity performed by their teachers. Students try to act as a
teacher in the class. They advise their younger in the family. Physicians can present
their assigned tasks by presentations in the labs and in the hospitals. Science teachers
have an opportunity to describe all the activities in science laboratories. Teachers can
transmit their knowledge through practical‘s and through question answer sessions in
the schools (Nag et al, 2014)

2.6.4 Functions of a teacher in classroom, school and community

Role and duties of a teacher are not tough. Teachers perform different duties
in different times. Some of the very important duties can be summarized in following
words (Etesi, 2010)

45
1. Planning and instruction: Teachers is a good planner. He prepares the
lessons for the presentation in the class. He plans to complete his course
content in the scheduled time. He has to manage the written test to assess the
achievements of the students. He has to face the individual differences while
teaching in the class. Teacher has to update his knowledge in the best interest
of the students. He provides latest information to his students. He goes to
attend refresher courses and trainings outside the school. He is mostly busy in
updating the record of his students. He manages meetings with the parents and
informs them about progress of their children. One of the most important
function of the teacher is to deliver the task and to evaluate it through various
tests. A teacher divides the class into small groups and assigns them multiple
activities. It encourage the students, they work hard and try to supersede each
other. It is very creative activity.
2. Teacher as a resource person: A school teacher has to deliver the whole
content in a very limited time. He manages different activities to check the
academic achievement of the students. Teacher is ocean of knowledge and
performs as a resource person throughout his career. He shares his knowledge
and experience with his students.
3. Class room environment: A sound and peaceful environment is the basic
component for the teaching learning process. A good teacher can enhance
good environment in the classroom. A conducive environment inside the
classroom can be creative for the students. Students are innocent and they
adopt every event that happen in the class. Positive activities can promote
learning in the class. A visionary teacher can create an ideal and productive
environment in the class. Student with different abilities are grouped in the
class. A knowledgeable teacher can initiate the required tasks in the students.
4. Interaction: In this modern era student centered teaching learning activities
are appreciated. Teacher is the greatest source of introducing interaction
among the students and the teachers. He promotes the culture of question
answers. He performs as a leader in the class. He guides the students. Teacher
can promote student-student interaction. Student comes forward infront of the
class and starts his presentation. His class fellows criticize for the
improvement. In this way learning of the students increases and they are able
to face gathering.

46
 5. Mentor: It is the best way of teaching and improving the students. Teacher
repeatedly advises his students. He guides the students in solving all the
difficulties. He shows the two sides of an action, the positive and the negative
aspect. He guides them to obey the positive side and leave the negative aspect.
A teacher continuously guides his students and helps them to lead a successful
life. Teacher mostly listens the difficulties of the students and suggests the
solutions.

2.6.5 Motivation
Motivation is defined as, an internal state that arouses, directs and maintains
behaviour. It may be positive or negative, tangible or intangible, subtle or difficult to
identify.

Lewin‘s theory emphasis that motivation is a drive that inspires to move

towards specific goal. Motivation is the principal force that governs the learners‘
progress and ability to learn. It not only sets in motion the activity which results in
learning, but also sustains and directs it. In a teaching – learning situation, a learner
work longer and harder and with more vigour and intensity when they are motivated
than they are do not. Motivation helps individual overcome disinterest or boredom in
their learning (Raymond, 1999)

It is the responsibility of the teacher to motivate the learner in the teaching-

learning process. By improving the motivational level of the learners, the teacher
could develop the self- concept and self- respect of the learners in achieving their
needs. Hence it is very important to improve motivation and it could be as follows.
a) Goal setting
b) Attractive physical and environmental condition
c) Stimulus – variation by the teacher
d) Reinforcement: Praise and Blame.
e) Teaching skills
f) Teachers own motivation and interest in teaching

2.6.6 Gender Discrimination

Gender differences are found in our society. There is gender disparity in every
walk of life. There are differences in social life. Gender differences are found in our

47
culture. Differences are found in our socio-economic life. Man is considered superior
over a woman. Jobs opportunities are available for men and women have very few
chances to get a suitable job. There are differences in our political life. Even we face
differences in the course content delivered in our education system. It is hoped that
schools can meet this gender gap positively. Once these differences are controlled
there will be positive change in the ideology of the nation. Although there are
limitations in the field of research in Turkey yet we see that schools and society has
allocated full attention to control this disparity. Provision of equal opportunities to
male and female in every field of life has controlled this error. This is even
represented by their behavior. The pattern of the class room shows no gender
differences. Make and type of the course work and the text books are also promoting
opportunities for male and female (Younger & Warrington, 2008).

Sadker and Sadker (1986) schools are promoting gender differences. All the
students male and female are taught by the same teacher, the read the same content,
they play together, they participate in same social activities but it has been observed
that male student are preferred over female students. Teachers blend towards male
students. They get more attention and can speak any time with their teachers as
compared to the female students. Some of the articles show that male students are
preferred in science class. They are also preferred in mathematic while female
students are ignored in both (Eccles & Blumenfeld, 1985; Stanworth, 1990;
Streitmatter, 1994; Li, 1999; Duffy et al., 2001; Tsouroufli, 2002; Smith et al., 2007).

2.6.7 Encouragement
Garcia and Thornton (2014) discussed in the research work that parental
involvement in the studies of their children is very important. Their children worry
about their achievements and improve. Parents are also aware of the progress of their
children. It has been observed that parents who are update with progress of their child
are lucky enough, their children get higher grades. They are good achievers and are
always successful. Those parents who are busy and are unable to interact with the
teacher cannot promote the learning of their children. Elder brothers can also
contribute in the academics of their younger brothers. They can guide their brothers
and can lead them towards success. Institutions can activate the parents by organizing

48
social events and parent teacher days. In this way teachers will be able to draw the
attention of the parents to their children.

2.6.8 Parental Involvement in teaching learning process

When parents are directly agree to take part in the improvement of education
of their children, then they directly involved in the affairs of school, problems of
teachers, learning process of students‘ etc. they are fully aware the actual situation
about duties of teachers, non-teachers as well as the duty of themselves as parent for
making sure the teaching learning process smooth and effective. it enhances the role
of parents as encouraging, communicating and leading towards the target or
goal.(Clinton & Hattie, 2013:324).

Parents are the major figure who taken the pain regarding the education of
their children, academic performance of the students, showing parental interest and
dedication, involve each and every event arranged in the school, involve in different
meetings with teachers and school administration for better understanding and
solution of problems of students faced during their study. (Clinton& Hattie, 2013)

Hornby and Lafaele (2011) described the significant role of parent‘s

involvement in education system specially in teaching learning process. Parents can
be helpful in enhancement of listening skills of the children, their reading habits,
enhancing their ability in completion of homework, and all the school based activities.

For increase in and enhancement of contribution and participation of the

parents in school affairs there are various ways. The aim of participation of parents
could be achieved through different means which may include encouragement by
many ways, connecting with the local community and advertisement means which
include (announcements, flyers etc.) & also using of technical means of
communication like emails, websites, television programs etc. effectiveness of
different ways i.e. traditional methods and non-traditional methods differs, on the
basis that how parents use and have access to the different modes of communication
especially when it in non-traditional ways that is their priority.

49
 Kwatubana and Makhalemele (2015) exhibited in a study the ways some
institutes use in luring and attracting parents towards the enrollment of the children in
schools which were not as such effective. In this study they also mentioned that some
states used a perfect way & selected some of the parents and made them in charge of
the different activities. But it must also be noted that the strategy may work best in the
situations where schools develop a way to eradicate the favoritism and selection of the
individual parents which is not based on their influential statuses or it is not driven by
their wealth or power in the community. The strategy if exhibited in a right way could
develop a sense of responsibility and awareness among parents where they can easily
understand the importance and effectiveness of their contribution and involvement in
the schools, which infect have a great positive impact on the learning capabilities of
the children, and might also feel the benefits that may exhibit there forth.
• Within school
• Outside school
• Corporal punishment

2.6.9 Corporal Punishment

This actually means the use of different methods which could be painful in
reality so as to alter the behavior of the kids, this could include many physical natured
actions i.e. striking, beating, spanking, slapping, and pinching using objects such as
sticks, belts, and paddles (NASN, 2010).

This physical means of punishment may affect the specific children which
don‘t seem to like or handle this which has a negative impact resulting in their
selves pulling out of the schools. This method also could be non-beneficial to
those children who have a permanent tendency towards the un-ethical behavior
and are deviant and non-responsive even towards corporal punishment & this type
of exhibition of deviation lingers until their adulthood.

United Nations‘ (2008) surveyed and mentioned that almost more or less
thirty five thousand children and kids were pulled out of the schools or were
deliberately left out due to the said punishment & the same is also leading cause
responsible for the drop out in the whole world. For the first five years of
education it account for almost 50 percent. This study and survey emphasis on the

50
negative impact of this punishment on the lesser enrollment or drop out of the
kids from the schools. It also mentions that when in such a young age children
leaves school then they are very difficult to enroll back in the schools in their later
lives ever. Stearns & Glennie (2006) also elaborated that the schools laws and
regulations for most regarding corporal punishment are leading cause of the
children leaving school in younger age.

Ajaja (2012) also confirms the results by adding a point that children
leaving school earlier due to the reasons of physical punishment have nothing on
their hands to show to like a graduate degree or any certificate of proof that they
ever attended the school. Subsequently, these people have a minimum and least
role in society e.g. in politics. Contrary to their role in society which is
constructive in nature they play a reverse role that is not thought to be beneficial
at all (Azzam, 2007).

Balogun (2009) research shows that poor mentoring and low level of
interest in parenting induces behavioral problems in the children which include
anti-social and other psychological problems. Thus in continuation to the
weakness in parental treatment towards the children school‘s regulations and
corporal punishment aid and add the negative in the behavior of the children there
forth and takes it to the next level.

This type of behavioral treatment towards children at home and also at

school is the best example which contributes to the children leaving schools at
very early ages. This is because the children become uncomfortable in the school
and they think of the home a lesser harsher place, thus seeking comfort in the
home and dropping out their selves from the schools. The corporal punishment
also has a cultural background.

This is a global phenomenon, that students experience corporal punishment

extensively. This could be called as the pain process. In any institution the
punishment is given by the teachers or other officials because of the behavior they
deemed in appropriate in their sense and/or any act they in their minds don‘t like and
disapprove (Marinescu, 2010).

51
 In the whole world physical means of pain giving to the children is a
worldwide phenomenon which is also deemed in-appropriate and not liked as such. It
is a true statement that these methods are used very often in some parts of the world
just because there is no other way or the system of correction or the teachers have no
idea other than this to correct the behavior of the children and also that no policy
about it has made extensively to tackle this problem (Mwamwenda, 1995). In the
whole world only twenty percent of the states have developed laws and have
regulation to limit the punishment at homes and schools or other institutions. So it is
established fact that ninety seven percent of all the kids in the whole world are
discriminated by physical punishments and have no way of refuge therein (Save the
Children, 2013).

Africa was reportedly the area where kids were beaten by the instructors. In
the late 1960‟s and 1970‘s it saw some changes in Africa‘s institutes specially early-
hood schools. England also stopped and regulated this in high schools somewhere in
1987 & in 1999 they banned this in all private institutions (Ndembu, 2013). Rights of
the Child Convention of UN in 1989, different world Govt: pledged to stop
discrimination of the children. The Every country was asked to stop this sort of
discrimination in their respective countries (Article 37 and Article 39). This
convention requires from the Govt: of the countries world-wide that they must
eliminate the children punishment especially at schools so that in a humane manner
they could get their education. Article 28 (2) dictates that, it is without using corporal
punishment (UNICEF, 2009). The continued use of corporal punishment impedes
class participation, decreases the attendance and increases the dropout rate (Naz et al.,
2011).

Maphosa and Mammen (2011) corporal punishment may lead to severe

psychological effects in students and can even shape their views sexually. Maphosa
and Mammen further postulated that this is so because in some cases , the pain due to
spanking often get mixed with sexual pleasure leading to a state of confusion in a
childs‘ mind. Maphosa and Mammen also argued that violence can never provide
fruitful results, but can only cause devastation.

52
 Miller (2010) noted that through the use of corporal punishment students are
hurt and there are many reports of abrasions, severe muscles injuries, hematomas,
kids who have whiplash injury. Miller further pointed out that students have died
because of mistreatment. Nakpodia (2012) postulated that there is no evidence that
corporal punishment leads to improved control in the classroom.

Ahmad, Said and Khan (2013) conducted a study on effect of corporal

punishment on students‟ stimulus & classroom learning. As compared to the children
subject to punishment those who are not exhibit an increased tendency of positive and
constructive behavior especially toward learning and they also have increased spur.
Students who are punished and discouraged hesitate to actively participate in
classroom activities. Beside the punishment ways there must be other ways to develop
for betterment of the children so thought by the teachers.

2.6.10 Academic accomplishment

This is a great wish of every parent that their child become a successful
person with positive behavior and approach toward his life. The parents have
increased tendency to expect positive-ness in their kids. Keeping this in mind parents
tend to attain every comfort and means to fulfil their expectations in their children
through every means possible but they forget that they are doing it at the cost of
quality time they must give to their children. It‘s good that the needs of the kids are
fulfilled but on the contrary the non-participation of parents in many small and big
ups and downs in the lives of children impacts their accomplishment in the schools at
great level.

Deslandes (2009) also agrees the same that if the parents knew their importance
of involvement in the schooling and mentoring of the kids they would have indeed
done their best to do so.

Kocayoruk and Simsek (2016) also endorsed this that the involvement of the
parents and children has a great positive impact on kid‘s mental and psychological
improvement It is worth mentioning that a pleasant and motivational behavior of
teachers toward parent with the aim in mind that parents involvement in kid‘s affairs
greatly impacts and enhances parental participation.

53
2.6.11 Dialog with family and community
Lomasonfa et al (2017) also endorsed that participation of the parents in
schools affairs impacts the growth of the children. Additionally, parents do have a key
role in mentoring and thus developing the children so that they become an active part
of social surroundings. The parental involvement is also increased by the schools thus
in turn developing the kid‘s learning and education impacting their growth positively.
Participation of the teachers in various processes of children learning possibly impacts
the physical and psychological growth and development of the children to great extent
which also includes their achievement in education and increasing and lifting their
motivational levels, last but not least optimistic behavioral changes in the kids thus
impacting their social lives.

2.7 Generation of Fund

Participation of Community assumes a significant job in arranging, sorting
out and executing the scholarly exercises in school. As indicated by a Chinese
aphorism, it needs an entire town to instruct a kid. It is a collaboration including
teachers, guardians and community to pick up progress for fruitful learning of
youngsters. When the families and schools cooperate mutually in general and
institutions become dependent on society then the progress of kids in general
education and specific in educational institutions become possible. Child can grow
successfully and able to achieve its goals of life. (Henderson and Berla, 1997; Cole,
2007; Putnam, 2000). It might bolster and maintain neighborhood culture, custom,
information, abilities, and build up a feeling of pride in network legacy.

In the developing country like Pakistan, process of delegation of power to the

Government institutions specifically schools is accentuated from the beginning
through different National Education Policies a reestablished enthusiasm for network
cooperation (Ministry of Education, 1998; Farooqi, 2010). This was remained
continued till the establishment of local Government Ordinance in year 2001 in
which one it was focused that common subjects, training activities were degenerated
for the region. It was the focus of local government to regulate the essential and
auxiliary training (Farooqi, 2010). In the local government act 2001 it was also
focused that School Management committees/ Parent teacher councils were tried to

54
enhance their capacities through which different types of networks can be engaged in
the school related to administration (Ogundele et al, 2009).

2.7.1 Role of SMCs in generation of fund

Driessen et al., (2005) distinguished the accompanying duties of the SMC
individuals. Which are:
1. School Council would fill in as a check on non-presence.
2. Monitor execution of obligations by educators.
3. Use of government reserves.
4. Purchase of furniture and hardware and so forth.
5. Raising neighborhood assets.
6. Enhancement of enrolment and decrease in drop outs.
7. Develop, execute, screen, and audit the arrangement for understudy
accomplishment.
8. Recommend the arrangement to the Board for endorsement.
9. Identify assets to help the school plan.
10. Review understudy execution information.
11. Focus on the parent contribution strategy and school-parent minimized.
12. Collaborate with other school warning advisory groups.
13. Conduct a yearly needs evaluation.
14. Establish a yearly gathering schedule.
15. Schedule preparing for individuals to find out about their job and duties.

Department of Education in Western Australia (2013), built up a Family Links

Program that concentrated on including guardians in schools. The outcomes from the
pilot study program uncovered that schools could increment parental contribution by
utilizing guardian contact officials in the grade schools. The job of these parent
contact officials is to urge guardians' visits to class, give cordiality, create thoughts
and go about as a voice for guardians. No such kind of program has been propelled
in Pakistan to guarantee the powerful investment of network in schools for
accomplishing the objective of universalization of essential training.

Garrett (2010) additionally demonstrates that dynamic nearness of SC

improves parent-instructor connections, builds the quantity of parent advocates for
the school, and furthermore increments child rearing aptitudes. It is a mainstay of
help for teachers and improves the working states of teachers

55
 Nasira (2010) and Hopkins (2001) uncovered that the vast majority of the
SCs in Pakistan are torpid bodies with head teachers running the entire show. A
reasonable improvement in schools is conceivable just when the neighborhood
network and partners step in to help nearby administration and dynamic to the
greatest advantage of the kids (ITA, 2007). Community some way or another speaks
to itself in gatherings however the necessary yield can be accomplished just when
individuals from community are responsive and dependable to work on a composed
stage for accomplishing time bound targets. Community contribution is a necessary
component of the advancement however this association becomes constructive when
individuals show dynamic cooperation in every walk of life.

Dom and Verhoeven (2006) investigated that the jobs and duties of Parent
Teacher Councils (PTC) and School Management Committees (SMCs) contrast
incredibly across national outskirts. A few nations have the legitimate arrangement
for the two establishments others just have one, while others none by any stretch of
the imagination. Generally SMCs have a responsibility in school administration, in
strategy making, arranging and budgetary designations. They include a scope of
individuals including neighborhood individuals from the community, instruction
officials, head educators, guardians and nearby government delegates among others.
Most individuals are officially chosen. Then again PTAs will in general assistance
with asset preparation, running get-togethers for guardians and understudies, running
clubs for extra-curricular exercises, sorting out gatherings to illuminate guardians
about training issues. Sometimes, they are a free relationship of individuals intrigued
by the school who are not for the most part officially chose delegates

2.7.2 Role of Parents in generation of fund

Richard (2008) led an examination about the job of parent‘s interest to
improve the nature of instruction and school activities. It speaks to a portion of the
proof about how a various arrangement of school activities are getting ready with
support of parents like pickup, helping them to succeed, and setting them up for
future achievement. Together with their accomplices, network schools are helping
more understudies be prepared to realize when they start school, improving the
abilities and mentalities that the understudies need to learn. It might contribute and

56
raise the funds of educational institutions for fulfillment of needs and getting
scholastic results.

2.7.3 Role of School in generation of fund

Rahim (2017) recognized that school is the basic institute for supporting and
performing all type of activities, for example PTC/SMC association in one best
institution at school could mean making open doors for families to interface with
each other, with school staff, and with local gatherings. It might likewise incorporate
opening the school working for different community occasions, working with
families to build up strong liaison for enhancing learning program, or having school
staff working with families to help and settle different issues of funds, creation of
opportunities for funds which are essentials for proper functioning of an education
institution.

2.7.4 Role of Selected members in generation of fund

The elected nobility of area are effective and fruitful for the well performance
of school in the area. Different experts in various fields provide support and share
their experience to the administration of schools in proper generation and utilization
of available resources. This style of collaboration, strong partnership between school
and community generated commitment of community nobilities which leads the
maximum performance of educational institution by utilizing its available resources.
Different individuals of community became the efficient partner and felt ownership
that‘s why instead of seeing support from Government, the institution worked as
welfare institution with contribution of community members (OCED, 2017)

2.8 Utilization of funds

As indicated by the School Council Policy 2007, distributed by the
government of Punjab through PESRU, the obligations of school gatherings in the
administration of the schools are two overlap. On the instruction side, they should
screen the teachers' participation, increment the enrolment of kids and assemble the
awareness of guardians on the significance of the training for their youngsters.
Moreover, cooperation in the association of co-curricular exercises, disheartening
whipping and observing of the arrangement of free course books and dispensing of
stipends to young lady youngsters are remembered for the job of the SCs.

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Arrangement of school advancement plan and resulting observing of its usage
additionally falls under their domain. They have likewise to take essential measures
to stop illicit occupation or utilization of the school land and building. At the point
when the above SC job is converted into the usage of assets as stipulated in the
approach report the more noteworthy spotlight is on the overall upgrading of the
educational institution. The assets can be spent on the accompanying:
 Purchase and furniture and fixture
 Different types of building repair and support for schools.
 Construction and renovation of rooms other than teaching e.g. lavatories,
staffrooms, laboratories etc.
 Provision of water supply and access to all the students.
 Payment of services provision and all utility bills
 Provision of items used in Sports activities.
 Purchase of different stationery items
 Purchase of different items necessarily used in teaching and learning process.
 Teacher‘s Appointment (Government of Punjab, 2013)

2.8.1 Procurement of educational materials

The general reaction was that the monetary allowance was insufficient to get
instructive and instructional materials. In two situations where it was bought it was
restricted to acquisition of things like attendance register, chalks, ink, charts and so
on.

Under the free and compulsory education act, the educational institution is
bound to establish school executive board of trustee, in which all the stakeholders
who choose and delegate of nearby power, guardians or gatekeeper of kids conceded
in such schools and educators. In any event three-fourth of the individuals from such
advisory group will be guardians or gatekeepers; further 50% of the individuals from
will be ladies. It will likewise remember individuals among the neighborhood
educationists or youngsters for the school. Educators are likewise a piece of the
SMC. The school the board advisory group will perform following capacity in
particular (Government of Punjab ESRU, 2009)
a) Monitor the working of school
b) Prepare and suggest school advancement plan
c) Monitor the usage of award got from the suitable government.
d) Perform such other capacity as might be endorsed.
e) Ensures consistency and promptness of educators.

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 f) Monitors that educators are not over troubled by non-scholastic work.
g) Ensures enrolment, participation and maintenance of the considerable number
of kids from neighborhood in the school.
h) Monitor the support of standards and measures of the school indicated in the
timetable.
i) Identifies the necessities and make extraordinary arrangement for the kids
conceded under RTE Act what's more, youngsters with exceptional
requirements.
j) Monitors the recognizable proof and enrolment offices.
k) Monitor usage of early afternoon feast

Sarwar et al (2010) expressed that School Management Committee (SMC) is

an association at school level utilized all type of contribution to contribute and sort
out their individual resources for the provision of basic instruction in nearby stage.
This association can possibly get the executives authority from the District
Government that permits inclusion, help, and assembly and to energize viability of
school instruction. These boards of trustees should add to distinguishing, foresee,
executing and observing all learning exercises and to build a lot of benefits in control
designation ventures.

National Education Policy (1998-2010) that at broader sense i.e. the level of
country network, the School Management Committee was consider responsible for
the selection of individual, who will choose different strategies as well as resources
for the advancement of the educational institution. Governments‘ key arrangement in
making the possible efforts from the grassroots level provide an opportunity and
important training which opened the means of the development of SMCs and
educational institution (Government of Pakistan, 1998).

Adeolo and Olusda (2013) management at school level is the basic need and
procedure in the way of devolution of powers and disburses them in the way of
development of strong coordination and cooperation to establish strong relation in
performance of different organizational tasks like assessment, audit and other
constitutional goals.

Osei-Owusu (2012) includes that School Management Committee can play

and decide to an exceptionally extraordinary degree the scholastic accomplishment

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as they fill in as a vehicle for advancing network investment in the arrangement of
value instruction. What's more, that this call for genuine thought of systems to be
received so as to accomplish the improvement of value learning for better students'
scholarly accomplishment to be figured it out. In any case, in Bugiri locale SMCs
appear to contrast from that. It appears to be however the legislature has set up
school frameworks and enlisted educators, the SMCs have not put genuine useful
systems that are equipped towards the improvement of the students' scholarly
accomplishment in schools. Without very much idea methodologies to help the
educating, improvement in the teaching learning conditions and arranging different
types of supervision, guardians commitment, guaranteeing the best possible use of
UPE awards to the schools, great working association among the staff of school; in
absence of this, the process of learning can be troublesome and causes to influences
the students' scholastic accomplishment.

Kisembo (2014) discussed the condition of Bugiri district and blessed with
various schools under UPE programs established in each town offering a spot for
each kid and provide a chance to have great instruction, which lead the person in
question to a more elevated level of training throughout everyday life except this is
turning into an issue as a result of the board gives thus low scholastic
accomplishment because of terrible scores. (UNEB report 2015).

2.9 Co-curricular Activities

Sage (2016), clarifies that, extra-educational program diminishes the
probability of dropping out of school; carrying out criminal offense; prompts higher
instructive maintenance, achievement and accomplishment in school work.

Co-curricular exercises are projects or learning encounters that fall outside

the domain of the standard educational program and supplement what understudies
realize (Yaacob & Haron, 2013).

Acquah and Anti (2014) additionally note that co-curricular exercises give
understudies opportunity and open doors for communicating outside the correct
conventions of the school programs and now and again these exercises are significant
for their social and passionate wellbeing since surplus vitality is released. Sowaand

60
Gressand call attention to that supporting youthful gifts has borne natural products
through the creation of a mass pool of sports characters which has, thus, created
vocations for a large number of residents.

Bashir (2012) includes that co-curricular exercises increment social

connection, upgrade initiative characteristics, and give odds of sound diversion
which make understudies sure. These exercises help understudies to create aptitudes
through dynamic support. Co-curricular exercises impact straightforwardly or in a
roundabout way the improvement of a person. The school experience can enable
understudies to develop, create information, aptitudes, and capacities for
accomplishment in the workforce and for hopeful vocation decisions. These are
projects or exercises out of class administered and financed by the school which
gives educational program related learning and character-based experiences.

Kumar and Kumar (2012) contend that the exercises structure a crucial
connection in the example of instructive encounters essential for all young men and
young ladies and furthermore furnish understudies with a system of friends and
grown-ups who have interests and abilities like their own. Understudies who take an
interest in games and sports get an opportunity to exceed expectations separately, be
a piece of a gathering and increase genuine exercises about the significance of
collaboration, duty, responsibility, and difficult work. They not exclusively improve
scholastically yet in addition create different features of their characters all the while.
Also, students who are not solid in scholastics thrive in the sports fields (Marais,
2011).

As per government of Pakistan who give provision to each and every student
to get free and Compulsory Education similarly in India also justiciable legitimate
structure present which enables all kids having ages from 06 year to 14 years to get
free and obligatory affirmation, participation in rudimentary instruction. Network
assumes a significant job in instruction framework (Lal, 2014)

Kumari and Allam (2014) suggested that the Right to Education Act gives
different chances to each and every individuals for investment. School Management
Committee (SMC) is a type of network cooperation and association in school

61
working. The thought behind the definition of SMC is to include networks to play a
functioning job in the arranging, execution and observing of formative projects for
the school. It makes a sentiment of possession among the essential partners
(guardians) and aides in building the association and systems administration between
the school and network.

This act gives a justiciable legitimate system which allows all youngsters
having the age of 6 year to 14 years get free and mandatory affirmation, participation
and fruition of rudimentary instruction. Network assumes a significant job in
instruction framework.

The Right to Education Act gives different chances to network individuals for
cooperation. School Management Committee (SMC) is a type of network association
and inclusion in school working. The thought behind the detailing of SMC is to
include networks to play a functioning job in the arranging, usage and checking of
formative projects for the school. It makes a sentiment of possession among the
essential partners (guardians) and aides in building the association and systems
administration between the school and network.

Kalule (2006) who clarify in his study that achievement level of every
individual, the grades and assessment score which individual can acquire during its
gaining process and scholarly accomplishment which implies the students' yield as
far as evaluations, scores in tests and inward and national assessments mirror their
scholastic accomplishment. He further clarified the exploration and assessment
process adopted in the educational institutions. He further explained the degree to the
nature of initiative essential for progress. It is intensely practical in schools, due to
the existence of the SMC which established for the overall development of tones,
driving and inspiring understudies force the school staff to perform their duties with
great potentials.

2.9.1 Role of teacher in co-curricular activities

Teachers assume an extremely vital job when crafted by the educator isn't
remembered they feel overburdened and underestimated. Encouraging a feeling of
school co-curricular commitment an extended job for the educator is to impact the

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understudies social and self-improvement just as their intellectual growth. The job of
an instructor is to transmit information and help make systems of help that cultivate
students‟ feeling of having a place and help them to prevail in school. Many teachers
are mentors and connect with the understudies in class as well as in after-school
programs. (Acquah & Anti, 2014).

Monyatsi (2012) calls attention to that teachers need to be happy with their
work with the goal for them to work productively and successfully. Prizes are an
amazing strategy for pay that can be applied on a transient premise. Advancement
among teachers who are effectively associated with sports and other co-curricular
exercises to positions, for example, heads of divisions fill in as an inspiration to
them. Roused educators may help with delivering round students. (Kamunjeru,
Chepkilot, Ochiengand Raja, 2012). Ashoro, Wanyoike, andMwangi. (2014)
discovered that when teachers are roused, they become progressively powerful,
gainful and submitted in the foundation.

Kamunjeru et al., (2012) include that the advancement of teachers who

effectively take an interest in co-curricular exercises could be selected to different
administration positions in the school, for example, being heads of division, sports
and co-curricular exercises, order or profession experts. Teachers should be
propelled so as to get great outcomes in optional schools both in curricular and co-
curricular territories. Propelled educators help in delivering all round residents.

Mugweru (2013) in an investigation on the advancement of optional teachers

saw that capabilities looked for advancements as indicated by the school principals
are; academic qualifications, experience, cooperation in co-curricular exercises and
student performance in the subject instructed by the educator. Degrees and master‘s
capabilities are organized. Teachers execution in school work is exception ally
esteemed and is acquired from declarations of co-curricular exercises and execution
of students in the teacher‘s subject in KCSE assessment.

2.10 Monitoring and Supervision

Monitoring is the term which has literarily meaning to check the progress, to
observe the assigned tasks within defined set rules and norms while supervision also

63
show the action of supervisor to look the business or activities thoroughly within the
limits or set rules and regulations. Monitoring and supervision process observed in
educational institutions, when society members have taken keen interest in the
progress of these institutions. (Mishra, 2005).

2.10.1 Aspects of monitoring process

Hoover (2009) advocates different steps for the process of monitoring or
checking:
 Identification of aptitude to be checked
 Select/create substantial appraisal measures to rapidly survey aptitudes
 Determine checking plan
 Conduct appraisal holding fast to the set up plan
 Graph or chalk out every step of evaluation
 Observe each level of execution and progress
 Adjust guidelines dependent on progress – observing information
 Continue with continuous advancement checking, diagrams, result, and
modify guidelines varying.

2.10.2 Need of monitoring System in Primary School

Luginbuhl et al., (2009) demonstrated that school improvement has exhibited
to be a consistent test. Amazing watching is a fundamental segment of a learning and
finally sensible educational action (Marriott & Goyder, 2009).

2.10.3 Supervision
Supervision in the educational system is the way toward guaranteeing that
arrangements, standards, rules, guideline, offices and strategy endorsed to execute
and accomplishing instructive objectives and destinations are clung to. As per (Ajani
2001), supervision is a lot of exercises which are done to improve instructing and
learning for the students. He further accentuated that viable supervision of guidance
can strengthen and upgrade instructing rehearses that will add to improved
understudies learning( Igwe, 2001).

It has been noticed that supervision includes assessment, checking and quality
control with the end goal of educational plan, infrastructural improvement and
advancement. All the more along these lines, supervision includes the incitement of
expert development and the advancement of educators, the determination, amendment
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of instructive destinations, materials, offices of guidance and technique for educating
and assessment of guidance (Ogakwu, 2010).For the motivation behind lucidity, the
term examination and supervision is regularly utilized reciprocally, in any case,
supervision is ideally use in the educational system since it is considered, instructor
well disposed. Concurring, to Udoh & Akpa (2001), the early idea of review is said to
be that of critical on the exhibition of educators as opposed to recommending,
empowering, enlivening and helping teachers to improve instructing and learning as
on account of supervision. However, the idea assessment has been established in the
instructive framework since the British provincial ace. John et al (2008) expressed the
idea of monitoring has in actuality been supplanted with that of supervision. In any
case, the two ideas are regulatory capacities which target upgrading efficiency and fill
in as devices for instructive coordination.

Arul (2013), categorized supervision into five sets as emphasized under:

a. Corrective Supervision: right now supervision, the director sees to perceive
what is done wrongly by the educators, school executive and school work.
The boss does this so as to condemn, and gives record of the equivalent to
instructive specialists.
b. Preventive Supervision: this kind of supervision foresees the potential
troubles or issues in the school program and admonish the school head and
educators against conceivable pit falls. Furthermore, give proposal suitably.
c. Creative Supervision: right now supervision, the manager comes to class
with that he is to help teachers and directors in taking care of their issues.
d. Autocratic Supervision: right now supervision, there are unmistakable
assignments set down for the supervisee. They need to work as indicated by
his headings with no decision of their own, in light of the fact that all
direction or bearings are given by the administrator.
e. Democratic Supervision: this kind of supervision is towed along popularity
based lines. It takes care of the capacity and position everything being equal,
rather than forcing orders. The educators are given the opportunity to work,
create and progress. Consequently utilizing legitimate human connection
between the supervision and the supervisee.

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 Diksha (2015) recognized the subsequent as the structures of modern
supervision in education:
1. Democratic in Nature and Approach: viable supervision should fret about
giving viable initiative through agreeable working relations. This suggests in
current supervision the administrator assumes his job as the pioneer of the
gathering.
2. Continuous Process: in that the jobs of a director ought to be consistent, that
is constant to invigorate, planning and assessing ceaselessly the endeavors of
educators.
3. Comprehensive in Nature: gone are the days when significance of
supervision was to pass judgment, teachers' presentation without proffering
the exit plan for viability and productivity. Present day supervision ought to
be incorporating, to incorporate exercises and projects for guaranteeing
students instructive advancement, educators proficient development, and the
improvement of the whole showing learning forms.
4. Quality Management: viable supervision should weight on quality in the
absolute administration of the instruction framework as base for the
accomplishment of expressed instructive objectives and goals.
5. Communicative in Nature: supervision ought to be informative in nature,
since it includes various people with various foundations and level of
comprehension. Research, has demonstrated that the trading of data helps in
the assortment of information applicable for arranging and dynamic. Every
one of these highlights talked about above are topical highlights of powerful
supervision in the educational system. Also, thusly, ought to be held in high
regard.

Powerful supervision makes for, an efficient educational system that is all

around enunciated, and composed for a Qualitative and quantitative instruction. The
significance of supervision in learning organizations have emerged out of the way
that the objectives, goals, and standard of training must be accomplished, and kept
up, through the sensible utilization of the apportioned instructive assets. Viable
supervision did in the accompanying key zones: educating and non-showing staff;
educational program execution; instructional offices; infrastructural offices, extra-
curricular program, and statutory and non-statutory records (The Nation, 2016).

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2.11 Related Studies
Kisembo (2014) provide his explanation about the participation of
community during study in Kayuga. He focused the cooperation and coordination of
community at school affaires specially in tutoring. Kadondi (2014), also completed
an investigation on inclusion of parents in the auxiliary region of Palise schools.
Consequently other aspect of leading a free investigation with center around School
Management advisory groups in Eastern Uganda all the more so in Bugiri District
where there is by all accounts no single an inside and out examination did to look at
the effect SMCs on the student‘s scholarly accomplishment since the time the
initiation of UPE in 1997. The investigation will concentrate on the effect instead of
yields of the program whose 'accomplishments' have been founded on the amount as
far as enrolment as opposed to nature of the school items (student).

Epstein (2010) conducted the work on the theoretical framework of

involvement and contribution of the parents, and got high reputation and feedback for
her work. In the aforesaid study she categorized six different features. Epstein et al.,
2002; Epstein‘s framework (2001 & 2011).

Main features of her studies are mentioned as below

1. Parenting - to aid the families for provision of such a conditioned environment
to the children which incites their internal student behaviour.
2. Communicating - to manipulate the way of communication and vigorous
operational activities which in turn effect the student‘s progress and school
environment.
3. Volunteering - actively participating and also engaging community to have
their role in building progressive environment and aid in supporting the
schools different activities and accomplishments.
4. Learning at home - aiding in such a way to actively stimulate the different
activities of students at home in relation to their homework which becomes at
par with the assignments at school.
5. decision-making - involving the parental contribution in schools activities and
different processes, & also
6. Collaborating with the community – pinpointing the assets and manipulation
of resources & services from within the community for the aim of aiding and
fortifying the sustenance of the schools, their children in schools and also the
families.

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 Nasira Habib (2010) in a study evaluated by observing the patterns from 5
different districts of the Province Punjab in Pakistan. This evaluated in its core
essence the impact of conforming the schools councils on the betterment of school
and accomplishment of the objectives and aims set therein. In the study it was found
that beside many years of following and enacting of the school‘s councils no
significant impact was seen especially in relation to the distance underlying between
the school, community and parents. This was all due to the non-seriousness of the
community involvement in the affairs therein the school. This study concluded and
recommended that the active participation. She also mentioned that this was a time
consuming and laborious work to aggressively increase the local‘s contribution and
participation in the schools activities and processes. It doesn‘t only includes the
increase in awareness and eagerness of the communities but also furnishing off the
policies which must aid in increased involvement of the society as a whole which will
in turn be bearing in terms of revolutionary the quality of education.

Another study funded by the School Education Department of the Province of

Punjab in Pakistan, which also based on the idea of community involvement in the
schools different processes. This study concluded that the community especially in
the villages and suburb areas was divided into casts and economic classes. Thus to
ensure the involvement of the different levels of the community to adherently and
actively participate, there must be different and diverse models to be followed
throughout the country to achieve this goal. This approach of variant models for
varied communities of different areas of the country will ensure the vigorous
participation not only for the males but for females also in different cultured areas of
the country. This method will address the difference in social and cultural values of
the variant cultured communities. This could be achieved through proper impacting
policy making and also taking in account the larger social & cultural objectives in
making of such policies.

Rana (2014) also invigorated a study focusing the Province of Punjab and its
education reforms. He pointed towards somewhat the same aspect in the failure of
school‘s councils in attaining its goals and objectives in full. He discussed this with
reasons.
 The absence of concern on behalf of the parents and community of that area.
 The incapacity of the locality.

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 He also mentions that the role of someone participating in the schools councils
is a permanent continuously paint taking and bothersome work to do which many
people fail to do on their behalf, which is obviously not at par with the community‘s
socio-economic burdens and capabilities. He also mentions that the local community
doesn‘t have such skills to evaluate the performance of the teachers in schools. He
disagrees that illiteracy and non-skillfulness had something to do with the capability
of community members to reduce the absenteeism and also to increase the teaching
efficiency of teachers in enrollment especially, but was not achieved by the
community effectively.

He, in his study, shows that many household mothers had a keen idea of the
performance of their children in schools and their progress. He also mentions that in
many rural and urban communities the locals have a rationally much better
understanding of the schools that how they are performing and they also showed a
great deal of concern in progress of the local school, and last but not the least, the
community had a much better capacity and capability to perform an important role in
the school management.

He mentioned a key factor that of more than a comparison between the

teacher and a parent. Mentioning that the teacher being at a higher end as compared to
a parent as he is more mobile, interactive and having great chance of interaction in
society only because of him as a part of the Govt: machinery, having stable socio-
economic stability. In turn the social interaction and involvement of teacher in many
teachers associations and his linkage indirectly to the political regimes of the society
thus influencing the policy making as such.

He is of the view that the head of the institute is like a boss, having more
control over in terms of the meetings arrangement on his behalf, communication and
collaboration with the Govt: in connection with the resources etc, thus having himself
on the better edge as compared to the parents, who have much lesser control and
influence thereon. Thus contributing to the failure of the community participation to
influence upon and contribute for success thereof.

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 Habib (2014) planned a study and concluded that school‘s councils have a
vital role in the advancement of children especially in the primary education period.
His study mainly focused on the characterization of exploration of school‘s councils
in connection with the Community Model Schools and Girls Primary schools which
were run by the Govt:. In his study he studied 350 schools in all (half from the
community schools and half from the government schools). Which were all from the
35 different districts from all over the Punjab. Ten head teachers, 20 subservient
teachers, 100 students and 100 parents were selected to study the functioning of
councils in relation to the children‘s educational progress. A questionnaire was
developed according to the Likert scale for the purpose of analysis and examination
in terms of collection of documentary data regarding students‘ performance and
school‘s community role therein. Data was analyzed as per descriptive statistics and t-
test for comparison at 5% significance level. The results of the study showed
significant and remarkable enhancement of the community schools in relation to the
students‘ performance as compared to the Govt: schools due to the reason that council
was actively partaking its role therein.

Ahmad and Obaidullah (2014) discovered in a study the efficacy of PTCs in

public secondary schools in the KP Province of Pakistan. The documentary data was
concluded through the instrument of interviews, total of 34 in numbers, and focus
group discussions amongst parents and teachers, total of 13 in numbers. This study
was from the 4 boys and girls schools. These schools were from different urban and
rural localities in the district of Peshawar. The findings concluded that the PTCs
remains the obligatory and necessary portion of schools, since recent times. It
mentions that that handling of these said PTCs is somewhat different among different
stakeholders due to many social, economic and cultural backgrounds. There is a
strong historical background and impact upon these councils in relation to policy
making, which indeed have by large a pivotal role and impact on the Govt: schools
and students‘ lives. This study recommends that to achieve performance of councils
in schools the teachers may be given a good training in the training institutes and
policy documentations be prepared focusing this issue to increase efficiency and
efficacy of the said councils. Funding in relation to the structure of PTCs the study
exhibits that there lye many issues which hinders the functionality of councils in
schools.

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2.11.1 Community participation and the United Nation Organization
A seminar was organized on the topic of community participation and its
effects on the community members. In the light of this seminar, it is has been
discussed that why the government launched projects become fail, the fundamental
reason behind the success or failure of any projects are dependent on the participation
of community and the level of its community assistance. In the seminar the method to
promote community participation was under discussion and it was agreed that for
maximum level participation one should serve its elders and take them into
consideration before starting any project especially education related projects. The
second point was to deliver training for assistance and the third point was to exploit at
level from the current community structure. About the difficulties to successful
community assistance, it has been observation that
1. The local people of villages have hesitation in making their expression
2. different Social issues become hurdles in the way of their expression such as
gender equality
3. Lack of infrastructure in the way of improvement of community participation

The seminar given the following suggestions

a. Capacity of local people or villagers must be enhanced through proper training
and mobilization process.
b. Make sure the proper Mobilization of different resources existing in the
community.
c. Sustained parents participation
d. Religious leaders can play very positive role in order to motivate the
community
e. Proper planning mechanism must be involved for increasing the success rate
of community participation.
f. Different financial institutions working locally or foreigner must be involved
to enhance the capabilities of local peoples and projects launched for them.
g. Role of each stake holder involved in the project should be stated clearly to
avoid problems. (UNESCO, 2002).

2.11.2 Community participation in USA

United States of America has a good deal of In community participation
United States of America has a good deal of experience. Henry (2011) stated that
involvement of community and its participation in different affairs of community
especially in educational institutions have seen in United States of America. Different
experiences of community participation seen not only a in classroom but also in the

71
whole Infrastructure associated to school and social environment of a school can be
improved in effective way with great help of local community and its active
participation. He quoted a story of a town called Davidson, where the rate of
participation of community was very high and people are fully devoted and
enthusiastic for progress of their school through self-contribution. The community
started collecting funds from all the related stakeholders for a new elementary school
and wanted to replace the old building. Teachers made decision to exploit the method
of ―team Teaching‖ in their elementary school. This Davison school form a
committee consists of teachers and parents and all the members showed great desire
to have their role in establishment and designed the new infrastructure of that school.
This school was planned and designed for 600 students. In the planning of this school,
the plan for establishment of a gymnasium also included which can be used as a
community Centre. To develop consensus concerning the new design of the
community school many workshops, interviews, discussion were held. In these
sessions, It was emphasized that school should have such a design where physical
facilities should be linked with teaching and also to avoid noise. Finally, the design of
the building was approved having all the facilities desired by the community,
teachers, students and parents. As a result of these things Rosa Parks elementary
school came into material shape after a long inclusive community planning process
which had a very positive effect on community. The community of Davidson had the
facility to use this community school for their public meeting, celebration and
performances. Combined participatory approach of Davidson community school gave
great help in achieving many positive social goals. This community school played its
role in the community and won award for displaying connection between good
participation between community members, its good design and showing better
results during its performance years.

Antunez (2001), found and describe that parents participation in school related
affairs has many positive Outcome. Parents‘ participation give great help in making
change students attitude and also Makin help in discouraging violence and anti-social
activities among students. Social status or gain of parent‘s participation level is very
encouraging. The article also gave impediments in parental participation including.
1. Language obstacles of parents
2. Considering participation as poking of nose into school affairs

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 3. Lack of coordination between schools timing and parents schedule of working
and attending the school meeting in connection with different activities.
4. Lack of proper provision of information regarding school setup
5. Level of parental confidence during different affaires and decision making
process.
6. Lack of good reputation during last performing years.

The report also recommended was to enhance parent‘s participation

a. Schools policies should be parent friendly
b. Respect for cultural diversity
c. Meetings should be managed in community related languages
d. Power sharing to show encouragement of parents
e. All type of relation shows the strong coordination of parents
f. Sustained parents involvements
g. Administrative support for parents
h. consideration based timings for meetings
i. Recognize and encourage the parental contribution in the affairs of school.
j. for the purpose of giving respect to parents, including their ideas in curricula
to boost parents participation level

2.11.3 Community participation in United Kingdom

Crozier and Davies (2007) conducted a research study on the communities
related to Bangladesh and Pakistan residing in United Kingdom. By using convenient
sampling technique, 157 households and parents were made contact for the purpose of
data collection. Majority of parents to working class have no proper knowledge and
understanding about the system of education working in UK. They expressed general
satisfaction with primary schools but showed sense of dissatisfaction with secondary
schools. Parents were kept unaware of vis-à-vis school affairs. According to the
research, both the communities, Pakistani & Bangladeshi having Islamic background
wanted to have good education for their children. Parent‘s role in school activities was
extremely causal. The study made recommendation that schools should develop and
effective system of creating awareness among the community and should encourage
maximum level of participation not just from the parents but from families also.

According to a research parent‘s participation in school activities decreased as

their children got promoted to secondary classes. The research found parents active
assistance produced positive effect on students learning and attitude. it suggested
parents speed of participation in educational activities of school would produce major
positive impact on students educational achievements. (BBC, 2010).

73
2.11.4 Community participation in Malaysia
Malaysian Government has not been encouraging attitude of the community
participation in the area of education the past. It was highlighted in a seminar which
was held under the auspices of UNESCO. The activities of the seminar pointed out
that communities‘ role in education was very unimportant and educational
administration was quite centralized. Mostly all schools in fourteen states of Malaysia
were run by the Government; only few number of schools which were run privately
had been encouraging community participation since colonial period. In these private-
run schools PTA‘s collected and then spent it consultation with head master of
schools. Govt: strictly banned community interference in school management. Due to
this approach of Malaysian Government, community participation and contribution in
education sector had been minimal. (UNESCO, 2001).

Now Malaysian Government has come realization and encouraged community

participation in education, but effective steps are yet to be taken to enforce this
approach completely. This was Shown from the report of Sharifa et al., (2005, pp 1-9)
who organized a survey to know teacher‘s perception in Malaysia towards family
involvement at primary level education. Parent‘s participation is just stopped to
PTA‘s and teachers are taken responsible for the educational achievements of the
students. The researchers, using stratified random sampling, conducted a survey of
553 respondents from 20 primary schools of Petaling district in Malaysia. That survey
aim to know the teacher‘s perception of school family Assistance, schools practices of
participation of families and obstacles and difficulties in such initiatives, they made
conclusion that Parents were main barrier to school-family partnership. Parent‘s busy
life at workplaces, job burden lack of training and skills were the Main factors due to
which parents considered such partnerships unsuitable. To parents partnership meant
help/assistance in escaping dilemma of whom to give responsibility for failure of
child in their education. For quality education, strong school-family partnership and
community participation is essential. The research made analysis that segregated roles
of schools and families are no more helpful or successful for children‘s education.
They made conclusion that school-family partnership would only be successful when
students, families, teachers and communities collaborate and interact with one another
in children‘s learning process.

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 Chapter # 3

RESEARCH METHODOLOGY

3.1 Introduction
The methodology followed in this study in order to gather and arrange the
required data is discussed here. This chapter contains research design, research
method, selected population, sample taken, and different research techniques used for
sampling, tools used in the research, process of the research study, types of data
analysis, collection of data and arrangement of data etc.

3.2 Design of the study

Existing or present situation can be explore from the gathered data from
sample for overall population and this type of population which deals with existing
situation is called descriptive research. The design of this study was descriptive in
nature. For collection of data questionnaire was developed and administered to the
stakeholders. (Creswell, 2013)

In order to get the objectives of a research study, Researcher used different

strategies; these strategies are called Research design. Similarly the term ―quantitative
research method‖ refers to systematic formal process of gathering, arranging and
analyzing data through some statistical measures in order to get accurate, correct and
acceptable information. Therefore, the research methodology used here is
―Quantitative research method‖. This method was adopted because size of the sample
was very large and it was also scattered one. Questionnaire is an important tool for the
purpose of collecting data in a quantitative research method so this tool is also used
here in order to gather the required data. After collecting the data, it was measured
and quantified by involving some statistical steps in order to deduce the results. In
fact quantitative research method has a known reliability of reflecting the condition
very vividly that‘s why this method is adopted here in this study (Berger, 2018)

As the title of the study was “participation of community through parent

teacher councils and School Management Committees in public sector schools of

75
 Khyber Pakhtunkhwa and Punjab (an emerging paradigm in education sector)” and
its objective was to investigate and explore the community‘s participation through
Parents Teacher Councils and School Management Committees in public sector
schools. This research was also designed to compare the perception of stakeholder in
different functions performed by these bodies.

The study‘s design was nature wise descriptive and more focused in order to
explain specifically the view point of PTC/SMC members (Chairman, Secretary), non
PTC/SMC members (Teachers and parents) about the functioning of Parent Teacher
Council and School Management Committee , quantify the result on the basis of
extracted data, findings of the research and conclusion of the study.

The present study consist of following parts (a) in first part research tool was
developed in accordance with the related literature and its face validity as well as
validity of the content was determined (b) then pilot testing reliability of (c) research
tool (d) and then main study.

The present study was designed in order to find up to date as well as actual
perception of the stakeholders for proper analysis, findings, conclusions and
recommendations. On the basis of recommendations, ideas and proposals for the
coming researcher and planning in the field of education, is provided. Literally the
study was articulated to present the real picture of stakeholders‘ perception regarding
the present phenomenon. (Sipe, 2004)

3.3 Research Population

It is a fact that the word Population has different meanings while used in different
context but it refers specifically to the totality or aggregate of the objects while used in
some study or research. It also denotes members and subjects having common
characteristics. It is also used for a huge group of individuals or objects which are focused
in a research study (Rahi, 2017).

The population of this study was all public sectors primary schools (22047
primary schools and 36791 primary schools ) functioning in Khyber Pakhtunkhwa
province and Punjab province respectively. As the population was too large then the

76
method of accessible population was used which comprise total 06 districts from two
provinces i.e. three from each province.

The selection of district was taken in two steps. In first step the districts were
ranked by using the method of Education index. (Khan, 2009) The main data for finding
this index was enrollment at different level and literacy rates. The main sources were the
population census 2017, developmental statistics for Khyber Pakhtunkhwa and Punjab
2017 and Multiple Indicator Cluster Survey 2017 (MICS). The Education index (EI)
result was found using UNDP method.

All the districts were ranked and divided into three groups‘ i.e. higher (top
ten districts of the province), middle (16 districts of Punjab and 07 districts of
Khyber Pakhtunkhwa) and lower (Bottom 10 district of each province). Form each
category one district is selected randomly which was as under:

Table # 3.1: Research population

Member not related
Member related to
to PTC/SMC
Province

Number of PTC/SMC Committee

S.No Name of Committee
PTC/SMCs
Districts Parents of
Committees No. of No. of No of
school
Chairmen G/Secretaries Teachers
children’s
Khyber Pakhtunkhwa

1. Abbottabad 714 714 714 2072 76640

2 D.I.Khan 715 715 715 2447 95831

3 Peshawar 584 584 584 3685 147512

Total 2013 2013 2013 8204 319983

4 Lahore 337 337 337 1201 71956

5 Multan 356 356 356 1550 82312

The Punjab

6 Vehari 549 549 549 1789 82094

Total 1242 1242 1242 4540 236362

Grand
3255 3255 3255 12744 556345
Total
Source: Esdss: Annual School Censes (2017-18) &http://schools.punjab.gov.pk/schools

77
 Researcher used secondary data for the selection of population and sample. As
already discussed the population of the study was the total number of Government
Primary schools in six districts of Punjab and Khyber Pakhtunkhwa (03 in each)

The figures were taken from the Annual School Census (2017-18) form the
official document published by Government of Khyber Pakhtunkhwa and Punjab.
Three district from Khyber Pakhtunkhwa province i.e.. Abbottabad having 714 male
primary Schools in public Sector, Dear Ismail Khan district having 715 schools and
district Peshawar having 584 male primary schools and all schools have PTC
committees, therefore, total population become 2013. It depicts that PTC member‘s
i.e.. Chairmen and General Secretaries are 2013 each in which one is parent member
while second one is School heads. Similarly in non PTC members, Teachers of these
schools and parents of all students studying there are considered as population as table
shows 2072 teachers, 2447 teachers and 3685 teachers are working in districts
Abbottabad, D.I.Khan and Peshawar respectively, while 76640 students, 95831
students and 147512 students are studying in these three district and so 319983
number of parent are related to this study and consider these as stakeholder as non-
PTC member.

Similarly in the province of Punjab three districts i.e.. Lahore, Multan and
Vehari are included in the population. There are 337, 356 and 549 schools were
functioning in these three districts. So total 1242 School management committees
exist in these schools from which SMC Members i.e.. Chairmen and secretaries are
included while in Non- SMCs members‘ teachers and parents which are 4540 and
236362 respectively included.

3.4 Research Sample

As study cannot be carried on whole population if it is very large so sample is
used instead. In fact the unit or sub set of the entire population is called sample. A
person or an object can be the smaller unit of population and the total calculation of
all such units is called Population. So we can say that little quantity selected amongst
a big gathering or collection representing whole collection in its true sense can be
called sample of such population.

78
 No doubt sample is a clear portion of population in a quantitative study. For
making inferences about the total population a random sample can be taken. It is
literally impossible for the researchers to arrange a face to face meeting with each
individual while conducting some research about the behavior or traits of human
beings. Therefore, a sample had been chosen by the researcher, keeping in view the
under mentioned solid reasons.

1. Literally, it was very much expensive and time consuming to study or observe
the whole instead of a part.
2. In order to obtain information about a huge population, sample was always
taken.
3. Fewer resources were used by studying and observing the sample instead of
the whole.
4. Required information could quickly be gained with the help of a sample.
5. It was really very much difficult to access some population that‘s why sample
was taken.
6. Sometimes observation of the desired characteristics of the population
deteriorated the quality of observation for the intended unit thus it was better
to use a sample.
7. It is a fact that a sample could carefully be studied and observed instead of the
whole population and could provide more accurate information than the
census. That‘s why sample was taken.

The rules provided by ―Krejcie and Morgan (1970)‖, were applied by the
researcher in order to take the sample. Population of the study was distributed in two
stratums which is clearly visible in the following table.

79
Table 3.2: Krejcie and Morgan determination of sample rule”

80
Table # 3.3: Research Sample
By following this table, the sample of the study was as under:
Members not related
Members related to
S.No Number of to PTC/SMC
Province
Name of PTC/SMC committees
PTC/SMCs committees
Districts Parents of
Committees No. of No. of G/ No of
school
Chairmen Secretaries Teachers
children’s
Khyber Pakhtunkhwa

1. Abbottabad 250 250 250 325 382

2 D.I.Khan 250 250 250 332 384

3 Peshawar 230 230 230 347 384

Total 730 730 730 1004 1150

4 Lahore 180 180 180 291 382

5 Multan 186 186 186 308 384

The Punjab

6 Vehari 206 206 206 316 384

Total 572 572 572 915 1150

Grand Total 1387 1387 1387 1919 2300

(Krejcie& Morgan1970)

Above table shows the description of proportionate sample taken from the
population by using Krejcie & Morgan in his table. In first strata i.e.. from PTC
members, 250 chairmen and secretaries each were taken from Abbottabad, 250 from
D.I.Khan and 230 from district Peshawar as sample. While from strata of Non-PTC
members 1004 and 1150 teachers and parents respectively were taken as sample.

Similarly, in the Punjab province, the first strata i.e.. SMC members‘
proportionate sample of 180, 180 and 206 was taken randomly from chairmen and
secretaries from all three selected districts. From non-SMC members 915 teachers and
1150 parents were taken as sample from all three selected districts as sample reflected
in above table.

81
 3.5 Sampling techniques
In this study multistage sampling technique was applied in order to select the
required sample. At initial stage, districts of two provinces were ranked on the basis
of Education Index (EI) and district are distributed in three strata on the basis of ranks
i.e. high, middle and lower, then by using simple random sampling one district from
each strata was selected. In the process of selection of stakeholders stratified random
sampling was used, all the stakeholders were distributed in two groups/strata i.e.
members including PTC/SMC committee and members not included in PTC/SMC
committee, then from each group/strata stakeholders were selected randomly as per
criteria of Krejcie & Morgan (1970)

3.6 Development of tools

Tool is the basic instrument of research which is considered as back bone of
the research and research can be in position to get quick responses from the
respondents/stakeholders and then reached toward any conclusion.( Kombo and
Tromp (2006)

The research tool questionnaire was considered popular and reliable and often
used when researcher required data consisted of large number of sample and
respondents were found in different areas. (Mouton & Babbie 2001)

Loeurt (2016) in his research thesis entitled, “Community participation in

education a case study in the four remote primary schools in Samlot District,
Battambang Province, Cambodia” discuss the theory of parents involvement and rate
of students achievement and the solution of their problem at primary level.

Nasir (2012) in his research thesis entitled, “Effectiveness of community

participation in educational institutions of Khyber Pakhtunkhwa” also discuss the
theory of effective role of parents involvement in different educational activities,
which enhance the effectiveness of educational institutions.

In this study, for the collection of data keeping in view the questionnaire of
Loeurt (2016), Nasir (2012) and literature related to PTC committee of Khyber
Pakhtunkhwa and SMC committee of Punjab self-developed questionnaire was used.

82
Same questionnaire was used to get responses from both group of stake holders‘ i.e.
PTC/SMC members (Chairmen and secretaries) and Non PTC/SMC members
(Teachers and Parents). The questionnaire was designed at 5-point rating scale.

The questionnaire consists of two parts. First part related to the demographic
variable and second part consisted of seven (07) Portions in which initial part having
four items related to general information about knowledge of stakeholders for the
structure of Parents Teacher Council and School Management Committee while other
six portions related perception of stakeholders about the functions performed by these
organization, i.e. Teaching learning process, generation of funds, utilization of funds,
curricular activities, co-curricular activities and monitoring & supervision..

3.7 Scoring Procedure

The researcher felt easy to rate or score data when developed a tool,
administered it and then rated responses on ―five point Likert scale‖. In fact the
respondents could also easily and quickly understand the responses. It was be better to
mention here that the scores whether low or high reliably show a respondents‘
acceptable response as a disagreement represents a negative statement and an
agreement represents a positive statement. The researcher applied a ―Five Point Likert
Scale‖ to collect the required information regarding stakeholders as far as functioning
of PTCs and SMCs in primary schools of Khyber Pakhtunkhwa and Punjab.
(Malhotra & Briks, 2006). The researcher converted the collected data into
quantitative form and allocated below mentioned numerical values to the
stakeholders‘ perception as far as the study is concerned.

Table #3.4: Procedure for scoring

Always Frequently Undecided Seldom Never
A F U S N
5 4 3 2 1

3.8 Validity of research tool

The capacity of the research tool to calculate the desired thing accurately is
called its Validity. If the instrument measures the thing, it is designed for then it
shows its validity. Opinions and suggestions of the experts show that apparent validity

83
as well as logical validity of the instrument was its capacity to measure, it was
supposed to measure. First of all the researcher developed a questionnaire containing
seventy five item about the perception of participation of community through PTCs
and SMCs After that the researcher himself visited to thirty experts in the field of
social sciences specially in education and present this questionnaire, discussed
different aspects of questionnaire for the purpose of validation.

This was three optioned questionnaire i.e. accepted, accepted with some
changes and rejected. In this way very precious suggestions was received through the
questionnaire and the acquired information was really helpful, valuable, and
supporting in making the tool valid. Thus the suggestions received was analyzed
thoroughly and all the valuable suggestions of the experts were completely accepted.
Grammar amendments suggested by the experts were incorporated successfully and
the items which were not very much related in their point of view were deleted at
once to make the questionnaire valid.

The researcher used the method of finding item validity describe by Rovinelli
and Hambleton (1977) as index of item convergence (IOC). According to this method
the acceptable range for insertion of any item is 0.5 to 1.00 as per calculation using
the formula.

In this formula R reflect the number of experts who are in favour of acceptance of
specific item, N reflects the total number of experts, After doing so only 60 items
were left in the questionnaire instead of 75 which were used for gathering the
information from the respondents. As far as the construct and content validity of the
questionnaire were concerned, it could be considered ornamented as it had
encompassed all necessary aspects of Structure and functions of PTCs And SMCs and
it was done by using ―review of related literature‖ and following valuable opinions of
thirty experts in the present field. (Schmidt & Steindorf, 2006).

84
Table#3.5: Showing content validity of the questionnaire
Item Item Item
N ∑R IOC Result N ∑R IOC Result N ∑R IOC Result
# # #
1 30 23 .76 Included 26 30 23 .76 Included 51 30 28 .93 Included

2 30 10 .33 Excluded 27 30 27 .90 Included 52 30 28 .93 Included

3 30 27 .90 Included 28 30 26 .86 Included 53 30 26 .86 Included

4 30 26 .86 Included 29 30 12 .40 Excluded 54 30 26 ,86 Included

5 30 10 .33 Excluded 30 30 26 .86 Included 55 30 26 .86 Included

6 30 12 .40 Excluded 31 30 28 .93 Included 56 30 27 .90 Included

7 30 29 .96 Included 32 30 29 .96 Included 57 30 25 .83 Included

8 30 30 1.00 Included 33 30 30 1.00 Included 58 30 26 .86 Included

9 30 23 .76 Included 34 30 23 .76 Included 59 30 27 .90 Included

10 30 25 .83 Included 35 30 25 .83 Included 60 30 26 .86 Included

11 30 20 .66 Included 36 30 20 .66 Included 61 30 25 .83 Included

12 30 28 .93 Included 37 30 28 .93 Included 62 30 26 .86 Included

13 30 26 .86 Included 38 30 26 .86 Included 63 30 24 .80 Included

14 30 28 .93 Included 39 30 28 .93 Included 64 30 26 .86 Included

15 30 27 .90 Included 40 30 26 .86 Included 65 30 10 .33 Excluded

16 30 12 .40 Excluded 41 30 22 .73 Included 66 30 27 .90 Included

17 30 24 .80 Included 42 30 24 .80 Included 67 30 26 .86 Included

18 30 21 .70 Included 43 30 26 .86 Included 68 30 25 .83 Included

19 30 28 .93 Included 44 30 22 .73 Included 69 30 26 .86 Included

20 30 24 .80 Included 45 30 26 .86 Included 70 30 24 .80 Included

21 30 23 .76 Included 46 30 19 .63 Included 71 30 23 .76 Included

22 30 26 .86 Included 47 30 27 .90 Included 72 30 28 .93 Included

23 30 26 .86 Included 48 30 28 .93 Included 73 30 26 .86 Included

24 30 26 .86 Included 49 30 29 .96 Included 74 30 26 .86 Included

25 30 28 .93 Included 50 30 25 .83 Included 75 30 28 .93 Included

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 Table 3.4 reflects the calculated score of content validity by using IOC
formula. 69 items out of 75 falls in acceptance range so included in the tool which is
further tested through pilot testing procedure given below.

3.9 Pilot study

To find out the feasibility of the present study, pilot testing was performed,
Pilot testing can be called the trial version of the study. It is an essential and necessary
part of the study as the feasibility of the project can easily be determined by applying
it. Pilot study can indicate the possible outcomes in advance and it can help the
researcher decide the proper method and tool for the study. That‘s why Pilot testing
was conducted. To consider the size of the sample for pilot testing is very much
essential. In order to determine the feasibility of launching full scale project, it is
necessary to analyze results and observation gathered from the pilot study as it can
help the researcher to stick to the right decision. (Thabane et al, 2010)

The questionnaire was tested for the validity and reliability by pilot study. The
sample for pilot study was taken from population but not included in the research
sample.

Table #3.6: Sample pilot study

Members related to Members not related to
Province

S.No Name of PTC/SMC committees PTC/SMC committees

Districts No. of No. of G/ No of Parents of
Chairmen Secretaries Teachers school children’s
1. Abbottabad 18 18 18 18
Pakhtunkhwa
Khyber

2 D.I.Khan 18 18 18 18
3 Peshawar 18 18 18 18
Total 54 54 54 54
4 Lahore 18 18 18 18
The Punjab

5 Multan 18 18 18 18
6 Vehari 18 18 18 18
Total 54 54 54 54
Grand Total 108 108 108 108
The questionnaire was improved accordingly based on observations and
recommendations of the pilot study.

86
3.10 Reliability of research tool
It is also very much essential that the research tool must be reliable. It makes
the research study meaningful and effective. With the help of a reliable research tool
the researcher can get reliable and consistent results. In the present study it happened
so, that the pilot study facilitated the researcher very much to make the research tool
reliable. Statistical tool was also be used on responses received from pilot testing and
reliability was be checked by applying, Statistical Package for Social Science (SPSS).
In this regard the Cronbach‘s alpha (α) as a statistical technique was use to check
reliability. All those items were removed which had low co-efficient value i.e. 0.70 &
below and all those items were kept intact which had high co-efficient value i.e. 0.70
& above. (Hinton et al 2004).

When items of a questionnaire measure the same construct again and again,
their reliability is considered high. No doubt the reliability of the research tool is very
much essential but it is not enough. It is therefore very much necessary to combine it
with the validity. Thus Cranach alpha is used which clarified items internal
consistency of the questionnaire. (2016)

3.10.1 Reliability coefficient Cronbach’s alpha (α) values

The researcher keeping in view the criteria table for the values of Cronbach‘s
alpha values which is acceptable in researches of social sciences is as under Cronbach
& Richard (2004).
Table#3.7: Values of commonly accepted values of Cronbach’s alpha for
description of internal consistency

Keeping in view the above criteria and using SPSS version-20, the researcher
calculated the value of alpha coefficient for each item which is as under

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Table#3.8: Item wise Alpha reliability coefficient

Item Alpha Item Alpha Item Alpha

Result Result Result
# Coefficient # Coefficient # Coefficient
1. 0.79 Included 24. 0.85 Included 47. 0.86 Included

2. 0.80 Included 25. 0.86 Included 48. 0.81 Included

3. 0.86 Included 26. 0.83 Included 49. 0.89 Included

4. 0..41 Excluded 27. 0.86 Included 50. 0.88 Included

5. 0.89 Included 28. 0.78 Included 51. 0.82 Included

6. 0.88 Included 29. 0.89 Included 52. 0.70 Included

7. 0.82 Included 30. 0.88 Included 53. 0.48 Excluded

8. 0.70 Included 31. 0.82 Included 54. 0.86 Included

9. 0.49 Excluded 32. 0.70 Included 55. 0.80 Included

10. 0.86 Included 33. 0.40 Excluded 56. 0.42 Excluded

11. 0.80 Included 34. 0.86 Included 57. 0.83 Included

12. 0.79 Included 35. 0.80 Included 58. 0.80 Included

13. 0.83 Included 36. 0.79 Included 59. 0.80 Included

14. 0.80 Included 37. 0.83 Included 60. 0.50 Excluded

15. 0.80 Included 38. 0.80 Included 61. 0.77 Included

16. 0.51 Excluded 39. 0.79 Included 62. 0.87 Included

17. 0.77 Included 40. 0.50 Excluded 63. 0.89 Included

18. 0.87 Included 41. 0.77 Included 64. 0.80 Included

19. 0.89 Included 42. 0.87 Included 65. 0.76 Included

20. 0.88 Included 43. 0.89 Included 66. 0.73 Included

21. 0.86 Included 44. 0.81 Included 67. 0.86 Included

22. 0.47 Excluded 45. 0.83 Included 68. 0.80 Included

23. 0.89 Included 46. 0.83 Included 69. 0.72 Included

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Table 3.9 Showing values of variable wise Cronbach’s alpha
Cronbach’s alpha
S.No Variable No of Questions
(α) values
1 General 04 0.8350
2 Teaching Learning Process 12 0.8175
3 Generation of funds 06 0.8616
4 Utilization of funds 12 0.8166
5 Arranging curricular Activities 10 0.8440
6 Arranging co-curricular activities 06 0.8016
7 Monitoring and supervision 10 0.8000

On the basis of above criteria, the researcher calculated the variable wise
values of Reliability coefficient (Alpha) which was as above. Overall reliability of the
research instrument was 0.825.

3.10.2 Reliability by method of Split Half

The method of coefficient of split half reliability is another way to find and
confirm the reliability and internal consistency of items present in the tool. In this
method all the items divided into two equal parts. In present study the items were
divided into two groups each consist of 30 items and method of split half applied on
it. Also variable wise correlation coefficient was also found and reflect the range from
0.75 to 0.93 and overall coefficient was to be 0.86.
The variable wise detail of split half reliability coefficient was as under.

Table 3.10 Showing values of variable wise Alpha Co-efficient

S.No Variable No. of Questions Alpah Co-efficient

1 General 04 0.923

2 Teaching Learning Process 12 0.089

3 Generation of funds 06 0.901

4 Utilization of funds 12 0.932

5 Arranging curricular Activities 10 0.891

6 Arranging co-curricular activities 06 0.873

7 Monitoring and supervision 10 0.821

89
3.11 Collection and administration of data
The researcher administer the valid and reliable questionnaire to the
respondents including in the sample i.e. chairman, secretory, teachers and parents be
paying personal visits to each districts.

3.12 Analysis of the data

The data was analyzed with the help of ―Statistical Package for Social
Sciences (SPSS)‖ version 21. Techniques used for Data analysis in the present
research study are given below.

1. To analyze the collected data simple percentage was used.

2. Mean scores formula was applied in the study.
3. For further analysis of the gathered data, Mean and t-test were also applied.
4. In order to find out difference among various variables AOVA was also used.

3.13 Research Ethics

Whenever every activity which is going to perform needs to be planned and
systematic. Ethics in research played a very important role in conducting research to
be going to perform, in the process of data collection every individual needs to give
him/her its due respect. (Cresswell, 2013). Following ethical standards and
consideration were made when researcher was in process of collection of data.

1. Formal permission from each head of institute was sought for the purpose of
data collection.
2. Proper time and permission was sought from the every stakeholders before
handing over the research tool.
3. All respondents/ stakeholders participated in the study voluntarily and they
have given choice whether participated in the present study or not.
4. Formal permission from the librarian was also sought to visit the library from
time to time for the purpose of collection of review.
5. All the rules, regulation and set norms of each and every institution was
observed
6. Avoid all types of contradictions and conflicts.

90
3.14 Layout of Research/ Research Plan
It is a well-known saying that ―selecting a feasible topic means half of the
research is done‖ because the whole layout plan depends upon the selection of topic.
Thus the topic of the present study was selected after a lot of deliberation and
consultation with the experts. After selection of the research topic, ―Research Problem
Statement‖ was formulated. After that the ―Research Statement‖ was analyzed and
main objectives of the study were articulated. Once the objectives became very much
clear, formulation of hypotheses occurred. Those clear Objectives also helped the
researcher in selecting methodology of the study in order to carry it on properly.

When methodology was selected, it clarified the course of action for

researcher to select design of the research. Similarly the instrument for data collection
was selected on the basis of the research design. In order to generalize the results to
the whole population, true representatives of the stakeholders were selected and a
suitable method for data gathering data was also chosen. Once the data was collected,
it was calculated, arranged and tabulated in order to get a quick understanding of the
phenomenon. The next step was drawing conclusions, findings, suggestions and
recommendation and it was done with the help of clear presentation of results.

3.15 Theoretical Framework

Swanson & Holton (2005) discussed the nature and originality of theoretical
framework for research. They said that the theoretical framework reflect the idea of
researcher it shows graphically and diagrammatically picture of overall research
problem.

Keeping in view the research of Loeurt (2016) and Nasir (2012) the researcher
develop a theoretical framework to proceed the research in two provinces of Pakistan
i.e. Khyber Pakhtunkhwa and Punjab

Theoretical framework diagram is depicted reflect the main theme,

variable and stakeholders is depicted on the next page as figure 3.1

Procedural framework for this study as per procedure in shape of steps

depicted on next page as figure 3.2

91
 Figure 3.1 Showing Theoretical Framework of the Present Research Study

1. Teaching
Learning Process
Punjab
School Management
Committees (SMCs)

Members Non-Members
2. Generating Funds
Community Participation

3. Utilization of Funds
Primary Schools

Chairman

Secretory

Teachers

Variables
Parents

4. Curricular
activities

5. Co-curricular
Activities

Members Non-Members

Parent Teacher
Councils (PTCs)
Khyber Pakhtunkhwa 6. Monitoring &
Supervision

92
93
 Chapter#4

RESULTS AND DISCUSSION

The study aimed at participation of community through PTCs and SMCs in

public sector schools of Khyber Pakhtunkhwa and Punjab (an emerging paradigm in
education sector). The main objective of the study was to find out, measure and
compare the perception of different stakeholders regarding participation of
community through PTCs and SMCs. A Likert type five point rating scales was
developed, validated and used to collect the data. Rating scale consisted of 60 items
based on six indicators. In this way seventy eight tables were prepared for the purpose
of analysis. The collected data was organized, analyzed and interpreted, which is
presented separately for each item of the instrument in the coming tables.

Table #1 to 60 are under the umbrella of objective # 1 and 2 by using

percentage for checking the participation rate of community (Secretory, Chairman,
Teacher, Parents). Table #61 to 66 are under the umbrella of objective # 3 and 4 by
using mean, standard deviation and t-test for the comparison of two groups i.e.
Members and Non Members. Members consists of Secretory and Chairman while
Non-members consists of Teachers and Parents. In each table number from 61 to 66,
the comparison is made between stakeholders included in group of members
(Chairman, secretory), non-members (Parent, teacher) then between two groups and
in the next step comparison between two provinces(KP, Punjab) also done.

Moreover table # 67 to 78 are under the umbrella of objective # 3 and 4 by

using ANOVA. To compare the perceptions of all stake holders i.e. Secretory,
Chairman, Teacher, Parents in Khyber Pakhtunkhwa as well as and in Punjab
province.

For more clarification and making the results understandable the researcher
added bar graph at the end of each table (from table#1 to 60) which provide
opportunity to reader for comparison between provinces as well as views/perception
of the stake holders just in one glance

94
Table#4.1 Do you know the importance of parents’ involvement in school?
A. General

Stakeholders

Respondents
Committees
1. PTC/SMC Knows the importance of Parents’

Responding
Groups
involvement

Total
Always Frequently Un Decided Seldom Never
Members N %. N %. N %. N %. N %.
Pakhtunkhwa (PTC )

Secretory 205 28.1 499 68.4 7 1.0 8 1.1 11 1.5 730

Chairman 101 13.8 483 66.2 72 9.9 37 5.1 37 5.1 730

Khyber

Members

Teacher 134 13.3 643 64.0 98 9.8 66 6.6 63 6.3 1004

Non

Parents 167 14.5 707 61.5 114 9.9 86 7.5 76 6.6 1150
Members

Secretory 65 11.4 404 70.6 73 12.8 14 2.4 16 2.8 572

PUNJAB (SMC)

Chairman 51 8.9 383 67.0 62 10.8 46 8.0 30 5.2 572

Teacher 121 13.2 678 74.1 54 5.9 41 4.5 21 2.3 915

Members
Non

Parents 210 18.3 697 60.6 136 11.8 62 5.4 45 3.9 1150

Table No: 4.1 reveals that in Khyber Pakhtunkhwa 88.22% PTC members and
76.65 % non-members consider the importance of PTC committee in involvement of
parents in school affairs while 78.93 SMC members and 82.62% non SMC members
in Punjab have the same point of view. Thus in totality 81.32% respondents in Khyber
Pakhtunkhwa and 81.30% respondents in Punjab are in favour of it.
80

70

60

50

40

30

20

10

0
Secretory Chairman Teacher Parents Secretory Chairman Teacher Parents
Members Non Members Members Non Members
Khyber Pakhtunkhwa (PTC ) PUNJAB (SMC)

Always Frequently Un Decided Seldom Never

95
 Table#4.2 Do you know the purpose of formation of PTC/SMC?

A. General

Stakeholders

Respondents
Responding
Committees

Groups
2. PTC/SMC Knows the Purpose of Formation

Total
Always Frequently Un Decided Seldom Never
N %. N %. N %. N %. N %.
Members
Pakhtunkhwa (PTC )

Secretory 227 31.1 487 66.7 3 0.4 4 0.5 9 1.2 730

Chairman 208 28.5 495 67.8 11 1.5 10 1.4 6 0.8 730

Khyber

Members

Teacher 321 32.0 657 65.4 13 1.3 5 0.5 8 0.8 1004

Non

Parents 297 25.8 778 67.7 32 2.8 21 1.8 22 1.9 1150

Members

Secretory 114 19.9 410 71.7 27 4.7 11 1.9 10 1.7 572

PUNJAB (SMC)

Chairman 98 17.1 431 75.3 17 3.0 14 2.4 12 2.1 572

Members

Teacher 191 20.9 689 75.3 13 1.4 13 1.4 9 1.0 915

Non

Parents 263 22.9 812 70.6 23 2.0 21 1.8 31 2.7 1150

Table No: 4.2 reveals that in Khyber Pakhtunkhwa 97.05% PTC members and
95.31 % non-members consider that most of the parents have the knowledge of
formation of PTC/SMC while 92.05% SMC members and 94.67% non SMC
members in Punjab have the same point of view. Thus in totality 96.02% respondents
in Khyber Pakhtunkhwa and 93.74% respondents in Punjab are in favour of it.
80

70

60

50

40

30

20

10

0
Secretory Chairman Teacher Parents Secretory Chairman Teacher Parents
Members Non Members Members Non Members
Khyber Pakhtunkhwa (PTC ) PUNJAB (SMC)

Always Frequently Un Decided Seldom Never

96
 Table#4.3 Are you well aware of the composition of PTC/SMC?
A. General

Stakeholders

Respondents
Responding
Committees

Groups
3. Awareness Regarding Composition of PTC/SMC.

Total
Always Frequently Un Decided Seldom Never
Members N %. N %. N %. N %. N %.
Pakhtunkhwa (PTC )

Secretory 198 27.1 492 67.4 14 1.9 12 1.6 14 1.9 730

Chairman 184 25.2 501 68.6 17 2.3 13 1.8 15 2.1 730

Khyber

Members

Teacher 231 23.0 747 74.4 13 1.3 5 0.5 8 0.8 1004

Non

Parents 257 22.3 798 69.4 38 3.3 37 3.2 20 1.7 1150

Members

Secretory 113 19.8 405 70.8 23 4.0 14 2.4 17 3.0 572

PUNJAB (SMC)

Chairman 99 17.3 436 76.2 14 2.4 11 1.9 12 2.1 572

Members

Teacher 209 22.8 671 73.3 13 1.4 13 1.4 9 1.0 915

Non

Parents 214 18.6 852 74.1 32 2.8 21 1.8 31 2.7 1150

Table No: 4.3 reveals that In Khyber Pakhtunkhwa 94.18% PTC members
and 94.38 % non-members consider that most of the parents have awareness about the
composition of PTC/SMC while 92.05% SMC members and 94.24% non SMC
members in Punjab have the same point of view. Thus in totality 94.30% respondents
in Khyber Pakhtunkhwa and 93.46% respondents in Punjab are in favour of it.
90

80

70

60

50

40

30

20

10

0
Secretory Chairman Teacher Parents Secretory Chairman Teacher Parents
Members Non Members Members Non Members
Khyber Pakhtunkhwa (PTC ) PUNJAB (SMC)

Always Frequently Un Decided Seldom Never

97
 Table#4.4 Are you well aware of the selection criteria of PTC/SMC?
A. General

Stakeholders

Respondents
Responding
Committees

Groups
4. Awareness Regarding Selection Criteria of PTC/SMC.

Total
Always Frequently Un Decided Seldom Never
N %. N %. N %. N %. N %.

Secretory 177 24.2 512 70.1 13 1.8 14 1.9 14 1.9 730

Members
Pakhtunkhwa (PTC )

Chairman 183 25.1 498 68.2 21 2.9 13 1.8 15 2.1 730

Khyber

276 27.5 635 63.2 41 4.1 21 2.1 31 3.1 1004

Members

Teacher
Non

Parents 221 19.2 831 72.3 32 2.8 32 2.8 34 3.0 1150

Secretory 124 21.7 389 68.0 34 5.9 13 2.3 12 2.1 572

Members
PUNJAB (SMC)

Chairman 106 18.5 412 72.0 21 3.7 16 2.8 17 3.0 572

198 21.6 651 71.1 37 4.0 15 1.6 14 1.5 915

Members

Teacher
Non

Parents 243 21.1 788 68.5 41 3.6 37 3.2 41 3.6 1150

Table No: 4.4 reveals that in Khyber Pakhtunkhwa 93.84% PTC members and 91.13
% non-members consider that most of the parents have awareness about the selection
criteria of PTC/SMC while 90.12% SMC members and 91.04% non SMC members in
Punjab have the same point of view. Thus in totality 92.22% respondents in Khyber
Pakhtunkhwa and 90.71% respondents in Punjab are in favour of it.
80

70

60

50

40

30

20

10

0
Secretory Chairman Teacher Parents Secretory Chairman Teacher Parents
Members Non Members Members Non Members
Khyber Pakhtunkhwa (PTC ) PUNJAB (SMC)

Always Frequently Un Decided Seldom Never

98
 Table#4.5 Does PTC/SMC motivates the parents to get their school age
children admitted in schools?
B. TEACHING LEARNING PROCESS

Stakeholders
Responding

Respondents
Committees
1. PTC/SMC motivates the parents regarding
Groups

Total
admission
Always Frequently Un Decided Seldom Never
N %. N %. N %. N %. N %.
Pakhtunkhwa (PTC )

Members

Secretory 131 17.9 421 57.7 80 10.9 67 9.1 31 4.2 730

Khyber

Chairman 89 12.2 467 64.0 73 10.0 54 7.4 49 6.7 730

Members

Teacher 123 12.3 683 68.0 112 11.1 62 6.2 24 2.4 1004
Non

Parents 142 12.3 707 61.5 99 8.6 176 15.3 26 2.2 1150
Members

Secretory 72 12.9 364 63.6 34 5.9 48 8.4 54 9.4 572

PUNJAB (SMC)

Chairman 89 15.6 412 72.0 17 3.0 21 3.7 33 5.8 572

Members

Teacher 101 11.3 567 61.9 86 9.3 92 10.1 69 7.5 915

Non

Parents 78 6.8 676 58.8 117 10.2 187 16.6 92 8.0 1150

Table No: 4.5 reveals that in Khyber Pakhtunkhwa 75.89% PTC members and
76.83 % non-members consider that Parents are motivated by PTC/SMC to get their
children admitted in the schools, while 81.90% SMC members and 68.86 % non SMC
members in Punjab have the same point of view. Thus in totality 76.45% respondents
in Khyber Pakhtunkhwa and 73.51% respondents in Punjab are in favour of it.
80

70

60

50

40

30

20

10

0
Secretory Chairman Teacher Parents Secretory Chairman Teacher Parents
Members Non Members Members Non Members
Khyber Pakhtunkhwa (PTC ) PUNJAB (SMC)

Always Frequently Un Decided Seldom Never

99
 Table#4.6 Does PTC/SMC motivates the parents to reduce the dropout of the
students?
B. TEACHING LEARNING PROCESS

Stakeholders

Respondents
Committees

Responding
Groups
2. PTC/SMC motivates the parents to reduce dropout

Total
Always Frequently Un Decided Seldom Never
N %. N %. N %. N %. N %.
Pakhtunkhwa (PTC )

Members

Secretory 99 13.6 436 59.7 97 13.3 54 7.4 44 6.0 730

Chairman 70 9.6 452 61.9 84 11.5 32 4.4 92 12.6 730

Khyber

Members

Teacher 142 14.1 584 58.2 139 13.8 81 8.1 58 5.8 1004
Non

Parents 159 13.8 631 54.9 202 17.6 97 8.4 61 5.3 1150
Members

Secretory 56 9.8 402 70.3 47 8.2 58 10.1 9 1.6 572

PUNJAB (SMC)

Chairman 37 6.5 394 68.9 38 6.6 43 7.5 60 10.5 572

Members

Teacher 171 18.7 531 58.0 72 7.9 100 10.9 41 4.5 915
Non

Parents 117 10.2 597 51.9 215 18.7 126 11.0 95 8.3 1150

Table No: 4.6 reveals the In Khyber Pakhtunkhwa 72.40% PTC members and
70.38 % non-members consider that Parents are motivated by PTC/SMC to reduce
dropout of the students in the schools, while 77.71% SMC members and 68.57 % non
SMC members in Punjab have the same point of view. Thus in totality 71.20%
respondents in Khyber Pakhtunkhwa and 71.83% respondents in Punjab are in favour
of it.
80
70
60
50
40
30
20
10
0
Secretory Chairman Teacher Parents Secretory Chairman Teacher Parents
Members Non Members Members Non Members
Khyber Pakhtunkhwa (PTC ) PUNJAB (SMC)

Always Frequently Un Decided Seldom Never

100
 Table#4.7 Does PTC/SMC creates an environment where children can get
their education without gender discrimination?
B. TEACHING LEARNING PROCESS

Stakeholders

Respondents
Responding
Committees

Groups
3. Education without Gender Discrimination

Total
Always Frequently Un Decided Seldom Never
N %. N %. N %. N %. N %.
Members
Pakhtunkhwa (PTC )

Secretory 96 13.2 342 46.8 167 22.9 87 11.9 38 5.2 730

Chairman 33 4.5 367 50.3 120 16.4 97 13.3 113 15.5 730
Khyber

Members

Teacher 87 8.7 479 47.7 234 23.3 132 13.1 72 7.2 1004
Non

Parents 32 2.8 532 46.3 287 25.0 134 11.7 165 14.3 1150
Members

Secretory 41 7.2 321 56.1 73 12.8 76 13.3 61 10.7 572

PUNJAB (SMC)

Chairman 77 13.5 366 64.0 54 9.4 42 7.3 33 5.8 572

Members

Teacher 98 10.7 443 48.4 221 24.2 101 11.0 52 5.7 915
Non

Parents 66 5.7 579 50.3 228 19.8 178 15.5 99 8.6 1150

Table No: 4.7 reveals that in Khyber Pakhtunkhwa 57.40 % PTC members
and 52.46 % non-members consider that PTC/SMC create the environment in schools
where children can get their education without gender discrimination., while 70.37%
SMC members and 57.43 % non SMC members in Punjab have the same point of
view. Thus in totality 54.45% respondents in Khyber Pakhtunkhwa and 62.04%
respondents in Punjab are in favour of it.
70

60

50

40

30

20

10

0
Secretory Chairman Teacher Parents Secretory Chairman Teacher Parents
Members Non Members Members Non Members
Khyber Pakhtunkhwa (PTC ) PUNJAB (SMC)

Always Frequently Un Decided Seldom Never

101
 Table#4.8 Does PTC/SMC encourages the student to participate in the
teaching learning process?
B. TEACHING LEARNING PROCESS

Stakeholders

Respondents
Responding
Committees

Groups
4. Encourage Students for Full Participation

Total
Always Frequently Un Decided Seldom Never
N %. N %. N %. N %. N %.
Members
Pakhtunkhwa (PTC )

Secretory 78 10.7 512 70.1 69 9.5 34 4.7 37 5.1 730

Chairman 67 9.2 501 68.6 64 8.8 53 7.3 45 6.2 730

Khyber

Members

Teacher 121 12.1 643 64.0 101 10.1 78 7.8 61 6.1 1004
Non

Parents 187 16.3 671 58.3 163 14.2 87 7.6 42 3.7 1150
Members

Secretory 52 9.1 421 73.6 64 11.2 24 4.2 11 1.9 572

PUNJAB (SMC)

Chairman 41 7.2 362 63.3 75 13.1 54 9.4 40 7.0 572

Members

Teacher 98 10.7 585 63.9 123 13.4 68 7.4 41 4.5 915

Non

Parents 53 4.6 663 57.7 217 18.9 134 11.7 83 7.2 1150

Table No: 4.8 reveals that in Khyber Pakhtunkhwa 72.32 % PTC members
and 75.30 % non-members consider that PTC/SMC create the environment in schools
where the students are encourage of to participate in the teaching learning process,
while 76.57% SMC members and 67.75 % non SMC members in Punjab have the
same point of view. Thus in totality 76.92% respondents in Khyber Pakhtunkhwa and
70.89% respondents in Punjab are in favour of it.
80

70

60

50

40

30

20

10

0
Secretory Chairman Teacher Parents Secretory Chairman Teacher Parents
Members Non Members Members Non Members
Khyber Pakhtunkhwa (PTC ) PUNJAB (SMC)

Always Frequently Un Decided Seldom Never

102
 Table#4.9 Does PTC/SMC propagates the importance of education?
B. TEACHING LEARNING PROCESS

Stakeholders

Respondents
Responding
Committees

Groups
5. Propagate the Importance of Education

Total
Always Frequently Un Decided Seldom Never
Members N %. N %. N %. N %. N %.
Pakhtunkhwa (PTC )

Secretory 187 25.6 476 65.2 34 4.7 21 2.9 12 1.6 730

Chairman 91 12.5 498 68.2 56 7.7 53 7.3 32 4.4 730

Khyber

Members

Teacher 234 23.3 521 51.9 110 11.0 89 8.9 50 5.0 1004
Non

Parents 119 10.3 653 56.8 187 16.3 114 9.9 77 6.7 1150
Members

Secretory 72 12.6 455 79.5 21 3.7 16 2.8 8 1.4 572

PUNJAB (SMC)

Chairman 67 11.7 430 75.2 43 7.5 21 3.7 11 1.9 572

Members

Teacher 93 10.2 567 62.0 121 13.2 66 7.2 68 7.4 915

Non

Parents 118 10.3 523 45.5 245 21.3 143 12.4 121 10.5 1150

Table No: 4.9 reveals the In Khyber Pakhtunkhwa 85.75 % PTC members and
70.89 % non-members consider that PTC/SMC propagate the importance of education
at different forums, while 76.90% SMC members and 72.45 % non SMC members in
Punjab have the same point of view. Thus in totality 76.90% respondents in Khyber
Pakhtunkhwa and 72.45% respondents in Punjab are in favour of it.
90

80

70

60

50

40

30

20

10

0
Secretory Chairman Teacher Parents Secretory Chairman Teacher Parents
Members Non Members Members Non Members
Khyber Pakhtunkhwa (PTC ) PUNJAB (SMC)

Always Frequently Un Decided Seldom Never

103
 Table#4.10 Does PTC/SMC improves the overall learning environment?
B. TEACHING LEARNING PROCESS

Stakeholders

Respondents
Responding
Committees

Groups
6. Improvement in Overall learning environment

Total
Always Frequently Un Decided Seldom Never
Members N %. N %. N %. N %. N %.
Pakhtunkhwa (PTC )

Secretory 211 28.9 432 59.2 41 5.6 36 4.9 10 1.4 730

Chairman 124 17.0 465 63.7 71 9.7 49 6.7 21 2.9 730

Khyber

Members

Teacher 199 19.8 567 56.5 111 11.1 74 7.4 53 5.3 1004
Non

Parents 126 11.0 597 51.9 215 18.7 107 9.3 105 9.1 1150
Members

Secretory 45 7.9 444 77.6 67 11.7 9 1.6 7 1.2 572

PUNJAB (SMC)

Chairman 33 5.8 423 74.0 43 7.5 31 5.4 42 7.3 572

Members

Teacher 109 11.9 563 61.5 121 13.2 56 6.1 66 7.2 915
Non

Parents 141 12.3 588 51.1 145 12.6 185 16.1 91 7.9 1150

Table No: 4.10 reveals that in Khyber Pakhtunkhwa 84.38% PTC members
and 69.13 % non-members consider that PTC/SMC create the environment to
improve overall teaching learning process, while 82.60% SMC members and 67.85%
non SMC members in Punjab have the same point of view. Thus in totality 75.29%
respondents in Khyber Pakhtunkhwa and 73.11% respondents in Punjab are in favour
of it.
90
80
70
60
50
40
30
20
10
0
Secretory Chairman Teacher Parents Secretory Chairman Teacher Parents
Members Non Members Members Non Members
Khyber Pakhtunkhwa (PTC ) PUNJAB (SMC)

Always Frequently Un Decided Seldom Never

104
 Table#4.11 Does PTC/SMC sensitizes teachers about ban on corporal
punishment?
B. TEACHING LEARNING PROCESS

Stakeholders
Responding

Respondents
Committees

Groups
7. Sensitization regarding ban on corporal punishment

Total
Always Frequently Un Decided Seldom Never
N %. N %. N %. N %. N %.
Pakhtunkhwa (PTC )

Members

Secretory 179 24.5 467 64.0 56 7.7 23 3.2 5 0.7 730

Chairman 114 15.6 432 59.2 110 15.1 49 6.7 25 3.4 730
Khyber

Members

Teacher 167 16.6 543 54.1 167 16.6 67 6.7 60 6.0 1004
Non

Parents 161 14.0 581 50.5 199 17.3 98 8.5 111 9.7 1150
Members

Secretory 102 17.8 399 69.8 51 8.9 11 1.9 9 1.6 572

PUNJAB (SMC)

Chairman 41 7.2 401 70.1 56 9.8 42 7.3 32 5.6 572

Members

Teacher 188 20.5 471 51.5 143 15.6 54 5.9 59 6.4 915
Non

Parents 153 13.3 499 43.4 198 17.2 189 16.4 111 9.7 1150

Table No: 4.11 reveals the In Khyber Pakhtunkhwa 81.64 % PTC members
and 67.41 % non-members consider that PTC/SMC sensitizes teachers about ban on
corporal punishment, while 82.43% SMC members and 63.49 % non SMC members
in Punjab have the same point of view. Thus in totality 73.16% respondents in Khyber
Pakhtunkhwa and 70.24% respondents in Punjab are in favour of it.
80

70

60

50

40

30

20

10

0
Secretory Chairman Teacher Parents Secretory Chairman Teacher Parents
Members Non Members Members Non Members
Khyber Pakhtunkhwa (PTC ) PUNJAB (SMC)

Always Frequently Un Decided Seldom Never

105
 Table#4.12 Does PTC/SMC contacts parents for achievement of academic
purposes?
B. TEACHING LEARNING PROCESS

Stakeholders

Respondents
Responding
Committees
8. contacts parents for achievement of academic

Groups

Total
purposes
Always Frequently Un Decided Seldom Never
N %. N %. N %. N %. N %.
Members
Pakhtunkhwa (PTC )

Secretory 112 15.3 421 57.7 87 11.9 63 8.6 47 6.4 730

Chairman 89 12.2 398 54.5 130 17.8 54 7.4 59 8.1 730

Khyber

Members

Teacher 121 12.1 573 57.1 211 21.0 41 4.1 58 5.8 1004
Non

Parents 151 13.1 599 52.1 201 17.5 78 6.8 121 10.5 1150
Members

Secretory 35 6.1 346 60.5 98 17.1 42 7.3 51 8.9 572

PUNJAB (SMC)

Chairman 21 3.7 333 58.2 77 13.5 54 9.4 87 15.2 572

Members

Teacher 87 9.5 421 46.0 199 21.7 105 11.5 103 11.3 915
Non

Parents 84 7.3 533 46.3 228 19.8 211 18.3 94 8.2 1150

Table No: 4.12 reveals that in Khyber Pakhtunkhwa 69.86 % PTC members
and 67.04 % non-members consider that PTC/SMC contacts parents for achievement
of academic purposes, while 64.25% SMC members and 54.48 % non SMC members
in Punjab have the same point of view. Thus in totality 68.18% respondents in Khyber
Pakhtunkhwa and 57.96% respondents in Punjab are in favour of it.
70

60

50

40

30

20

10

0
Secretory Chairman Teacher Parents Secretory Chairman Teacher Parents
Members Non Members Members Non Members
Khyber Pakhtunkhwa (PTC ) PUNJAB (SMC)

Always Frequently Un Decided Seldom Never

106
 Table#4.13 Does PTC/SMC discusses the examination results with the
community members?
B. TEACHING LEARNING PROCESS

Stakeholders
Responding

Respondents
Committees

Groups
9. Discuss the Examination Results with community

Total
Always Frequently Un Decided Seldom Never
N %. N %. N %. N %. N %.
Pakhtunkhwa (PTC )

Members

Secretory 76 10.4 401 54.9 98 13.4 79 10.8 76 10.4 730

Chairman 45 6.2 432 59.2 119 16.3 61 8.4 73 10.0 730

Khyber

Members

Teacher 88 8.8 561 55.9 202 20.1 86 8.6 67 6.7 1004

Non

Parents 112 10.7 538 51.2 178 17.0 101 9.6 121 11.5 1050
Members

Secretory 45 7.9 413 72.2 56 9.8 31 5.4 27 4.7 572

PUNJAB (SMC)

Chairman 56 9.8 391 68.4 45 7.9 36 6.3 44 7.7 572

Members

Teacher 72 7.9 555 60.7 201 22.0 31 3.4 56 6.1 915

Non

Parents 64 5.6 651 56.6 167 14.5 199 17.3 69 6.0 1150

Table No: 4.13 reveals the In Khyber Pakhtunkhwa 65.34 % PTC members
and 63.24 % non-members consider that PTC/SMC discusses the examination results
with the community members, while 79.11% SMC members and 64.99 % non SMC
members in Punjab have the same point of view. Thus in totality 64.11% respondents
in Khyber Pakhtunkhwa and 70.02% respondents in Punjab are in favour of it.
80

70

60

50

40

30

20

10

0
Secretory Chairman Teacher Parents Secretory Chairman Teacher Parents
Members Non Members Members Non Members
Khyber Pakhtunkhwa (PTC ) PUNJAB (SMC)

Always Frequently Un Decided Seldom Never

107
 Table#4.14 Does PTC/SMC holds meeting to discuss educational problems of
the school?
B. TEACHING LEARNING PROCESS

Stakeholders
Responding

Respondents
Committees

Groups
10. Discuss the Education Problems of school

Total
Always Frequently Un Decided Seldom Never
N %. N %. N %. N %. N %.
Pakhtunkhwa (PTC )

Members

Secretory 145 19.9 467 64.0 65 8.9 22 3.0 31 4.2 730

Chairman 114 15.6 421 57.7 87 11.9 55 7.5 53 7.3 730

Khyber

Members

Teacher 213 21.2 499 49.7 156 15.5 71 7.1 65 6.5 1004
Non

Parents 99 9.4 531 50.6 123 11.7 143 13.6 154 14.7 1050
Members

Secretory 64 11.2 370 64.7 76 13.3 51 8.9 11 1.9 572

PUNJAB (SMC)

Chairman 33 5.8 363 63.5 63 11.0 45 7.9 68 11.9 572

Members

Teacher 89 9.7 489 53.4 214 23.4 66 7.2 57 6.2 915

Non

Parents 76 6.6 594 51.7 212 18.4 170 14.8 98 8.5 1150

Table No: 4.14 reveals the In Khyber Pakhtunkhwa 78.56 % PTC members
and 65.34 % non-members consider that PTC/SMC holds meeting to discuss
educational problems of the school, while 72.55% SMC members and 60.44 % non
SMC members in Punjab have the same point of view. Thus in totality 70.83%
respondents in Khyber Pakhtunkhwa and 64.76% respondents in Punjab are in favour
of it.
70

60

50

40

30

20

10

0
Secretory Chairman Teacher Parents Secretory Chairman Teacher Parents
Members Non Members Members Non Members
Khyber Pakhtunkhwa (PTC ) PUNJAB (SMC)

Always Frequently Un Decided Seldom Never

108
 Table#4.15 Does PTC/SMC contacts students’ parents to minimize the
absenteeism of the students?
B. TEACHING LEARNING PROCESS

Stakeholders

Respondents
Responding
Committees

Groups
11. Contacts Parents to reduce absenteeism

Total
Always Frequently Un Decided Seldom Never
N %. N %. N %. N %. N %.
Khyber Pakhtunkhwa

Members

Secretory 176 24.1 466 63.8 43 5.9 16 2.2 29 4.0 730

Chairman 164 22.5 432 59.2 54 7.4 33 4.5 47 6.4 730

(PTC )

Members

Teacher 93 9.3 491 48.9 165 16.4 121 12.1 134 13.3 1004
Non

Parents 67 5.8 547 47.6 231 20.1 112 9.7 193 16.8 1150
Members

Secretory 54 9.4 279 48.8 111 19.4 67 11.7 61 10.7 572

PUNJAB (SMC)

Chairman 41 7.2 299 52.3 91 15.9 65 11.4 76 13.3 572

Members

Teacher 72 7.9 444 48.5 214 23.4 99 10.8 86 9.4 915

Non

Parents 56 4.9 532 46.3 312 27.1 156 13.6 94 8.2 1150

Table No: 4.15 reveals that in Khyber Pakhtunkhwa 84.79% PTC members
and 55.62 % non-members consider that PTC/SMC contacts students‘ parents to
minimize the absenteeism of the students, while 58.83% SMC members and 53.46%
non SMC members in Punjab have the same point of view. Thus in totality 67.40%
respondents in Khyber Pakhtunkhwa and 55.38% respondents in Punjab are in favour
of it.
70

60

50

40

30

20

10

0
Secretory Chairman Teacher Parents Secretory Chairman Teacher Parents
Members Non Members Members Non Members
Khyber Pakhtunkhwa (PTC ) PUNJAB (SMC)

Always Frequently Un Decided Seldom Never

109
 Table#4.16 Does PTC/SMC discusses the performance of school teachers
during meeting?
B. TEACHING LEARNING PROCESS

Stakeholders

Respondents
Responding
Committees

Groups
12. Performance of teachers during meeting

Total
Always Frequently Un Decided Seldom Never
N %. N %. N %. N %. N %.
Members
Pakhtunkhwa (PTC )

Secretory 121 16.6 401 54.9 123 16.8 54 7.4 31 4.2 730

Chairman 91 12.5 389 53.3 114 15.6 67 9.2 69 9.5 730

Khyber

Members

Teacher 211 21.0 522 52.0 99 9.9 97 9.7 75 7.5 1004

Non

Parents 21 1.8 521 45.3 254 22.1 167 14.5 187 16.3 1150
Members

Secretory 76 13.3 303 53.0 87 15.2 47 8.2 59 10.3 572

PUNJAB (SMC)

Chairman 57 10.0 278 48.6 165 28.8 32 5.6 40 7.0 572

Members

Teacher 65 7.1 476 52.0 187 20.4 96 10.5 91 9.9 915

Non

Parents 23 2.0 576 50.1 252 21.9 176 15.3 123 10.7 1150

Table No: 4.16 reveals that in Khyber Pakhtunkhwa 68.63 % PTC members
and 59.19 % non-members consider that PTC/SMC discusses the performance of
school teachers during meeting, while 64.41% SMC members and 55.21 % non SMC
members in Punjab have the same point of view. Thus in totality 63.00% respondents
in Khyber Pakhtunkhwa and 57.78% respondents in Punjab are in favour of it.
60

50

40

30

20

10

0
Secretory Chairman Teacher Parents Secretory Chairman Teacher Parents
Members Non Members Members Non Members
Khyber Pakhtunkhwa (PTC ) PUNJAB (SMC)

Always Frequently Un Decided Seldom Never

110
 Table#4.17 Does PTC/SMC contacts higher authorities to provide financial
assistance for the repair and maintenance of school?
C. GENERATING FUND

Stakeholders
Responding

Respondents
Committees

Groups
1. Contact High Ups for Provision of Financial Assistance

Total
Always Frequently Un Decided Seldom Never
N %. N %. N %. N %. N %.
Pakhtunkhwa (PTC )

Members

Secretory 113 15.5 453 62.1 101 13.8 43 5.9 20 2.7 730

Chairman 88 12.1 435 59.6 87 11.9 67 9.2 53 7.3 730

Khyber

Members

Teacher 167 16.6 567 56.5 111 11.1 86 8.6 73 7.3 1004
Non

Parents 76 6.6 657 57.1 178 15.5 149 13.0 90 7.8 1150
Members

Secretory 32 5.6 389 68.0 101 17.7 22 3.8 28 4.9 572

PUNJAB (SMC)

Chairman 44 7.7 321 56.1 99 17.3 47 8.2 61 10.7 572

Members

Teacher 39 4.3 501 54.8 201 22.0 82 9.0 92 10.1 915

Non

Parents 89 7.7 623 54.2 186 16.2 135 11.7 117 10.2 1150

Table No: 4.17 reveals the In Khyber Pakhtunkhwa 74.59 % PTC members
and 68.11 % non-members consider that PTC/SMC contacts higher authorities to
provide financial assistance for the repair and maintenance of school, while 68.71%
SMC members and 60.63 % non SMC members in Punjab have the same point of
view. Thus in totality 70.72% respondents in Khyber Pakhtunkhwa and 63.51%
respondents in Punjab are in favour of it.
80

70

60

50

40

30

20

10

0
Secretory Chairman Teacher Parents Secretory Chairman Teacher Parents
Members Non Members Members Non Members
Khyber Pakhtunkhwa (PTC ) PUNJAB (SMC)

Always Frequently Un Decided Seldom Never

111
 Table#4.18 Does PTC/SMC arranges donations by inviting rich people of the
community to school?
B. GENERATING FUND

Stakeholders

Respondents
Responding
Committees
2. Arranges donations by inviting rich people of the

Groups

Total
community to school.
Always Frequently Un Decided Seldom Never
N %. N %. N %. N %. N %.
Members
Pakhtunkhwa (PTC )

Secretory 76 10.4 406 55.6 89 12.2 71 9.7 88 12.1 730

Chairman 64 8.8 425 58.2 97 13.3 65 8.9 79 10.8 730

Khyber

Members

Teacher 101 10.1 571 56.9 174 17.3 93 9.3 65 6.5 1004
Non

Parents 98 8.5 667 58.0 187 16.3 137 11.9 61 5.3 1150
Members

Secretory 47 8.2 334 58.4 88 15.4 47 8.2 56 9.8 572

PUNJAB (SMC)

Chairman 54 9.4 367 64.2 56 9.8 34 5.9 61 10.7 572

Members

Teacher 87 9.5 589 64.4 147 16.1 63 6.9 29 3.2 915

Non

Parents 101 8.8 685 59.6 190 16.5 101 8.8 73 6.3 1150

Table No: 4.18 reveals the In Khyber Pakhtunkhwa 66.51 % PTC members
and 66.71 % non-members consider that PTC/SMC arranges donations by inviting
rich people of the community to school, while 70.10% SMC members and 70.80 %
non SMC members in Punjab have the same point of view. Thus in totality 66.63%
respondents in Khyber Pakhtunkhwa and 70.55% respondents in Punjab are in favour
of it.
70

60

50

40

30

20

10

0
Secretory Chairman Teacher Parents Secretory Chairman Teacher Parents
Members Non Members Members Non Members
Khyber Pakhtunkhwa (PTC ) PUNJAB (SMC)

Always Frequently Un Decided Seldom Never

112
 Table#4.19 Does PTC/SMC arranges different programs at school for fund
raising?
C. GENERATING FUND

Stakeholders

Respondents
Responding
Committees
3. Arranges different programs at school for fund

Groups

Total
raising.
Always Frequently Un Decided Seldom Never
N %. N %. N %. N %. N %.
Members
Pakhtunkhwa (PTC )

Secretory 67 9.2 376 51.5 145 19.9 98 13.4 44 6.0 730

Chairman 86 11.8 421 57.7 102 14.0 78 10.7 43 5.9 730

Khyber

Members

Teacher 121 12.1 562 56.0 145 14.4 87 8.7 89 8.9 1004
Non

Parents 165 14.3 566 49.2 212 18.4 167 14.5 40 3.5 1150
Members

Secretory 37 6.5 378 66.1 101 17.7 22 3.8 34 5.9 572

PUNJAB (SMC)

Chairman 21 3.7 334 58.4 91 15.9 53 9.3 73 12.8 572

Members

Teacher 73 8.0 505 55.2 237 25.9 59 6.4 41 4.5 915

Non

Parents 46 4.0 589 51.2 243 21.1 165 14.3 107 9.3 1150

Table No: 4.19 reveals the In Khyber Pakhtunkhwa 65.07 % PTC members
and 65.65 % non-members consider that PTC/SMC arranges different programs at
school for fund raising, while 67.31% SMC members and 58.74 % non SMC
members in Punjab have the same point of view. Thus in totality 65.41% respondents
in Khyber Pakhtunkhwa and 70.55% respondents in Punjab are in favour of it.
70

60

50

40

30

20

10

0
Secretory Chairman Teacher Parents Secretory Chairman Teacher Parents
Members Non Members Members Non Members
Khyber Pakhtunkhwa (PTC ) PUNJAB (SMC)

Always Frequently Un Decided Seldom Never

113
 Table#4.20 Does PTC/SMC contributes regularly for welfare of school?
C. GENERATING FUND

Stakeholders

Respondents
Responding
Committees

Groups
4. Contributes regularly for welfare of school.

Total
Always Frequently Un Decided Seldom Never
Members N %. N %. N %. N %. N %.
Pakhtunkhwa (PTC )

Secretory 11 1.5 299 41.0 213 29.2 145 19.9 62 8.5 730

Chairman 23 3.2 287 39.3 212 29.0 107 14.7 101 13.8 730
Khyber

Members

Teacher 12 1.2 471 46.9 231 23.0 166 16.5 124 12.4 1004
Non

Parents 43 3.7 498 43.3 267 23.2 234 20.3 108 9.4 1150
Members

Secretory 19 3.3 263 46.0 134 23.4 74 12.9 82 14.3 572

PUNJAB (SMC)

Chairman 32 5.6 267 46.7 105 18.4 89 15.6 79 13.8 572

Members

Teacher 45 4.9 432 47.2 223 24.4 116 12.7 99 10.8 915
Non

Parents 76 6.6 546 47.5 321 27.9 131 11.4 76 6.6 1150

Table No: 4.20 reveals the In Khyber Pakhtunkhwa 42.42 % PTC members
and 47.54 % non-members consider that PTC/SMC contributes regularly for welfare
of school, while 50.79% SMC members and 53.22% non SMC members in Punjab
have the same point of view. Thus in totality 45.49% respondents in Khyber
Pakhtunkhwa and 52.35% respondents in Punjab are in favour of it.
50
45
40
35
30
25
20
15
10
5
0
Secretory Chairman Teacher Parents Secretory Chairman Teacher Parents
Members Non Members Members Non Members
Khyber Pakhtunkhwa (PTC ) PUNJAB (SMC)

Always Frequently Un Decided Seldom Never

114
 Table#4.21 Does PTC/SMC collects funds from the community in case of any
emergency?
C. GENERATING FUND

Stakeholders

Respondents
Responding
Committees
5. Collection of funds from the community in case of

Groups

Total
any emergency
Always Frequently Un Decided Seldom Never
N %. N %. N %. N %. N %.
Members
Pakhtunkhwa (PTC )

Secretory 32 4.4 414 56.7 145 19.9 87 11.9 52 7.1 730

Chairman 54 7.4 427 58.5 114 15.6 59 8.1 76 10.4 730

Khyber

Members

Teacher 87 8.7 598 59.6 132 13.1 109 10.9 78 7.8 1004
Non

Parents 101 8.8 654 56.9 132 11.5 187 16.3 76 6.6 1150
Members

Secretory 32 5.6 344 60.1 78 13.6 77 13.5 41 7.2 572

PUNJAB (SMC)

Chairman 41 7.2 356 62.2 81 14.2 46 8.0 48 8.4 572

Members

Teacher 76 8.3 541 59.1 144 15.7 87 9.5 67 7.3 915

Non

Parents 101 8.8 631 54.9 211 18.3 131 11.4 76 6.6 1150

Table No: 4.21 reveals the In Khyber Pakhtunkhwa 63.49 % PTC members
and 66.85 % non-members consider that PTC/SMC collects funds from the
community in case of any emergency, while 67.57% SMC members and 65.33 % non
SMC members in Punjab have the same point of view. Thus in totality 65.50%
respondents in Khyber Pakhtunkhwa and 66.13% respondents in Punjab are in favour
of it.
70

60

50

40

30

20

10

0
Secretory Chairman Teacher Parents Secretory Chairman Teacher Parents
Members Non Members Members Non Members
Khyber Pakhtunkhwa (PTC ) PUNJAB (SMC)

Always Frequently Un Decided Seldom Never

115
 Table#4.22 Does PTC/SMC involves the community to provide stationary,
uniform & school bags to the deserving students?
C. GENERATING FUND

Stakeholders

Respondents
Responding
Committees
6. Involves the community to provide stationary,

Groups

Total
uniform & school bags to the deserving students.
Always Frequently Un Decided Seldom Never
N %. N %. N %. N %. N %.
Members
Pakhtunkhwa (PTC )

Secretory 45 6.2 531 72.7 76 10.4 56 7.7 22 3.0 730

Chairman 78 10.7 501 68.6 76 10.4 38 5.2 37 5.1 730

Khyber

Members

Teacher 94 9.4 588 58.6 137 13.6 87 8.7 98 9.8 1004

Non

Parents 113 9.8 669 58.2 156 13.6 117 10.2 95 8.3 1150
Members

Secretory 14 2.4 374 65.4 118 20.6 34 5.9 32 5.6 572

PUNJAB (SMC)

Chairman 23 4.0 355 62.1 91 15.9 56 9.8 47 8.2 572

Members

Teacher 65 7.1 498 54.4 219 23.9 101 11.0 32 3.5 915
Non

Parents 75 6.5 666 57.9 211 18.3 129 11.2 69 6.0 1150

Table No: 4.22 reveals the In Khyber Pakhtunkhwa 79.11 % PTC members
and 67.97 % non-members consider that PTC/SMC involves the community to
provide stationary, uniform & school bags to the deserving students, while 66.97%
SMC members and 63.15 % non SMC members in Punjab have the same point of
view. Thus in totality 72.47% respondents in Khyber Pakhtunkhwa and 64.51%
respondents in Punjab are in favour of it.
80
70
60
50
40
30
20
10
0
Secretory Chairman Teacher Parents Secretory Chairman Teacher Parents
Members Non Members Members Non Members
Khyber Pakhtunkhwa (PTC ) PUNJAB (SMC)

Always Frequently Un Decided Seldom Never

116
 Table#4.23 Does PTC/SMC calls meeting when Government releases funds?

D. UTILIZATION OF FUNDS

Stakeholders

Respondents
Responding
Committees 1. PTC/SMC calls meeting when government releases

Groups

Total
funds.
Always Frequently Un Decided Seldom Never
N %. N %. N %. N %. N %.
Members
Pakhtunkhwa (PTC )

Secretory 231 31.6 414 56.7 34 4.7 23 3.2 28 3.8 730

Chairman 199 27.3 437 59.9 47 6.4 17 2.3 30 4.1 730

Khyber

Members

Teacher 278 27.7 617 61.5 63 6.3 29 2.9 17 1.7 1004

Non

Parents 301 26.2 662 57.6 91 7.9 62 5.4 34 3.0 1150

Members

Secretory 57 10.0 414 72.4 49 8.6 23 4.0 29 5.1 572

PUNJAB (SMC)

Chairman 53 9.3 399 69.8 41 7.2 34 5.9 45 7.9 572

Teacher 98 10.7 536 58.6 116 12.7 78 8.5 87 9.5 915

Members
Non

Parents 211 18.3 698 60.7 143 12.4 59 5.1 39 3.4 1150

Table No: 4.23 reveals the In Khyber Pakhtunkhwa 87.74 % PTC members
and 86.26 % non-members consider that PTC/SMC calls meeting when government
releases funds, while 80.68% SMC members and 74.72% non SMC members in Punjab
have the same point of view. Thus in totality 86.86% respondents in Khyber
Pakhtunkhwa and 76.85% respondents in Punjab are in favour of it.
80

70

60

50

40

30

20

10

0
Secretory Chairman Teacher Parents Secretory Chairman Teacher Parents
Members Non Members Members Non Members
Khyber Pakhtunkhwa (PTC ) PUNJAB (SMC)

Always Frequently Un Decided Seldom Never

117
 Table#4.24 Does PTC/SMC takes decisions in the meeting about the proper
utilization of funds?
D. UTILIZATION OF FUNDS

Stakeholders

Respondents
Responding
Committees
2. PTC/SMC takes decisions in the meeting about the

Groups

Total
proper utilization of funds.
Always Frequently Un Decided Seldom Never
N %. N %. N %. N %. N %.
Members
Pakhtunkhwa (PTC )

Secretory 311 42.6 301 41.2 54 7.4 27 3.7 37 5.1 730

Chairman 297 40.7 376 51.5 39 5.3 11 1.5 7 1.0 730

Khyber

Members

Teacher 331 33.0 556 55.4 45 4.5 31 3.1 41 4.1 1004

Non

Parents 397 34.5 601 52.3 39 3.4 54 4.7 59 5.1 1150

Members

Secretory 112 19.6 376 65.7 34 5.9 21 3.7 29 5.1 572

PUNJAB (SMC)

Chairman 119 20.8 387 67.7 29 5.1 14 2.4 23 4.0 572

Members

Teacher 216 23.6 601 65.7 54 5.9 17 1.9 27 3.0 915

Non

Parents 345 30.0 597 51.9 97 8.4 54 4.7 57 5.0 1150

Table No: 4.24 reveals the In Khyber Pakhtunkhwa 88.01 % PTC members
and 87.51 % non-members consider that PTC/SMC takes decisions in the meeting about
the proper utilization of funds, while 86.89% SMC members and 85.79% non SMC
members in Punjab have the same point of view. Thus in totality 87.71% respondents
in Khyber Pakhtunkhwa and 85.79% respondents in Punjab are in favour of it.
80

70

60

50

40

30

20

10

0
Secretory Chairman Teacher Parents Secretory Chairman Teacher Parents
Members Non Members Members Non Members
Khyber Pakhtunkhwa (PTC ) PUNJAB (SMC)

Always Frequently Un Decided Seldom Never

118
 Table#4.25 Does PTC/SMC prioritizes school needs?

D. UTILIZATION OF FUNDS

Stakeholders

Respondents
Responding
Committees

Groups
3. PTC/SMC prioritizes school needs.

Total
Always Frequently Un Decided Seldom Never
N %. N %. N %. N %. N %.
Members
Pakhtunkhwa (PTC )

Secretory 297 40.7 345 47.3 34 4.7 24 3.3 30 4.1 730

Chairman 245 33.6 322 44.1 67 9.2 67 9.2 29 4.0 730

Khyber

Members

Teacher 301 30.0 499 49.7 78 7.8 89 8.9 37 3.7 1004

Non

Parents 352 30.6 547 47.6 117 10.2 65 5.7 69 6.0 1150
Members

Secretory 169 29.5 299 52.3 51 8.9 32 5.6 21 3.7 572

PUNJAB (SMC)

Chairman 99 17.3 321 56.1 84 14.7 27 4.7 41 7.2 572

Members

Teacher 324 35.4 499 54.5 42 4.6 21 2.3 29 3.2 915

Non

Parents 299 26.0 576 50.1 133 11.6 65 5.7 77 6.7 1150

Table No: 4.25 reveals the In Khyber Pakhtunkhwa 82.81 % PTC members
and 78.88 % non-members consider that PTC/SMC prioritizes school needs, while
77.62% SMC members and 82.23% non SMC members in Punjab have the same
point of view. Thus in totality 80.46% respondents in Khyber Pakhtunkhwa and
80.59% respondents in Punjab are in favour of it.
60

50

40

30

20

10

0
40.7 33.6 30 30.6 29.5 17.3 35.4 26.0
Secretory Chairman Teacher Parents Secretory Chairman Teacher Parents
Members Non Members Members Non Members
Khyber Pakhtunkhwa (PTC ) PUNJAB (SMC)

Frequently Un Decided Seldom Never

119
 Table#4.26 Does PTC/SMC works according to the prioritized needs?
D. UTILIZATION OF FUNDS

Stakeholders

Respondents
Responding
Committees

Groups
4. PTC/SMC works according to the prioritized needs.

Total
Always Frequently Un Decided Seldom Never
Members N %. N %. N %. N %. N %.
Pakhtunkhwa (PTC )

Secretory 300 41.1 389 53.3 21 2.9 11 1.5 9 1.2 730

Chairman 287 39.3 345 47.3 42 5.8 37 5.1 19 2.6 730

Khyber

Members

Teacher 301 30.0 477 47.5 112 11.2 45 4.5 69 6.9 1004
Non

Parents 346 30.1 677 58.9 31 2.7 49 4.3 47 4.1 1150

Members

Secretory 97 17.0 412 72.0 54 9.4 7 1.2 2 0.3 572

PUNJAB (SMC)

Chairman 101 17.7 397 69.4 43 7.5 12 2.1 19 3.3 572

Members

Teacher 312 34.1 514 56.2 44 4.8 16 1.7 29 3.2 915

Non

Parents 299 26.0 629 54.7 79 6.9 67 5.8 76 6.6 1150

Table No: 4.26 reveals the In Khyber Pakhtunkhwa 90.48 % PTC members
and 83.61 % non-members consider that PTC/SMC works according to the prioritized
needs, while 88.02% SMC members and 84.94% non SMC members in Punjab have
the same point of view. Thus in totality 86.39% respondents in Khyber Pakhtunkhwa
and 86.04% respondents in Punjab are in favour of it.
80

70

60

50

40

30

20

10

0
Secretory Chairman Teacher Parents Secretory Chairman Teacher Parents
Members Non Members Members Non Members
Khyber Pakhtunkhwa (PTC ) PUNJAB (SMC)

Always Frequently Un Decided Seldom Never

120
 Table#4.27 Does PTC/SMC plans to carry out the work according to the given
specification?
D. UTILIZATION OF FUNDS

Stakeholders

Respondents
Responding
Committees
5. PTC/SMC plans to carry out the work according to

Groups

Total
the given specification.
Always Frequently Un Decided Seldom Never
N %. N %. N %. N %. N %.
Members
Pakhtunkhwa (PTC )

Secretory 274 37.5 401 54.9 24 3.3 17 2.3 14 1.9 730

Chairman 296 40.5 377 51.6 23 3.2 21 2.9 13 1.8 730

Khyber

Members

Teacher 341 34.0 501 49.9 56 5.6 37 3.7 69 6.9 1004

Non

Parents 398 34.6 588 51.1 76 6.6 42 3.7 46 4.0 1150

Members

Secretory 109 19.1 378 66.1 32 5.6 31 5.4 22 3.8 572

PUNJAB (SMC)

Chairman 119 20.8 413 72.2 17 3.0 19 3.3 4 0.7 572

Members

Teacher 210 23.0 526 57.5 62 6.8 46 5.0 71 7.8 915

Non

Parents 199 17.3 747 65.0 92 8.0 59 5.1 53 4.6 1150

Table No: 4.27 reveals the In Khyber Pakhtunkhwa 92.33 % PTC members
and 84.87 % non-members consider that PTC/SMC plans to carry out the work
according to the given specification, while 89.07% SMC members and 81.45% non
SMC members in Punjab have the same point of view. Thus in totality 87.88%
respondents in Khyber Pakhtunkhwa and 84.17% respondents in Punjab are in favour
of it.
80
70
60
50
40
30
20
10
0
Secretory Chairman Teacher Parents Secretory Chairman Teacher Parents
Members Non Members Members Non Members
Khyber Pakhtunkhwa (PTC ) PUNJAB (SMC)

Always Frequently Un Decided Seldom Never

121
 Table#4.28 Does PTC/SMC involves itself in the process of purchasing
different things for schools?
D. UTILIZATION OF FUNDS

Stakeholders

Respondents
Responding
Committees
6. PTC/SMC involves itself in the process of purchasing

Groups

Total
different things for schools.
Always Frequently Un Decided Seldom Never
N %. N %. N %. N %. N %.
Members
Pakhtunkhwa (PTC )

Secretory 199 27.3 424 58.1 43 5.9 37 5.1 27 3.7 730

Chairman 213 29.2 412 56.4 38 5.2 29 4.0 38 5.2 730

Khyber

Members

Teacher 284 28.3 556 55.4 85 8.5 45 4.5 34 3.4 1004

Non

Parents 301 26.2 629 54.7 97 8.4 66 5.7 57 5.0 1150

Members

Secretory 190 33.2 287 50.2 42 7.3 31 5.4 22 3.8 572

PUNJAB (SMC)

Chairman 126 22.0 317 55.4 34 5.9 39 6.8 56 9.8 572

Members

Teacher 271 29.6 602 65.8 13 1.4 19 2.1 10 1.1 915

Non

Parents 247 21.5 762 66.3 41 3.6 54 4.7 46 4.0 1150

Table No: 4.28 reveals the In Khyber Pakhtunkhwa 85.48 % PTC members
and 82.17 % non-members consider that PTC/SMC involves itself in the process of
purchasing different things for schools, while 80.42% SMC members and 91.14% non
SMC members in Punjab have the same point of view. Thus in totality 83.51%
respondents in Khyber Pakhtunkhwa and 87.32% respondents in Punjab are in favour
of it.
70

60

50

40

30

20

10

0
Secretory Chairman Teacher Parents Secretory Chairman Teacher Parents
Members Non Members Members Non Members
Khyber Pakhtunkhwa (PTC ) PUNJAB (SMC)

Always Frequently Un Decided Seldom Never

122
 Table#4.29 Does PTC/SMC checks the quality of the material used in the
construction work?
D. UTILIZATION OF FUNDS

Stakeholders

Respondents
Responding
Committees

7. PTC/SMC checks the quality of the material used in

Groups

Total
the construction work.
Always Frequently Un Decided Seldom Never
N %. N %. N %. N %. N %.
Members
Pakhtunkhwa (PTC )

Secretory 110 15.1 479 65.6 67 9.2 43 5.9 31 4.2 730

Chairman 124 17.0 451 61.8 78 10.7 36 4.9 41 5.6 730

Khyber

Members

Teacher 99 9.9 623 62.1 131 13.0 67 6.7 84 8.4 1004

Non

Parents 157 13.7 724 63.0 146 12.7 89 7.7 34 3.0 1150
Members

Secretory 97 17.0 324 56.6 77 13.5 46 8.0 28 4.9 572

PUNJAB (SMC)

Chairman 115 20.1 299 52.3 67 11.7 58 10.1 33 5.8 572

Members

Teacher 93 10.2 597 65.2 126 13.8 56 6.1 43 4.7 915

Non

Parents 167 14.5 683 59.4 146 12.7 78 6.8 76 6.6 1150

Table No: 4.29 reveals the In Khyber Pakhtunkhwa 79.73 % PTC members
and 74.42 % non-members consider that PTC/SMC checks the quality of the material
used in the construction work, while 72.99% SMC members and 74.58% non SMC
members in Punjab have the same point of view. Thus in totality 76.56% respondents
in Khyber Pakhtunkhwa and 74.01% respondents in Punjab are in favour of it.
70

60

50

40

30

20

10

0
Secretory Chairman Teacher Parents Secretory Chairman Teacher Parents
Members Non Members Members Non Members
Khyber Pakhtunkhwa (PTC ) PUNJAB (SMC)

Always Frequently Un Decided Seldom Never

123
 Table#4.30 Does PTC/SMC tries for the maximum utilization of funds?
D. UTILIZATION OF FUNDS

Stakeholders

Respondents
Responding
Committees
8. PTC/SMC tries for the maximum utilization of

Groups

Total
funds.
Always Frequently Un Decided Seldom Never
N %. N %. N %. N %. N %.
Members
Pakhtunkhwa (PTC )

Secretory 312 42.7 356 48.8 34 4.7 20 2.7 8 1.1 730

Chairman 297 40.7 318 43.6 71 9.7 16 2.2 28 3.8 730

Khyber

Members

Teacher 332 33.1 631 62.8 29 2.9 8 0.8 4 0.4 1004

Non

Parents 296 25.7 632 55.0 179 15.6 34 3.0 9 0.8 1150
Members

Secretory 135 23.6 401 70.1 23 4.0 11 1.9 2 0.3 572

PUNJAB (SMC)

Chairman 143 25.0 361 63.1 36 6.3 19 3.3 13 2.3 572

Members

Teacher 118 12.9 605 66.1 98 10.7 46 5.0 48 5.2 915

Non

Parents 91 7.9 698 60.7 187 16.3 76 6.6 98 8.5 1150

Table No: 4.30 reveals the In Khyber Pakhtunkhwa 87.88 % PTC members
and 87.79 % non-members consider that PTC/SMC tries for the maximum utilization
of funds, while 90.91% SMC members and 73.22% non SMC members in Punjab
have the same point of view. Thus in totality 87.83% respondents in Khyber
Pakhtunkhwa and 79.53% respondents in Punjab are in favour of it.
80

70

60

50

40

30

20

10

0
Secretory Chairman Teacher Parents Secretory Chairman Teacher Parents
Members Non Members Members Non Members
Khyber Pakhtunkhwa (PTC ) PUNJAB (SMC)

Always Frequently Un Decided Seldom Never

124
 Table#4.31 Does PTC/SMC tries to spend the funds of the school rightly and
justifiably?
D. UTILIZATION OF FUNDS

Stakeholders

Respondents
Responding
Committees
9. PTC/SMC tries to spend the funds of the school

Groups

Total
rightly and justifiably.
Always Frequently Un Decided Seldom Never
N %. N %. N %. N %. N %.
Members
Pakhtunkhwa (PTC )

Secretory 245 33.6 411 56.3 41 5.6 19 2.6 14 1.9 730

Chairman 197 27.0 378 51.8 71 9.7 43 5.9 41 5.6 730

Khyber

Members

Teacher 271 27.0 657 65.4 66 6.6 5 0.5 5 0.5 1004

Non

Parents 211 18.3 694 60.3 147 12.8 63 5.5 35 3.0 1150
Members

Secretory 89 15.6 361 63.1 59 10.3 41 7.2 22 3.8 572

PUNJAB (SMC)

Chairman 121 21.2 412 72.0 21 3.7 13 2.3 5 0.9 572

Members

Teacher 113 12.3 597 65.2 78 8.5 71 7.8 56 6.1 915

Non

Parents 186 16.2 681 59.2 156 13.6 75 6.5 52 4.5 1150

Table No: 4.31 reveals the In Khyber Pakhtunkhwa 84.32 % PTC members
and 85.10 % non-members consider that PTC/SMC tries to spend the funds of the
school rightly and justifiably, while 85.93% SMC members and 76.37% non SMC
members in Punjab have the same point of view. Thus in totality 84.78% respondents
in Khyber Pakhtunkhwa and 79.78% respondents in Punjab are in favour of it.
80

70

60

50

40

30

20

10

0
Secretory Chairman Teacher Parents Secretory Chairman Teacher Parents
Members Non Members Members Non Members
Khyber Pakhtunkhwa (PTC ) PUNJAB (SMC)

Always Frequently Un Decided Seldom Never

125
 Table#4.32 Does PTC/SMC monitors the construction work in school?

D. UTILIZATION OF FUNDS

Stakeholders

Respondents
Responding
Committees 10. PTC/SMC monitors the construction work in

Groups

Total
school.
Always Frequently Un Decided Seldom Never
N %. N %. N %. N %. N %.
Members
Pakhtunkhwa (PTC )

Secretory 112 15.3 456 62.5 87 11.9 64 8.8 11 1.5 730

Chairman 98 13.4 434 59.5 110 15.1 45 6.2 43 5.9 730

Khyber

Members

Teacher 131 13.0 654 65.1 102 10.2 74 7.4 43 4.3 1004
Non

Parents 177 15.4 713 62.0 86 7.5 97 8.4 77 6.7 1150

Members

Secretory 21 3.7 399 69.8 91 15.9 32 5.6 29 5.1 572

PUNJAB (SMC)

Chairman 79 13.8 358 62.6 61 10.7 43 7.5 31 5.4 572

Members

Teacher 90 9.8 490 53.6 154 16.8 90 9.8 91 9.9 915

Non

Parents 121 10.5 599 52.1 243 21.1 98 8.5 89 7.7 1150

Table No: 4.32 reveals the In Khyber Pakhtunkhwa 75.34 % PTC members
and 77.76 % non-members consider that PTC/SMC monitors the construction work in
school, while 74.91% SMC members and 62.95% non SMC members in Punjab have
the same point of view. Thus in totality 76.78% respondents in Khyber Pakhtunkhwa
and 67.22% respondents in Punjab are in favour of it.
80

70

60

50

40

30

20

10

0
Secretory Chairman Teacher Parents Secretory Chairman Teacher Parents
Members Non Members Members Non Members
Khyber Pakhtunkhwa (PTC ) PUNJAB (SMC)

Always Frequently Un Decided Seldom Never

126
 Table#4.33 Does PTC/SMC makes arrangement to repair the broken
furniture in the schools?
D. UTILIZATION OF FUNDS

Stakeholders

Respondents
Responding
Committees
11. PTC/SMC makes arrangement to repair the broken

Groups

Total
furniture in the schools.
Always Frequently Un Decided Seldom Never
N %. N %. N %. N %. N %.
Members
Pakhtunkhwa (PTC )

Secretory 31 4.2 397 54.4 134 18.4 89 12.2 79 10.8 730

Chairman 74 10.1 334 45.8 167 22.9 67 9.2 88 12.1 730

Khyber

Members

Teacher 76 7.6 531 52.9 176 17.5 132 13.1 89 8.9 1004
Non

Parents 97 8.4 644 56.0 199 17.3 117 10.2 93 8.1 1150
Members

Secretory 33 5.8 342 59.8 117 20.5 45 7.9 35 6.1 572

PUNJAB (SMC)

Chairman 41 7.2 332 58.0 87 15.2 67 11.7 45 7.9 572

Members

Teacher 141 15.4 367 40.1 186 20.3 121 13.2 100 10.9 915
Non

Parents 133 11.6 592 51.5 211 18.3 115 10.0 99 8.6 1150

Table No: 4.33 reveals 33. In Khyber Pakhtunkhwa 57.26 % PTC members
and 62.58 % non-members consider that PTC/SMC makes arrangement to repair the
broken furniture in the schools, while 65.38% SMC members and 59.71% non SMC
members in Punjab have the same point of view. Thus in totality 60.43% respondents
in Khyber Pakhtunkhwa and 61.73% respondents in Punjab are in favour of it.
70

60

50

40

30

20

10

0
Secretory Chairman Teacher Parents Secretory Chairman Teacher Parents
Members Non Members Members Non Members
Khyber Pakhtunkhwa (PTC ) PUNJAB (SMC)

Always Frequently Un Decided Seldom Never

127
 Table#4.34 Does PTC/SMC monitors the quality of work done at school?
D. UTILIZATION OF FUNDS

Stakeholders

Respondents
Responding
Committees
12. PTC/SMC monitors the quality of work done at

Groups

Total
school.
Always Frequently Un Decided Seldom Never
N %. N %. N %. N %. N %.
Members
Pakhtunkhwa (PTC )

Secretory 44 6.0 351 48.1 176 24.1 81 11.1 78 10.7 730

Chairman 21 2.9 357 48.9 211 28.9 64 8.8 77 10.5 730

Khyber

Members

Teacher 47 4.7 541 53.9 198 19.7 121 12.1 97 9.7 1004
Non

Parents 61 5.3 505 43.9 301 26.2 182 15.8 101 8.8 1150
Members

Secretory 24 4.2 303 53.0 114 19.9 76 13.3 55 9.6 572

PUNJAB (SMC)

Chairman 31 5.4 342 59.8 127 22.2 41 7.2 31 5.4 572

Members

Teacher 72 7.9 431 47.1 234 25.6 91 9.9 87 9.5 915

Non

Parents 61 5.3 514 44.7 276 24.0 176 15.3 123 10.7 1150

Table No: 4.34 reveals the In Khyber Pakhtunkhwa 52.95 % PTC members
and 53.32 % non-members consider that PTC/SMC monitors the quality of work done
at school, while 61.19% SMC members and 52.20% non SMC members in Punjab
have the same point of view. Thus in totality 53.32% respondents in Khyber
Pakhtunkhwa and 55.41% respondents in Punjab are in favour of it.
70

60

50

40

30

20

10

0
Secretory Chairman Teacher Parents Secretory Chairman Teacher Parents
Members Non Members Members Non Members
Khyber Pakhtunkhwa (PTC ) PUNJAB (SMC)

Always Frequently Un Decided Seldom Never

128
 Table#4.35 Does PTC/SMC helps the school staff in organizing curricular
activities at school?
E. ORGANIZING CURRICULAR ACTIVITIES

Stakeholders

Respondents
Responding
Committees
1. PTC/SMC helps the school staff in organizing

Groups

Total
curricular activities at school.
Always Frequently Un Decided Seldom Never
N %. N %. N %. N %. N %.
Members
Pakhtunkhwa (PTC )

Secretory 21 2.9 379 51.9 211 28.9 65 8.9 54 7.4 730

Chairman 112 15.3 401 54.9 147 20.1 47 6.4 23 3.2 730
Khyber

Members

Teacher 77 7.7 496 49.4 257 25.6 89 8.9 85 8.5 1004

Non

Parents 53 4.6 576 50.1 289 25.1 167 14.5 65 5.7 1150
Members

Secretory 43 7.5 342 59.8 94 16.4 61 10.7 32 5.6 572

PUNJAB (SMC)

Chairman 51 8.9 356 62.2 87 15.2 52 9.1 26 4.5 572

Members

Teacher 55 6.0 501 54.8 132 14.4 131 14.3 96 10.5 915
Non

Parents 76 6.6 577 50.2 199 17.3 187 16.3 111 9.7 1150

Table No: 4.35 reveals the In Khyber Pakhtunkhwa 62.53 % PTC members
and 55.80 % non-members consider that PTC/SMC helps the school staff in
organizing curricular activities at school, while 69.23% SMC members and 58.55%
non SMC members in Punjab have the same point of view. Thus in totality 58.52%
respondents in Khyber Pakhtunkhwa and 62.36% respondents in Punjab are in favour
of it.
70

60

50

40

30

20

10

0
Secretory Chairman Teacher Parents Secretory Chairman Teacher Parents
Members Non Members Members Non Members
Khyber Pakhtunkhwa (PTC ) PUNJAB (SMC)

Always Frequently Un Decided Seldom Never

129
 Table#4.36 Does PTC/SMC arranges teachers for school on temporary basis,
if required?
E. ORGANIZING CURRICULAR ACTIVITIES

Stakeholders

Respondents
Responding
Committees
2. PTC/SMC arranges teachers for school on temporary

Groups

Total
basis, if required.
Always Frequently Un Decided Seldom Never
N %. N %. N %. N %. N %.
Members
Pakhtunkhwa (PTC )

Secretory 31 4.2 414 56.7 186 25.5 43 5.9 56 7.7 730

Chairman 41 5.6 445 61.0 141 19.3 61 8.4 42 5.8 730

Khyber

Members

Teacher 56 5.6 487 48.5 267 26.6 101 10.1 93 9.3 1004
Non

Parents 47 4.1 524 45.6 322 28.0 184 16.0 73 6.3 1150
Members

Secretory 31 5.4 321 56.1 112 19.6 82 14.3 26 4.5 572

PUNJAB (SMC)

Chairman 51 8.9 334 58.4 101 17.7 67 11.7 19 3.3 572

Members

Teacher 19 2.1 478 52.2 165 18.0 213 23.3 40 4.4 915
Non

Parents 84 7.3 521 45.3 266 23.1 201 17.5 78 6.8 1150

Table No: 4.36 reveals the In Khyber Pakhtunkhwa 63.77% PTC members
and 51.72% non-members consider that PTC/SMC arranges teachers for school on
temporary basis, if required, while 64.42% SMC members and 53.37% non SMC
members in Punjab have the same point of view. Thus in totality 56.59% respondents
in Khyber Pakhtunkhwa and 57.31% respondents in Punjab are in favour of it.
70

60

50

40

30

20

10

0
Secretory Chairman Teacher Parents Secretory Chairman Teacher Parents
Members Non Members Members Non Members
Khyber Pakhtunkhwa (PTC ) PUNJAB (SMC)

Always Frequently Un Decided Seldom Never

130
 Table#4.37 Does PTC/SMC helps the school staff in conducting monthly test?
E. ORGANIZING CURRICULAR ACTIVITIES

Stakeholders

Respondents
Responding
Committees
3. PTC/SMC helps the school staff in conducting

Groups

Total
monthly test.
Always Frequently Un Decided Seldom Never
N %. N %. N %. N %. N %.
Khyber Pakhtunkhwa

Members

Secretory 52 7.1 501 68.6 105 14.4 35 4.8 37 5.1 730

Chairman 43 5.9 497 68.1 113 15.5 46 6.3 31 4.2 730

(PTC )

Members

Teacher 58 5.8 576 57.4 161 16.0 134 13.3 75 7.5 1004
Non

Parents 87 7.6 615 53.5 267 23.2 123 10.7 58 5.0 1150
Members

Secretory 46 8.0 412 72.0 60 10.5 42 7.3 12 2.1 572

PUNJAB (SMC)

Chairman 52 9.1 401 70.1 62 10.8 38 6.6 19 3.3 572

Members

Teacher 42 4.6 542 59.2 101 11.0 154 16.8 76 8.3 915
Non

Parents 61 5.3 621 54.0 197 17.1 187 16.3 84 7.3 1150

Table No: 4.37 reveals the In Khyber Pakhtunkhwa 74.86% PTC members
and 62.02% non-members consider that PTC/SMC helps the school staff in
conducting monthly test, while 79.63% SMC members and 61.31% non SMC
members in Punjab have the same point of view. Thus in totality 67.21% respondents
in Khyber Pakhtunkhwa and 67.84% respondents in Punjab are in favour of it.
80

70

60

50

40

30

20

10

0
Secretory Chairman Teacher Parents Secretory Chairman Teacher Parents
Members Non Members Members Non Members
Khyber Pakhtunkhwa (PTC ) PUNJAB (SMC)

Always Frequently Un Decided Seldom Never

131
 Table#4.38 Does PTC/SMC helps the school staff in conducting annual
examination?
E. ORGANIZING CURRICULAR ACTIVITIES

Stakeholders

Respondents
Responding
Committees
4. PTC/SMC helps the school staff in conducting annual

Groups

Total
examination.
Always Frequently Un Decided Seldom Never
N %. N %. N %. N %. N %.
Members
Pakhtunkhwa (PTC )

Secretory 57 7.8 498 68.2 99 13.6 39 5.3 37 5.1 730

Chairman 52 7.1 478 65.5 115 15.8 43 5.9 42 5.8 730

Khyber

Members

Teacher 63 6.3 566 56.4 177 17.6 131 13.0 67 6.7 1004
Non

Parents 82 7.1 621 54.0 251 21.8 134 11.7 62 5.4 1150
Members

Secretory 32 5.6 432 75.5 64 11.2 32 5.6 12 2.1 572

PUNJAB (SMC)

Chairman 44 7.7 413 72.2 52 9.1 42 7.3 21 3.7 572

Members

Teacher 65 7.1 541 59.1 125 13.7 132 14.4 52 5.7 915
Non

Parents 55 4.8 597 51.9 241 21.0 176 15.3 81 7.0 1150

Table No: 4.38 reveals the In Khyber Pakhtunkhwa 74.32% PTC members
and 61.84% non-members consider that PTC/SMC helps the school staff in
conducting annual examination, while 80.51% SMC members and 60.92% non SMC
members in Punjab have the same point of view. Thus in totality 66.88% respondents
in Khyber Pakhtunkhwa and 67.90% respondents in Punjab are in favour of it.
80

70

60

50

40

30

20

10

0
Secretory Chairman Teacher Parents Secretory Chairman Teacher Parents
Members Non Members Members Non Members
Khyber Pakhtunkhwa (PTC ) PUNJAB (SMC)

Always Frequently Un Decided Seldom Never

132
 Table#4.39 Does PTC/SMC helps the school staff in generating individual
progress reports of students?
E. ORGANIZING CURRICULAR ACTIVITIES

Stakeholders

Respondents
Responding
Committees
5. PTC/SMC helps the school staff in generating

Groups

Total
individual progress reports of students.
Always Frequently Un Decided Seldom Never
N %. N %. N %. N %. N %.
Members
Pakhtunkhwa (PTC )

Secretory 87 11.9 477 65.3 105 14.4 29 4.0 32 4.4 730

Chairman 59 8.1 501 68.6 95 13.0 41 5.6 34 4.7 730

Khyber

Members

Teacher 43 4.3 541 53.9 201 20.0 123 12.3 96 9.6 1004
Non

Parents 32 2.8 632 55.0 256 22.3 134 11.7 96 8.3 1150
Members

Secretory 40 7.0 402 70.3 51 8.9 45 7.9 34 5.9 572

PUNJAB (SMC)

Chairman 37 6.5 415 72.6 64 11.2 37 6.5 19 3.3 572

Members

Teacher 65 7.1 529 57.8 111 12.1 132 14.4 78 8.5 915
Non

Parents 61 5.3 611 53.1 222 19.3 177 15.4 79 6.9 1150

Table No: 4.39 reveals the In Khyber Pakhtunkhwa 76.99% PTC members
and 57.94% non-members consider that PTC/SMC helps the school staff in generating
individual progress reports of students, while 78.15% SMC members and 61.31% non
SMC members in Punjab have the same point of view. Thus in totality 65.63%
respondents in Khyber Pakhtunkhwa and 67.31% respondents in Punjab are in favour
of it.
80
70
60
50
40
30
20
10
0
Secretory Chairman Teacher Parents Secretory Chairman Teacher Parents
Members Non Members Members Non Members
Khyber Pakhtunkhwa (PTC ) PUNJAB (SMC)

Always Frequently Un Decided Seldom Never

133
 Table#4.40 Does PTC/SMC discusses the progress reports of students with
parents?
E. ORGANIZING CURRICULAR ACTIVITIES

Stakeholders

Respondents
Responding
Committees
6. PTC/SMC discusses the progress reports of students

Groups

Total
with parents.
Always Frequently Un Decided Seldom Never
N %. N %. N %. N %. N %.
Members
Pakhtunkhwa (PTC )

Secretory 105 14.4 514 70.4 78 10.7 17 2.3 16 2.2 730

Chairman 41 5.6 507 69.5 89 12.2 53 7.3 40 5.5 730

Khyber

Members

Teacher 67 6.7 615 61.3 142 14.1 97 9.7 83 8.3 1004

Non

Parents 89 7.7 732 63.7 176 15.3 99 8.6 54 4.7 1150

Members

Secretory 30 5.2 399 69.8 76 13.3 54 9.4 13 2.3 572

PUNJAB (SMC)

Chairman 41 7.2 411 71.9 64 11.2 37 6.5 19 3.3 572

Members

Teacher 30 3.3 554 60.5 143 15.6 121 13.2 67 7.3 915
Non

Parents 59 5.1 667 58.0 187 16.3 154 13.4 83 7.2 1150

Table No: 4.40 reveals the In Khyber Pakhtunkhwa 79.93% PTC members
and 69.78% non-members consider that PTC/SMC discusses the progress reports of
students with parents, while 77.01% SMC members and 63.44% non SMC members
in Punjab have the same point of view. Thus in totality 73.88% respondents in Khyber
Pakhtunkhwa and 68.28% respondents in Punjab are in favour of it.
80

70

60

50

40

30

20

10

0
Secretory Chairman Teacher Parents Secretory Chairman Teacher Parents
Members Non Members Members Non Members
Khyber Pakhtunkhwa (PTC ) PUNJAB (SMC)

Always Frequently Un Decided Seldom Never

134
 Table#4.41 Does PTC/SMC helps the school staff in arranging Parents
Teacher Meeting (PTM)?
E. ORGANIZING CURRICULAR ACTIVITIES

Stakeholders

Respondents
Responding
Committees
7. PTC/SMC helps the school staff in arranging Parents

Groups

Total
Teacher Meeting (PTM).
Always Frequently Un Decided Seldom Never
N %. N %. N %. N %. N %.
Members
Pakhtunkhwa (PTC )

Secretory 194 26.6 473 64.8 43 5.9 11 1.5 9 1.2 730

Chairman 123 16.8 487 66.7 28 3.8 52 7.1 40 5.5 730

Khyber

Members

Teacher 139 13.8 649 64.6 99 9.9 66 6.6 51 5.1 1004

Non

Parents 114 9.9 701 61.0 165 14.3 94 8.2 76 6.6 1150
Members

Secretory 61 10.7 415 72.6 44 7.7 34 5.9 18 3.1 572

PUNJAB (SMC)

Chairman 25 4.4 444 77.6 39 6.8 41 7.2 23 4.0 572

Members

Teacher 69 7.5 601 65.7 79 8.6 99 10.8 67 7.3 915

Non

Parents 78 6.8 706 61.4 134 11.7 145 12.6 87 7.6 1150

Table No: 4.41 reveals the In Khyber Pakhtunkhwa 87.47% PTC members
and 74.42% non-members consider that PTC/SMC helps the school staff in arranging
Parents Teacher Meeting (PTM), while 82.60% SMC members and 70.41% non SMC
members in Punjab have the same point of view. Thus in totality 79.69% respondents
in Khyber Pakhtunkhwa and 74.76% respondents in Punjab are in favour of it.

90
80
70
60
50
40
30
20
10
0
Secretory Chairman Teacher Parents Secretory Chairman Teacher Parents
Members Non Members Members Non Members
Khyber Pakhtunkhwa (PTC ) PUNJAB (SMC)

Always Frequently Un Decided Seldom Never

135
 Table#4.42 Does PTC/SMC discusses students’ problems in the PTM?
E. ORGANIZING CURRICULAR ACTIVITIES

Stakeholders

Respondents
Committees

Responding
8. PTC/SMC discusses students’ problems in the PTM.

Groups

Total
Always Frequently Un Decided Seldom Never
N %. N %. N %. N %. N %.
Khyber Pakhtunkhwa

Secretory 154 21.1 515 70.5 34 4.7 17 2.3 10 1.4 730

Members

Chairman 119 16.3 499 68.4 37 5.1 43 5.9 32 4.4 730

(PTC )

Members

Teacher 187 18.6 698 69.5 45 4.5 34 3.4 40 4.0 1004

Non

Parents 211 18.3 712 61.9 159 13.8 47 4.1 21 1.8 1150

Secretory 42 7.3 423 74.0 45 7.9 34 5.9 28 4.9 572

Members
PUNJAB (SMC)

Chairman 37 6.5 417 72.9 54 9.4 41 7.2 23 4.0 572

Members

Teacher 99 10.8 614 67.1 65 7.1 76 8.3 61 6.7 915

Non

Parents 86 7.5 699 60.8 125 10.9 141 12.3 99 8.6 1150

Table No: 4.42 reveals the In Khyber Pakhtunkhwa 88.15% PTC members
and 83.94% non-members consider that PTC/SMC discusses students‘ problems in
the PTM, while 80.33% SMC members and 72.54% non SMC members in Punjab
have the same point of view. Thus in totality 85.64% respondents in Khyber
Pakhtunkhwa and 75.32% respondents in Punjab are in favour of it.
80

70

60

50

40

30

20

10

0
Secretory Chairman Teacher Parents Secretory Chairman Teacher Parents
Members Non Members Members Non Members
Khyber Pakhtunkhwa (PTC ) PUNJAB (SMC)

Always Frequently Un Decided Seldom Never

136
Table#4.43 Does PTC/SMC helps the school staff in diagnosing/indicating
different educational issues faced by the schools?
E. ORGANIZING CURRICULAR ACTIVITIES

Stakeholders

Respondents
Committees
Responding
9. Does PTC/SMC helps the school staff in

Groups

Total
diagnosing/indicating different educational issues
faced by the schools.
Always Frequently Un Decided Seldom Never
N %. N %. N %. N %. N %.
Khyber Pakhtunkhwa

Secretory 215 29.5 432 59.2 30 4.1 32 4.4 21 2.9 730

Members

Chairman 179 24.5 441 60.4 56 7.7 21 2.9 33 4.5 730

(PTC )

Members

Teacher 154 15.3 615 61.3 117 11.7 56 5.6 62 6.2 1004
Non

Parents 234 20.3 743 64.6 133 11.6 23 2.0 17 1.5 1150

Secretory 47 8.2 346 60.5 66 11.5 54 9.4 59 10.3 572

Members
PUNJAB (SMC)

Chairman 73 12.8 421 73.6 42 7.3 13 2.3 23 4.0 572

Teacher 132 14.4 637 69.6 47 5.1 56 6.1 43 4.7 915

Members
Non

Parents 91 7.9 705 61.3 111 9.7 143 12.4 100 8.7 1150

Table No: 4.43 reveals the In Khyber Pakhtunkhwa 88.78% PTC members
and 81.06% non-members consider that PTC/SMC helps the school staff in
diagnosing/indicating different educational issues faced by the schools, while 77.53%
SMC members and 75.79% non SMC members in Punjab have the same point of
view. Thus in totality 83.37% respondents in Khyber Pakhtunkhwa and 76.41%
respondents in Punjab are in favour of it.
80
70
60
50
40
30
20
10
0
Secretory Chairman Teacher Parents Secretory Chairman Teacher Parents
Members Non Members Members Non Members
Khyber Pakhtunkhwa (PTC ) PUNJAB (SMC)

Always Frequently Un Decided Seldom Never

137
 Table#4.44 Does PTC/SMC helps the school staff in addressing different
problems faced by the teachers & students?
E. ORGANIZING CURRICULAR ACTIVITIES

Stakeholders

Respondents
Responding
Committees
10. PTC/SMC helps the school staff in addressing

Groups

Total
different problems faced by the teachers & students.
Always Frequently Un Decided Seldom Never
N %. N %. N %. N %. N %.
Khyber Pakhtunkhwa

Members

Secretory 112 15.3 444 60.8 88 12.1 47 6.4 39 5.3 730

Chairman 104 14.2 432 59.2 76 10.4 53 7.3 65 8.9 730

(PTC )

Members

Teacher 97 9.7 587 58.5 137 13.6 84 8.4 99 9.9 1004

Non

Parents 126 11.0 678 59.0 154 13.4 95 8.3 97 8.4 1150
Members

Secretory 23 4.0 411 71.9 82 14.3 29 5.1 27 4.7 572

PUNJAB (SMC)

Chairman 62 10.8 396 69.2 74 12.9 21 3.7 19 3.3 572

Members

Teacher 51 5.6 598 65.4 87 9.5 98 10.7 81 8.9 915

Non

Parents 61 5.3 714 62.1 99 8.6 144 12.5 132 11.5 1150

Table No: 4.44 reveals the In Khyber Pakhtunkhwa 74.79% PTC members
and 69.08% non-members consider that PTC/SMC helps the school staff in
addressing different problems faced by the teachers & students, while 77.97% SMC
members and 68.96% non SMC members in Punjab have the same point of view.
Thus in totality 71.39% respondents in Khyber Pakhtunkhwa and 72.17% respondents
in Punjab are in favour of it.
80

70

60

50

40

30

20

10

0
Secretory Chairman Teacher Parents Secretory Chairman Teacher Parents
Members Non Members Members Non Members
Khyber Pakhtunkhwa (PTC ) PUNJAB (SMC)

Always Frequently Un Decided Seldom Never

138
 Table#4.45 Does PTC/SMC helps in organizing literary competitions (Quiz,
NAAT, QIRAT and speech etc.) among students?
F. ORGANIZING CO-CURRICULAR ACTIVITIES

Stakeholders

Respondents
Responding
Committees
1. PTC/SMC helps in organizing literary competitions

Groups

Total
(quiz, NAAT, QIRAT and speech etc.) among students.
Always Frequently Un Decided Seldom Never
N %. N %. N %. N %. N %.
Members
Pakhtunkhwa (PTC )

Secretory 76 10.4 477 65.3 112 15.3 32 4.4 33 4.5 730

Chairman 121 16.6 485 66.4 55 7.5 41 5.6 28 3.8 730

Khyber

Members

Teacher 223 22.2 601 59.9 96 9.6 43 4.3 41 4.1 1004

Non

Parents 211 18.3 715 62.2 113 9.8 64 5.6 47 4.1 1150
Members

Secretory 64 11.2 411 71.9 44 7.7 25 4.4 28 4.9 572

PUNJAB (SMC)

Chairman 73 12.8 399 69.8 52 9.1 34 5.9 14 2.4 572

Members

Teacher 69 7.5 615 67.2 98 10.7 64 7.0 69 7.5 915

Non

Parents 141 12.3 743 64.6 106 9.2 87 7.6 73 6.3 1150

Table No: 4.45 reveals the In Khyber Pakhtunkhwa 79.38% PTC members
and 81.24% non-members consider that PTC/SMC helps in organizing literary
competitions (quiz, naat, qirat and speech etc) among students, while 82.78% SMC
members and 75.93% non SMC members in Punjab have the same point of view.
Thus in totality 80.49% respondents in Khyber Pakhtunkhwa and 78.27% respondents
in Punjab are in favour of it.
80

70

60

50

40

30

20

10

0
Secretory Chairman Teacher Parents Secretory Chairman Teacher Parents
Members Non Members Members Non Members
Khyber Pakhtunkhwa (PTC ) PUNJAB (SMC)

Always Frequently Un Decided Seldom Never

139
 Table#4.46 Does PTC/SMC helps the school in organizing different programs
at national festivals?
F. ORGANIZING CO-CURRICULAR ACTIVITIES

Stakeholders

Respondents
Responding
Committees
2. PTC/SMC helps the school in organizing different

Groups

Total
programs at national festivals.
Always Frequently Un Decided Seldom Never
N %. N %. N %. N %. N %.
Members
Pakhtunkhwa (PTC )

Secretory 131 17.9 478 65.5 56 7.7 41 5.6 24 3.3 730

Chairman 145 19.9 485 66.4 44 6.0 39 5.3 17 2.3 730

Khyber

Members

Teacher 244 24.3 589 58.7 87 8.7 46 4.6 38 3.8 1004

Non

Parents 199 17.3 737 64.1 101 8.8 59 5.1 54 4.7 1150
Members

Secretory 82 14.3 424 74.1 34 5.9 21 3.7 11 1.9 572

PUNJAB (SMC)

Chairman 63 11.0 416 72.7 49 8.6 32 5.6 12 2.1 572

Members

Teacher 87 9.5 667 72.9 63 6.9 47 5.1 51 5.6 915

Non

Parents 21 1.8 932 81.0 107 9.3 58 5.0 32 2.8 1150

Table No: 4.46 reveals the In Khyber Pakhtunkhwa 84.86% PTC members
and 82.13% non-members consider that PTC/SMC helps the school in organizing
different programs at national festivals, while 86.10% SMC members and 82.66% non
SMC members in Punjab have the same point of view. Thus in totality 83.23%
respondents in Khyber Pakhtunkhwa and 83.89% respondents in Punjab are in favour
of it.
90
80
70
60
50
40
30
20
10
0
Secretory Chairman Teacher Parents Secretory Chairman Teacher Parents
Members Non Members Members Non Members
Khyber Pakhtunkhwa (PTC ) PUNJAB (SMC)

Always Frequently Un Decided Seldom Never

140
 Table#4.47 Does PTC/SMC helps the school in organizing child friendly
programs for character building of the student?
F. ORGANIZING CO-CURRICULAR ACTIVITIES

Stakeholders

Respondents
Responding
Committees
3. PTC/SMC helps the school in organizing child friendly

Groups

Total
programs for character building of the student.
Always Frequently Un Decided Seldom Never
N %. N %. N %. N %. N %.
Khyber Pakhtunkhwa

Members

Secretory 122 16.7 463 63.4 77 10.5 43 5.9 25 3.4 730

Chairman 137 18.8 444 60.8 69 9.5 39 5.3 41 5.6 730

(PTC )

Members

Teacher 131 13.0 699 69.6 43 4.3 64 6.4 67 6.7 1004

Non

Parents 146 12.7 759 66.0 123 10.7 63 5.5 59 5.1 1150
Members

Secretory 42 7.3 387 67.7 56 9.8 34 5.9 53 9.3 572

PUNJAB (SMC)

Chairman 51 8.9 398 69.6 61 10.7 45 7.9 17 3.0 572

Members

Teacher 97 10.6 645 70.5 76 8.3 49 5.4 48 5.2 915

Non

Parents 82 7.1 887 77.1 99 8.6 57 5.0 25 2.2 1150

Table No: 4.47 reveals the In Khyber Pakhtunkhwa 79.86% PTC members
and 80.55% non-members consider that PTC/SMC helps the school in organizing
child friendly programs for character building of the student, while 76.75% SMC
members and 82.86% non SMC members in Punjab have the same point of view.
Thus in totality 80.27% respondents in Khyber Pakhtunkhwa and 80.68% respondents
in Punjab are in favour of it.
90
80
70
60
50
40
30
20
10
0
Secretory Chairman Teacher Parents Secretory Chairman Teacher Parents
Members Non Members Members Non Members
Khyber Pakhtunkhwa (PTC ) PUNJAB (SMC)

Always Frequently Un Decided Seldom Never

141
 Table#4.48 Does PTC/SMC makes focused efforts to ensure the right to play
for the students?
F. ORGANIZING CO-CURRICULAR ACTIVITIES

Stakeholders

Respondents
Responding
Committees
4. PTC/SMC makes focused efforts to ensure the right to

Groups

Total
play for the students.
Always Frequently Un Decided Seldom Never
N %. N %. N %. N %. N %.
Members
Pakhtunkhwa (PTC )

Secretory 72 9.9 469 64.2 94 12.9 54 7.4 41 5.6 730

Chairman 88 12.1 467 64.0 77 10.5 47 6.4 51 7.0 730

Khyber

Members

Teacher 153 15.2 672 66.9 66 6.6 53 5.3 60 6.0 1004

Non

Parents 145 12.6 733 63.7 111 9.7 92 8.0 69 6.0 1150
Members

Secretory 51 8.9 397 69.4 69 12.1 21 3.7 34 5.9 572

PUNJAB (SMC)

Chairman 34 5.9 386 67.5 78 13.6 41 7.2 33 5.8 572

Members

Teacher 94 10.3 616 67.3 92 10.1 59 6.4 54 5.9 915

Non

Parents 121 10.5 793 69.0 107 9.3 65 5.7 64 5.6 1150

Table No: 4.48 reveals the In Khyber Pakhtunkhwa 75.07% PTC members
and 79.06% non-members consider that PTC/SMC makes focused efforts to ensure
the right to play for the students, while 75.87% SMC members and 78.64% non SMC
members in Punjab have the same point of view. Thus in totality 77.45% respondents
in Khyber Pakhtunkhwa and 77.66% respondents in Punjab are in favour of it.
80

70

60

50

40

30

20

10

0
Secretory Chairman Teacher Parents Secretory Chairman Teacher Parents
Members Non Members Members Non Members
Khyber Pakhtunkhwa (PTC ) PUNJAB (SMC)

Always Frequently Un Decided Seldom Never

142
 Table#4.49 Does PTC/SMC tries to ensure the participation of the community
members in co-curricular activities?
F. ORGANIZING CO-CURRICULAR ACTIVITIES

Stakeholders

Respondents
Responding
Committees
5. PTC/SMC tries to ensure the participation of the

Groups

Total
community members in co-curricular activities.
Always Frequently Un Decided Seldom Never
N %. N %. N %. N %. N %.
Members
Pakhtunkhwa (PTC )

Secretory 55 7.5 470 64.4 97 13.3 64 8.8 44 6.0 730

Chairman 64 8.8 447 61.2 89 12.2 58 7.9 72 9.9 730

Khyber

Members

Teacher 97 9.7 669 66.6 102 10.2 55 5.5 81 8.1 1004

Non

Parents 127 11.0 731 63.6 114 9.9 99 8.6 79 6.9 1150
Members

Secretory 84 14.7 379 66.3 53 9.3 27 4.7 29 5.1 572

PUNJAB (SMC)

Chairman 66 11.5 376 65.7 58 10.1 37 6.5 35 6.1 572

Members

Teacher 76 8.3 599 65.5 122 13.3 61 6.7 57 6.2 915

Non

Parents 99 8.6 744 64.7 136 11.8 78 6.8 93 8.1 1150

Table No: 4.49 reveals the In Khyber Pakhtunkhwa 70.96% PTC members
and 75.39% non-members consider that PTC/SMC tries to ensure the participation of
the community members in co-curricular activities, while 79.11% SMC members and
73.51% non SMC members in Punjab have the same point of view. Thus in totality
73.60% respondents in Khyber Pakhtunkhwa and 75.51% respondents in Punjab are
in favour of it.
70

60

50

40

30

20

10

0
Secretory Chairman Teacher Parents Secretory Chairman Teacher Parents
Members Non Members Members Non Members
Khyber Pakhtunkhwa (PTC ) PUNJAB (SMC)

Always Frequently Un Decided Seldom Never

143
 Table#4.50 Does PTC/SMC ensures the participation of elected members in all
programs of the school?
F. ORGANIZING CO-CURRICULAR ACTIVITIES

Stakeholders

Respondents
Responding
Committees
6. PTC/SMC ensures the participation of elected

Groups

Total
members in all programs of the school
Always Frequently Un Decided Seldom Never
N %. N %. N %. N %. N %.
Members
Pakhtunkhwa (PTC )

Secretory 32 4.4 463 63.4 105 14.4 71 9.7 59 8.1 730

Chairman 46 6.3 476 65.2 91 12.5 63 8.6 54 7.4 730

Khyber

Members

Teacher 75 7.5 721 71.8 88 8.8 58 5.8 62 6.2 1004

Non

Parents 84 7.3 776 67.5 133 11.6 106 9.2 51 4.4 1150
Members

Secretory 45 7.9 351 61.4 79 13.8 54 9.4 43 7.5 572

PUNJAB (SMC)

Chairman 61 10.7 346 60.5 61 10.7 49 8.6 55 9.6 572

Members

Teacher 79 8.6 614 67.1 112 12.2 52 5.7 58 6.3 915

Non

Parents 96 8.3 694 60.3 192 16.7 87 7.6 81 7.0 1150

Table No: 4.50 reveals the In Khyber Pakhtunkhwa 69.66% PTC members
and 76.88% non-members consider that PTC/SMC ensures the participation of elected
members in all programs of the school, while 70.19% SMC members and 71.82% non
SMC members in Punjab have the same point of view. Thus in totality 73.96%
respondents in Khyber Pakhtunkhwa and 71.24% respondents in Punjab are in favour
of it
80

70

60

50

40

30

20

10

0
Secretory Chairman Teacher Parents Secretory Chairman Teacher Parents
Members Non Members Members Non Members
Khyber Pakhtunkhwa (PTC ) PUNJAB (SMC)

Always Frequently Un Decided Seldom Never

144
 Table#4.51 Does PTC/SMC monitors and supervises the process of repair &
maintenance of the school?
G. MONITORING AND SUPERVISION

Stakeholders

Respondents
Responding
Committees
1. PTC/SMC monitors and supervises the process of

Groups

Total
repair & maintenance of the school
Always Frequently Un Decided Seldom Never
N %. N %. N %. N %. N %.
Members
Pakhtunkhwa (PTC )

Secretory 115 15.8 503 68.9 55 7.5 23 3.2 34 4.7 730

Chairman 94 12.9 497 68.1 60 8.2 37 5.1 42 5.8 730

Khyber

Members

Teacher 154 15.3 588 58.6 105 10.5 73 7.3 84 8.4 1004
Non

Parents 217 18.9 726 63.1 91 7.9 62 5.4 54 4.7 1150

Members

Secretory 63 11.0 401 70.1 62 10.8 25 4.4 21 3.7 572

PUNJAB (SMC)

Chairman 52 9.1 397 69.4 76 13.3 26 4.5 21 3.7 572

Members

Teacher 69 7.5 576 63.0 132 14.4 76 8.3 62 6.8 915

Non

Parents 53 4.6 745 64.8 202 17.6 53 4.6 97 8.4 1150

Table No: 4.51 reveals the In Khyber Pakhtunkhwa 82.81% PTC members
and 78.23% non-members consider that PTC/SMC monitors and supervises the
process of repair & maintenance of the school, while 79.81% SMC members and
69.88% non SMC members in Punjab have the same point of view. Thus in totality
80.08% respondents in Khyber Pakhtunkhwa and 71.24% respondents in Punjab are
in favour of it.
80
70
60
50
40
30
20
10
0
Secretory Chairman Teacher Parents Secretory Chairman Teacher Parents
Members Non Members Members Non Members
Khyber Pakhtunkhwa (PTC ) PUNJAB (SMC)

Always Frequently Un Decided Seldom Never

145
 Table#4.52 Does PTC/SMC monitors funds generation process?
G. MONITORING AND SUPERVISION

Stakeholders

Respondents
Responding
Committees

Groups
2. PTC/SMC monitors funds generation process

Total
Always Frequently Un Decided Seldom Never
N %. N %. N %. N %. N %.
Khyber Pakhtunkhwa

Members

Secretory 76 10.4 497 68.1 87 11.9 49 6.7 21 2.9 730

Chairman 82 11.2 441 60.4 91 12.5 61 8.4 55 7.5 730

(PTC )

Members

Teacher 89 8.9 593 59.1 154 15.3 97 9.7 71 7.1 1004

Non

Parents 136 11.8 765 66.5 127 11.0 65 5.7 57 5.0 1150
Members

Secretory 54 9.4 414 72.4 54 9.4 26 4.5 24 4.2 572

PUNJAB (SMC)

Chairman 67 11.7 402 70.3 61 10.7 21 3.7 21 3.7 572

Members

Teacher 102 11.1 587 64.2 112 12.2 83 9.1 31 3.4 915
Non

Parents 154 13.4 712 61.9 185 16.1 54 4.7 45 3.9 1150

Table No: 4.52 reveals the In Khyber Pakhtunkhwa 75.07% PTC members
and 73.49% non-members consider that PTC/SMC monitors funds generation
process, while 81.91% SMC members and 75.30% non SMC members in Punjab have
the same point of view. Thus in totality 74.13% respondents in Khyber Pakhtunkhwa
and 77.66% respondents in Punjab are in favour of it.
80

70

60

50

40

30

20

10

0
Secretory Chairman Teacher Parents Secretory Chairman Teacher Parents
Members Non Members Members Non Members
Khyber Pakhtunkhwa (PTC ) PUNJAB (SMC)

Always Frequently Un Decided Seldom Never

146
 Table#4.53 Does PTC/SMC supervises proper utilization of funds allocated by
the government?
G. MONITORING AND SUPERVISION

Stakeholders

Respondents
Responding
Committees
3. PTC/SMC supervises proper utilization of funds

Groups

Total
allocated by the government
Always Frequently Un Decided Seldom Never
N %. N %. N %. N %. N %.
Members
Pakhtunkhwa (PTC )

Secretory 121 16.6 503 68.9 76 10.4 19 2.6 11 1.5 730

Chairman 93 12.7 479 65.6 84 11.5 27 3.7 47 6.4 730

Khyber

Members

Teacher 105 10.5 599 59.7 132 13.1 97 9.7 71 7.1 1004
Non

Parents 82 7.1 805 70.0 154 13.4 58 5.0 51 4.4 1150

Members

Secretory 35 6.1 378 66.1 77 13.5 47 8.2 35 6.1 572

PUNJAB (SMC)

Chairman 44 7.7 398 69.6 42 7.3 47 8.2 41 7.2 572

Members

Teacher 97 10.6 588 64.3 96 10.5 76 8.3 58 6.3 915

Non

Parents 131 11.4 687 59.7 211 18.3 63 5.5 58 5.0 1150

Table No: 4.53 reveals the In Khyber Pakhtunkhwa 81.92% PTC members
and 73.86% non-members consider that PTC/SMC supervises proper utilization of
funds allocated by the government, while 74.74% SMC members and 72.78% non
SMC members in Punjab have the same point of view. Thus in totality 77.12%
respondents in Khyber Pakhtunkhwa and 73.48% respondents in Punjab are in favour
of it.
80
70
60
50
40
30
20
10
0
Secretory Chairman Teacher Parents Secretory Chairman Teacher Parents
Members Non Members Members Non Members
Khyber Pakhtunkhwa (PTC ) PUNJAB (SMC)

Always Frequently Un Decided Seldom Never

147
 Table#4.54 Does PTC/SMC supervises different curricular activities
performed in school?
G. MONITORING AND SUPERVISION

Stakeholders

Respondents
Responding
Committees
4. PTC/SMC supervises different curricular activities

Groups

Total
performed in school
Always Frequently Un Decided Seldom Never
N %. N %. N %. N %. N %.
Members
Pakhtunkhwa (PTC )

Secretory 97 13.3 486 66.6 99 13.6 27 3.7 21 2.9 730

Chairman 93 12.7 479 65.6 84 11.5 27 3.7 47 6.4 730

Khyber

Members

Teacher 115 11.5 607 60.5 110 11.0 83 8.3 89 8.9 1004
Non

Parents 94 8.2 755 65.7 166 14.4 67 5.8 68 5.9 1150

Members

Secretory 46 8.0 419 73.3 54 9.4 32 5.6 21 3.7 572

PUNJAB (SMC)

Chairman 37 6.5 377 65.9 64 11.2 41 7.2 53 9.3 572

Members

Teacher 109 11.9 512 56.0 159 17.4 78 8.5 57 6.2 915
Non

Parents 131 11.4 666 57.9 178 15.5 91 7.9 84 7.3 1150

Table No: 4.54 reveals the In Khyber Pakhtunkhwa 79.11% PTC members
and 72.93% non-members consider that PTC/SMC supervises different curricular
activities performed in school, while 76.84% SMC members and 68.67% non SMC
members in Punjab have the same point of view. Thus in totality 75.43% respondents
in Khyber Pakhtunkhwa and 71.58% respondents in Punjab are in favour of it.
80

70

60

50

40

30

20

10

0
Secretory Chairman Teacher Parents Secretory Chairman Teacher Parents
Members Non Members Members Non Members
Khyber Pakhtunkhwa (PTC ) PUNJAB (SMC)

Always Frequently Un Decided Seldom Never

148
 Table#4.55 Does PTC/SMC monitors attendance of teachers?
G. MONITORING AND SUPERVISION

Stakeholders

Respondents
Responding
Committees

Groups
5. PTC/SMC monitors attendance of teachers

Total
Always Frequently Un Decided Seldom Never
Members N %. N %. N %. N %. N %.
Pakhtunkhwa (PTC )

Secretory 137 18.8 476 65.2 77 10.5 25 3.4 15 2.1 730

Chairman 108 14.8 499 68.4 69 9.5 31 4.2 23 3.2 730

Khyber

Members

Teacher 219 21.8 666 66.3 48 4.8 40 4.0 31 3.1 1004

Non

Parents 170 14.8 805 70.0 109 9.5 47 4.1 19 1.7 1150
Members

Secretory 76 13.3 399 69.8 53 9.3 27 4.7 17 3.0 572

PUNJAB (SMC)

Chairman 36 6.3 374 65.4 84 14.7 36 6.3 42 7.3 572

Members

Teacher 121 13.2 598 65.4 97 10.6 59 6.4 40 4.4 915

Non

Parents 194 16.9 709 61.7 156 13.6 62 5.4 29 2.5 1150

Table No: 4.55 reveals the In Khyber Pakhtunkhwa 83.56% PTC members
and 86.35% non-members consider that PTC/SMC monitors attendance of teachers,
while 77.36% SMC members and 78.55% non SMC members in Punjab have the
same point of view. Thus in totality 85.22% respondents in Khyber Pakhtunkhwa and
78.12% respondents in Punjab are in favour of it.
80

70

60

50

40

30

20

10

0
Secretory Chairman Teacher Parents Secretory Chairman Teacher Parents
Members Non Members Members Non Members
Khyber Pakhtunkhwa (PTC ) PUNJAB (SMC)

Always Frequently Un Decided Seldom Never

149
 Table#4.56 Does PTC/SMC monitors attendance of students?

G. MONITORING AND SUPERVISION

Stakeholders

Respondents
Responding
Committees

Groups
6. PTC/SMC monitors attendance of students

Total
Always Frequently Un Decided Seldom Never
N %. N %. N %. N %. N %.
Khyber Pakhtunkhwa

Members

Secretory 145 19.9 465 63.7 67 9.2 31 4.2 22 3.0 730

Chairman 123 16.8 444 60.8 63 8.6 57 7.8 43 5.9 730

(PTC )

Members

Teacher 142 14.1 687 68.4 87 8.7 66 6.6 22 2.2 1004

Non

Parents 134 11.7 798 69.4 115 10.0 69 6.0 34 3.0 1150
Members

Secretory 53 9.3 417 72.9 63 11.0 27 4.7 12 2.1 572

PUNJAB (SMC)

Chairman 36 6.9 362 69.6 46 8.8 45 8.7 31 6.0 520

Members

Teacher 133 14.5 598 65.4 111 12.1 39 4.3 34 3.7 915
Non

Parents 147 12.8 714 62.1 144 12.5 87 7.6 58 5.0 1150

Table No: 4.56 reveals the In Khyber Pakhtunkhwa 80.62% PTC members
and 81.75% non-members consider that PTC/SMC monitors attendance of students,
while 79.49% SMC members and 77.09% non SMC members in Punjab have the
same point of view. Thus in totality 81.29% respondents in Khyber Pakhtunkhwa and
77.92% respondents in Punjab are in favour of it.
80

70

60

50

40

30

20

10

0
Secretory Chairman Teacher Parents Secretory Chairman Teacher Parents
Members Non Members Members Non Members
Khyber Pakhtunkhwa (PTC ) PUNJAB (SMC)

Always Frequently Un Decided Seldom Never

150
 Table#4.57 Does PTC/SMC monitors progress of the work under
construction?
G. MONITORING AND SUPERVISION

Stakeholders

Respondents
Responding
Committees
7. PTC/SMC monitors progress of the work under

Groups

Total
construction
Always Frequently Un Decided Seldom Never
N %. N %. N %. N %. N %.
Members
Pakhtunkhwa (PTC )

Secretory 211 28.9 444 60.8 31 4.2 27 3.7 17 2.3 730

Chairman 197 27.0 456 62.5 35 4.8 31 4.2 11 1.5 730

Khyber

Members

Teacher 156 15.5 654 65.1 88 8.8 76 7.6 30 3.0 1004

Non

Parents 144 12.5 756 65.7 119 10.3 76 6.6 55 4.8 1150
Members

Secretory 43 7.5 413 72.2 76 13.3 19 3.3 21 3.7 572

PUNJAB (SMC)

Chairman 65 11.4 376 65.7 69 12.1 36 6.3 26 4.5 572

Members

Teacher 121 13.2 567 62.0 97 10.6 69 7.5 61 6.7 915

Non

Parents 156 13.6 698 60.7 153 13.3 86 7.5 57 5.0 1150

Table No: 4.57 reveals the In Khyber Pakhtunkhwa 89.59% PTC members
and 79.39% non-members consider that PTC/SMC monitors progress of the work
under construction, while 78.41% SMC members and 74.67% non SMC members in
Punjab have the same point of view. Thus in totality 83.51% respondents in Khyber
Pakhtunkhwa and 76.00% respondents in Punjab are in favour of it.
80

70

60

50

40

30

20

10

0
Secretory Chairman Teacher Parents Secretory Chairman Teacher Parents
Members Non Members Members Non Members
Khyber Pakhtunkhwa (PTC ) PUNJAB (SMC)

Always Frequently Un Decided Seldom Never

151
 Table#4.58 Does PTC/SMC monitors and supervises the record of different
construction work?
G. MONITORING AND SUPERVISION

Stakeholders

Respondents
Responding
Committees
8. PTC/SMC monitors and supervises the record of

Groups

Total
different construction work
Always Frequently Un Decided Seldom Never
N %. N %. N %. N %. N %.
Members
Pakhtunkhwa (PTC )

Secretory 167 22.9 432 59.2 46 6.3 46 6.3 39 5.3 730

Chairman 142 19.5 417 57.1 61 8.4 57 7.8 53 7.3 730

Khyber

Members

Teacher 133 13.2 597 59.5 101 10.1 92 9.2 81 8.1 1004
Non

Parents 178 15.5 721 62.7 113 9.8 73 6.3 65 5.7 1150
Members

Secretory 54 9.4 387 67.7 89 15.6 17 3.0 25 4.4 572

PUNJAB (SMC)

Chairman 59 10.3 376 65.7 69 12.1 43 7.5 25 4.4 572

Members

Teacher 123 13.4 575 62.8 99 10.8 62 6.8 56 6.1 915

Non

Parents 136 11.8 697 60.6 143 12.4 87 7.6 87 7.6 1150

Table No: 4.58 reveals the In Khyber Pakhtunkhwa 79.32% PTC members
and 75.63% non-members consider that PTC/SMC monitors and supervises the record
of different construction work, while 76.57% SMC members and 74.14% non SMC
members in Punjab have the same point of view. Thus in totality 77.12% respondents
in Khyber Pakhtunkhwa and 75.01% respondents in Punjab are in favour of it.
80

70

60

50

40

30

20

10

0
Secretory Chairman Teacher Parents Secretory Chairman Teacher Parents
Members Non Members Members Non Members
Khyber Pakhtunkhwa (PTC ) PUNJAB (SMC)

Always Frequently Un Decided Seldom Never

152
 Table#4.59 Does PTC/SMC evaluates teachers’ professional behavior?

G. MONITORING AND SUPERVISION

Stakeholders

Respondents
Responding
Committees 9. PTC/SMC evaluates teachers’ professional behavior

Groups

Total
Always Frequently Un Decided Seldom Never
N %. N %. N %. N %. N %.
Members
Pakhtunkhwa (PTC )

Secretory 62 8.5 421 57.7 110 15.1 72 9.9 65 8.9 730

Chairman 59 8.1 434 59.5 132 18.1 47 6.4 58 7.9 730

Khyber

Members

Teacher 83 8.3 581 57.9 145 14.4 97 9.7 98 9.8 1004

Non

Parents 66 5.7 698 60.7 187 16.3 107 9.3 92 8.0 1150
Members

Secretory 39 6.8 398 69.6 97 17.0 17 3.0 21 3.7 572

PUNJAB (SMC)

Chairman 44 7.7 367 64.2 87 15.2 53 9.3 21 3.7 572

Members

Teacher 87 9.5 614 67.1 107 11.7 55 6.0 52 5.7 915

Non

Parents 118 10.3 746 64.9 120 10.4 94 8.2 72 6.3 1150

Table No: 4.59 reveals the In Khyber Pakhtunkhwa 66.85% PTC members and
66.30% non-members consider that PTC/SMC evaluates teachers‘ professional
behavior, while 74.13% SMC members and 75.79% non SMC members in Punjab
have the same point of view. Thus in totality 66.52% respondents in Khyber
Pakhtunkhwa and 75.19% respondents in Punjab are in favour of it.
80

70

60

50

40

30

20

10

0
Secretory Chairman Teacher Parents Secretory Chairman Teacher Parents
Members Non Members Members Non Members
Khyber Pakhtunkhwa (PTC ) PUNJAB (SMC)

Always Frequently Un Decided Seldom Never

153
 Table#4.60 Does PTC/SMC supervises the process of solving different
problems faced by school?
G. MONITORING AND SUPERVISION

Stakeholders

Respondents
Responding
Committees
10. PTC/SMC supervises the process of solving different

Groups

Total
problems faced by school
Always Frequently Un Decided Seldom Never
N %. N %. N %. N %. N %.
Members
Pakhtunkhwa (PTC )

Secretory 92 12.6 476 65.2 64 8.8 53 7.3 45 6.2 730

Chairman 101 13.8 483 66.2 72 9.9 37 5.1 37 5.1 730

Khyber

Members

Teacher 134 13.3 643 64.0 98 9.8 66 6.6 63 6.3 1004

Non

Parents 167 14.5 707 61.5 114 9.9 86 7.5 76 6.6 1150
Members

Secretory 65 11.4 404 70.6 73 12.8 14 2.4 16 2.8 572

PUNJAB (SMC)

Chairman 51 8.9 383 67.0 62 10.8 46 8.0 30 5.2 572

Members

Teacher 121 13.2 678 74.1 54 5.9 41 4.5 21 2.3 915

Non

Parents 210 18.3 697 60.6 136 11.8 62 5.4 45 3.9 1150

Table No: 4.60 reveals the In Khyber Pakhtunkhwa 78.90% PTC members
and 76.65% non-members consider that PTC/SMC supervises the process of solving
different problems faced by school, while 78.93% SMC members and 82.62% non
SMC members in Punjab have the same point of view. Thus in totality 77.56%
respondents in Khyber Pakhtunkhwa and 81.30% respondents in Punjab are in favour
of it.
80
70
60
50
40
30
20
10
0
Secretory Chairman Teacher Parents Secretory Chairman Teacher Parents
Members Non Members Members Non Members
Khyber Pakhtunkhwa (PTC ) PUNJAB (SMC)

Always Frequently Un Decided Seldom Never

154
Table#4.61 Comparison regarding teaching learning process
A. Teaching Comparison.

Stakeholders
Committees
Learning
Stake holders Group Committees

Group
Process

P.value

P.value

P.value
T- tab

T- tab

T- tab
T-cal

T-cal

T-cal
Members N Mean S.D
Khyber Pakhtunkhwa

22.8864
Secretory 730 45.12 0.87

0.00001
±1.96

0.00001
Chairman 730 44.01 0.98

39.8633
(PTC )

±1.96
Members

Teacher 1004 43.68 0.89

17.7363

0.00001
±1.96
Non

54.1688

0.00001
Parents 1150 42.99 0.91

±1.96
Members

-18.8942
Secretory 572 43.98 0.76

0.00001
±1.96
PUNJAB (SMC)

111.9072
Chairman 572 44.77 0.65

0.00001
±1.96
Members

Teacher 915 42.65 0.84

21.1637

0.00001
±1.96
Non

Parents 1150 40.07 0.65

Table#04.61 reflects the perception of respondents about variable teaching

learning process, consists of 12 items and their range of mean values is 60-12. Mean
value of all the responses is above 30 which show that all the respondents are in
favour of community participation in teaching learning process. In KP t-calculated
between PTC members is 22.88 with p-value 0.00001, while non-PTC members is
17.73 with p-value 0.00001 which show significant difference between both. In
Punjab t-calculated between SMC members is -18.89 with p-value 0.00001 and non-
members is 21.16 with p-value 0.00001 which show significant difference. In
comparing the perception of groups PTC/SMC members and non-members, t-
calculated is 39.86 with p-value 0.00001 while the same groups in Punjab show t-
calculated 111.90 with p-value 0.00001 and significant difference is present in both
the groups of KPK and Punjab. In overall comparison of stakeholders of KP and
Punjab the t-calculated is 54.16 with p-value 0.00001 which also showed significant
difference in the perception.

155
Table#4.62 Comparison regarding funds generation
B. Funds Comparison.

Stakeholders
Committees
Generation Stake holders Group Committees

Group

P.value

P.value

P.value
T- tab

T- tab

T- tab
T-cal

T-cal

T-cal
N Mean S.D
Khyber Pakhtunkhwa

Members

Secretory 730 20.86 0.61

0.3158

±1.96

0.7542

0.00006
Chairman 730 20.85 0.61
(PTC )

3.4018

±1.96
Members

Teacher 1004 20.81 0.60

1.9121

±1.96

0.056
Non

0.00001
Parents 1150 20.76 0.61

20.817

±1.96
Members

Secretory 572 20.44 0.59

1.4211

±1.96

0.1556
PUNJAB (SMC)

Chairman 572 20.39 0.60

10.8259

0.00001
±1.96
Teacher 915 20.64 0.60
Members

1.8637

±1.96

0.0626
Non

Parents 1150 20.59 0.61

Table#04.62 reflects the perception of respondents about variable generation

of funds consist of 06 items and its mean values are in 30-06. Mean value of all the
responses is above half i.e. above 15 which show that all the respondents are in favour
of community participation in generation of fund process through these In KP t-
calculated between PTC members is is 0.3158 with p-value 0.7542 which shows
significance difference, while t-calculated between non-PTC members perceptions is
1.9121 with p-value 0.056 which show no significant difference. In Punjab t-
calculated of SMC members is 1.4211 with p-value 0.1556 and non-members is
1.8637 with p-value 0.0626 which show no significant difference. Similarly
comparing groups of KP i.e PTC members and non PTC-members, t-calculated is
3.4018 with p-value 0.00006 while the same groups in Punjab show t-calculated
10.8637 with p-value 0.0626 and significant difference is present in both the groups
of KPK and Punjab. In overall comparison of stakeholders of KP and Punjab the t-
calculated is 20.817 with p-value 0.00001 which also showed significant difference in
the perception

156
Table#4.63 Comparison regarding funds utilization

C. Funds Comparison.

Stakeholders
Committees utilization Stake holders Group Committees

Group

P.value

P.value

P.value
T- tab

T- tab

T- tab
T-cal

T-cal

T-cal
Members N Mean S.D
Pakhtunkhwa (PTC )

Secretory 730 47.01 0.71

1.8441

±1.96

0.0654

0.00001
28.5433
Khyber

Chairman 730 46.94 0.74

±1.96
Members

15.4261
Teacher 1004 46.52 0.70

0.00001
±1.96
Non

77.9751

0.00001
Parents 1150 46.05 0.71

±1.96
Members

Secretory 572 45.74 0.69

0.7353

±1.96

0.4624
PUNJAB (SMC)

Chairman 572 45.71 0.69

30.9135

0.00001
±1.96
Members

Teacher 915 45.24 0.69

24.6634

0.00001
±1.96
Non

Parents 1150 44.48 0.70

Table#04.63. The variable utilization of funds process consists of 12 items

and their range for mean values is 60-12. Mean value of all the responses is above
half i.e. above 30 which show that all the respondents are in favour of community
participation in funds utilization process through these committees. In KPK t-
calculated between PTC members is 1.8441 with p-value 0.0654 which show no
significant, while t-calculated of non-PTC members‘ perceptions is 15.4261 with p-
value 0.00001 which show significant difference. In Punjab t-calculated of SMC
members is 0.7353 with p-value0.4624 and of non-members is 24.6634 with p-value
0.00001 which shows no significant different in first group while significant
difference in second group. Similarly comparing groups of KPK PTC members and
KPK non PTC-members, t-calculated is 28.5433 with p-value 0.00001 while the same
groups in Punjab show t-calculated 30.9135 with p-value 0.00001 and significant
difference is present in both the groups of KPK and in both the groups of Punjab. In
the comparative values of KPK and Punjab the t-calculated is 77.9751 with p-value
0.00001 which again show significant difference in the perception.

157
Table#4.64 Comparison regarding organizing curricular activities

D. Curricular Comparison.

Stakeholders
Committees activities Stake holders Group Committees

Group

P.value

P.value

P.value
T- tab

T- tab

T- tab
T-cal

T-cal

T-cal
Members N Mean S.D
Pakhtunkhwa (PTC )

25.5901
Secretory 730 37.87 0.54

0.00001
±1.96

0.00001
107.038
Khyber

Chairman 730 37.14 0.55

±1.96
Members

Teacher 1004 35.27 0.61

-9.5718

0.00001
±1.96
Non

65.0624

0.00001
Parents 1150 35.52 0.60

±1.96
Members

-24.4721

0.00001
Secretory 572 36.48 0.54

±1.96
PUNJAB (SMC)

123.4998

0.00001
Chairman 572 37.24 0.51

±1.96
Members

36.1564

Teacher 915 34.72 0.60

0.00001
±1.96
Non

Parents 1150 33.75 0.61

Table#04.64 the organizing curricular activities consists of 10 items and their

range for mean values is 50-10. Mean value of all the responses is above half i.e.
above 25 which show that all the respondents are in favour of community
participation in organizing curricular activities through these committees. In KPK t-
calculated between PTC members is 25.5901 with p-value 0.00001 which show
significant difference in their perception, while t-calculated of non-PTC members‘
perceptions is -9.5718 with p-value 0.00001, which also show significant difference.
In Punjab t-calculated of SMC members is 24.4721 with p-value 0.00001 and of non-
members is 36.1564 with p-value 0.00001 and it also show significant difference.
Similarly comparing groups of KPK PTC members and KPK non PTC-members, t-
calculated is 107.038 with p-value 0.00001while the same groups in Punjab show t-
calculated 123.4998 with p-value 0.00001 and significant difference is present in both
the groups of KPK and in both the groups of Punjab. In the comparative values of
KPK and Punjab the t-calculated is 65.0624 with p-value 0.00001 which again show
significant difference in the perception.

158
Table#4.65 Comparison regarding organizing co-curricular activities
E. Co- Comparison.

Stakeholders
Committees
Curricular
Stake holders Group Committees

Group
activities

P.value

P.value

P.value
T- tab

T- tab

T- tab
T-cal

T-cal

T-cal
Members N Mean S.D
Pakhtunkhwa (PTC )

-7.7904
Secretory 730 22.16 0.51

0.00001
±1.96

0.00001
-18.3908
Khyber

Chairman 730 22.37 0.52

±1.96
Members

Teacher 1004 22.76 0.50

6.4759

0.00001
±1.96
Non

14.2456

0.00001
Parents 1150 22.41 0.52

±1.96
Members

15.8639
Secretory 572 22.38 0.52

0.00001
±1.96
PUNJAB (SMC)

Chairman 572 22.28 0.52

0.00001
11.358

±1.96
Members

Teacher 915 22.11 0.51

-0.4426

±1.96

0.6582
Non

Parents 1150 22.12 0.51

Table#04.65 the organizing co-curricular activities consists of 06 items and

their range for mean values is 30-06. Mean value of all the responses is above half i.e.
above 15 which show that all the respondents are in favour of community
participation in organizing co-curricular activities through these committees. In KPK
t-calculated between PTC members is -7.7904 with p-value 0.00001which show
significant difference in their perception, while t-calculated of non-PTC members‘
perceptions 6.4759 with p-value 0.00001, which also show significant difference. In
Punjab t-calculated of SMC members is 15.8639 with p-value 0.00001 and of non-
members is -0.4426 with p-value 0.6582 and it also show significant difference.
Similarly comparing groups of KPK PTC members and KPK non PTC-members, t-
calculated is -18.3908 with p-value 0.00001 while the same groups in Punjab show t-
calculated 11.358 with p-value 0.00001and significant difference is present in both
the groups of KPK and in both the groups of Punjab. In the comparative values of
KPK and Punjab the t-calculated is 14.2456 with p-value 0.00001 which again show
significant difference in the perception.

159
Table#4.66 Comparison regarding monitoring and supervision
F. Monitoring & Comparison.

Stakeholders
Committees
Supervision Stake holders Group Committees

Group

P.value

P.value

P.value
T- tab

T- tab

T- tab
T-cal

T-cal

T-cal
N Mean S.D
Khyber Pakhtunkhwa

Members

32.5352
Secretory 730 38.49 0.50

0.00001
±1.96

0.00001
Chairman 730 37.63 0.51
(PTC )

57.4175

±1.96
Members

-25.6397
Teacher 1004 36.78 0.52

0.00001
±1.96
Non

0.00001
38.621
Parents 1150 37.35 0.51

±1.96
Members

34.4798

0.00001
Secretory 572 37.71 0.51

±1.96
PUNJAB (SMC)

10.8003

0.00001
Chairman 572 36.66 0.52

±1.96
Members

Teacher 915 37.07 0.51

7.8806

0.00001
±1.96
Non

Parents 1150 36.89 0.52

Table#04.66 the monitoring and supervision consists of 10 items and their

range for mean values is 50-10. Mean value of all the responses is above half i.e.
above 25 which show that all the respondents are in favour of community
participation in monitoring and supervision through these committees. In KPK t-
calculated between PTC members is -25.6397 with p-value 0.00001which show
significant difference in their perception, while t-calculated of non-PTC members‘
perceptions 6.4759 with p-value 0.00001, which also show significant difference. In
Punjab t-calculated of SMC members is 34.4798 with p-value 0.00001 and of non-
members is 7.8806 with p-value 0.00001 and it also show significant difference.
Similarly comparing groups of KPK PTC members and KPK non PTC-members, t-
calculated is 57.4175 with p-value 0.00001 while the same groups in Punjab show t-
calculated 10.8003 with p-value 0.00001 and significant difference is present in both
the groups of KPK and in both the groups of Punjab. In the comparative values of
KPK and Punjab the t-calculated is 38.621 with p-value 0.00001 which again show
significant difference in the perception.

160
Table#4.67: Mean differences of the views of secretory, chairman, teachers and
parents regarding teaching learning process in Khyber
Pakhtunkhwa

Sum of Mean
Groups d.f α FTab FCal P-Value
Squares Square
Between
3 152 50.66
Groups
Within
3610 515 0.14 0.05 2.60 361.85 0.0019
Groups

Total 3613 667 --

Table 4.67 represent that the value of F-calculated is equal to 361.85 which is
greater than value of F-tabulated which is 2.60 with p-value 0.0019 reveal the
differences in the responses of all four stakeholder i.e. secretary, chairman, teachers
and parents regarding teaching learning process. Taking the values of above table it is
concluded that alternative hypothesis is accepted. Every stakeholders has slightly
different in response regarding teaching learning process Khyber Pakhtunkhwa.

161
Table#4.68: Mean differences of the views of secretory, chairman, teachers and
parents regarding generating funds in Khyber Pakhtunkhwa

Sum of Mean
Groups d.f α FTab FCal P-Value
Squares Square
Between
3 148 49.33
Groups
Within
3610 499 0.138 0.05 2.60 357.46 0.0040
Groups

Total 3613 597 --

Table 4.68 represent that the value of F-calculated is equal to 357.46 which is
greater than value of F-tabulated which is 2.60 with p-value 0.0040 reveal the
differences in the responses of all four stakeholder i.e. secretary, chairman, teachers
and parents regarding generating funds. Taking the values of above table it is
concluded that alternative hypothesis is accepted. Every stakeholders has slightly
different in response regarding generating funds Khyber Pakhtunkhwa.

162
Table#4.69: Mean differences of the views of secretory, chairman, teachers and
parents regarding utilization of funds in Khyber Pakhtunkhwa

Sum of Mean
Groups d.f α FTab FCal P-Value
Squares Square
Between
3 131 43.66
Groups
Within
3610 559 0.155 0.05 2.60 281.67 0.0001
Groups

Total 3613 690 --

Table 4.69 represent that the value of F-calculated is equal to 281.67 which is
greater than value of F-tabulated which is 2.60 with p-value 0.0001 reveal the
differences in the responses of all four stakeholder i.e. secretary, chairman, teachers
and parents regarding utilization of funds. Taking the values of above table it is
concluded that alternative hypothesis is accepted. Every stakeholders has slightly
different in response regarding utilization of funds in Khyber Pakhtunkhwa.

163
Table#4.70: Mean differences of the views of secretory, chairman, teachers and
parents regarding organizing curricular activities in Khyber
Pakhtunkhwa

Sum of Mean
Groups d.f α FTab FCal P-Value
Squares Square
Between
3 161.5 53.83
Groups
Within
3610 597 0.165 0.05 2.60 326.24 0.0019
Groups

Total 3613 758.5 --

Table 4.70 represent that the value of F-calculated is equal to 326.24 which is
greater than value of F-tabulated which is 2.60 with p-value 0.0019 reveal the
differences in the responses of all four stakeholder i.e. secretary, chairman, teachers
and parents regarding organizing curricular activities. Taking the values of above table
it is concluded that alternative hypothesis is accepted. Every stakeholders has slightly
different in response regarding organizing curricular activities Khyber Pakhtunkhwa.

164
Table#4.71: Mean differences of the views of secretory, chairman, teachers and
parents regarding organizing co-curricular activities in Khyber
Pakhtunkhwa

Sum of Mean
Groups d.f α FTab FCal P-Value
Squares Square
Between
3 140.5 46.83
Groups
Within
3610 587.5 0.163 0.05 2.60 287.30 0.0000
Groups

Total 3613 728 --

Table 4.71 represent that the value of F-calculated is equal to 287.30 which is
greater than value of F-tabulated which is 2.60 with p-value 0.0000 reveal the
differences in the responses of all four stakeholder i.e. secretary, chairman, teachers
and parents regarding organizing co-curricular activities. Taking the values of above
table it is concluded that alternative hypothesis is accepted. Every stakeholders has
slightly different in response regarding organizing co-curricular activities Khyber
Pakhtunkhwa.

165
Table#4.72: Mean differences of the views of secretory, chairman, teachers and
parents regarding monitoring and supervision in Khyber
Pakhtunkhwa

Sum of Mean
Groups d.f α FTab FCal P-Value
Squares Square
Between
3 151 50.33
Groups
Within
3206 599.5 0.166 0.05 2.60 303.19 0.0003
Groups

Total 3209 750.5 --

Table 4.72 represent that the value of F-calculated is equal to 303.19 which is
greater than value of F-tabulated which is 2.60 with p-value 0.0003 reveal the
differences in the responses of all four stakeholder i.e. secretary, chairman, teachers
and parents regarding monitoring and supervision. Taking the values of above table it
is concluded that alternative hypothesis is accepted. Every stakeholders has slightly
different in response regarding monitoring and supervision Khyber Pakhtunkhwa.

166
Table#4.73: Mean differences of the views of secretory, chairman, teachers and
parents regarding teaching learning process in Punjab

Sum of Mean
Groups d.f α FTab FCal P-Value
Squares Square
Between
3 180.5 60.167
Groups
Within
3206 488.5 0.15 0.05 2.60 401.11 0.0021
Groups

Total 3209 669 --

Table 4.73 represent that the value of F-calculated is equal to 401.11 which is
greater than value of F-tabulated which is 2.60 with p-value 0.0021 reveal the
differences in the responses of all four stakeholder i.e. secretary, chairman, teachers
and parents regarding teaching learning process. Taking the values of above table it is
concluded that alternative hypothesis is accepted. Every stakeholders has slightly
different in response regarding teaching learning process in Punjab.

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Table#4.74: Mean differences of the views of secretory, chairman, teachers and
parents regarding generating funds in Punjab

Sum of Mean
Groups d.f α FTab FCal P-Value
Squares Square
Between
3 191.5 63.83
Groups
Within
3206 455.5 0.142 0.05 2.60 449.5 0.0000
Groups

Total 3209 647 --

Table 4.74 represent that the value of F-calculated is equal to 449.5 which is
greater than value of F-tabulated which is 2.60 with p-value 0.0000 reveal the
differences in the responses of all four stakeholder i.e. secretary, chairman, teachers
and parents regarding generating funds. Taking the values of above table it is
concluded that alternative hypothesis is accepted. Every stakeholders has slightly
different in response regarding generating funds in Punjab.

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Table#4.75: Mean differences of the views of secretory, chairman, teachers and
parents regarding utilization of funds in Punjab

Sum of Mean
Groups d.f α FTab FCal P-Value
Squares Square
Between
3 197 65.67
Groups
Within
3206 479.5 0.150 0.05 2.60 437.78 0.0100
Groups

Total 3209 676.5 --

Table 4.75 represent that the value of F-calculated is equal to 437.78 which is
greater than value of F-tabulated which is 2.60 with p-value 0.0100 reveal the
differences in the responses of all four stakeholder i.e. secretary, chairman, teachers
and parents regarding utilization of funds. Taking the values of above table it is
concluded that alternative hypothesis is accepted. Every stakeholders has slightly
different in response regarding utilization of funds in Punjab.

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Table#4.76: Mean differences of the views of secretory, chairman, teachers and
parents regarding organizing curricular activities in Punjab

Sum of Mean
Groups d.f α FTab FCal P-Value
Squares Square
Between
3 176.5 58.83
Groups
Within
3206 499.5 0.156 0.05 2.60 377.11 0.0000
Groups

Total 3209 676 --

Table 4.76 represent that the value of F-calculated is equal to 377.11 which is
greater than value of F-tabulated which is 2.60 with p-value 0.0000 reveal the
differences in the responses of all four stakeholder i.e. secretary, chairman, teachers
and parents regarding organizing curricular activities. Taking the values of above table
it is concluded that alternative hypothesis is accepted. Every stakeholders has slightly
different in response regarding organizing curricular activities in Punjab.

170
Table#4.77: Mean differences of the views of secretory, chairman, teachers and
parents regarding organizing co-curricular activities in Punjab

Sum of Mean
Groups d.f α FTab FCal P-Value
Squares Square
Between
3 198 66
Groups
Within
3206 460 0.143 0.05 2.60 461.54 0.0000
Groups

Total 3209 658 --

Table 4.77 represent that the value of F-calculated is equal to 461.54 which is
greater than value of F-tabulated which is 2.60 with p-value 0.0000 reveal the
differences in the responses of all four stakeholder i.e. secretary, chairman, teachers
and parents regarding organizing co-curricular activities. Taking the values of above
table it is concluded that alternative hypothesis is accepted. Every stakeholders has
slightly different in response regarding organizing co-curricular activities in Punjab.

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Table#4.78: Mean differences of the views of secretory, chairman, teachers and
parents regarding monitoring and supervision in Punjab

Sum of Mean
Groups d.f α FTab FCal P-Value
Squares Square
Between
3 156.5 52.16
Groups
Within
3206 401.5 0.125 0.05 2.60 417.28 0.0001
Groups

Total 3209 558 --

Table 4.78 represent that the value of F-calculated is equal to 417.28 which is
greater than value of F-tabulated which is 2.60 with p-value 0.0001 reveal the
differences in the responses of all four stakeholder i.e. secretary, chairman, teachers
and parents regarding monitoring and supervision. Taking the values of above table it
is concluded that alternative hypothesis is accepted. Every stakeholders has slightly
different in response regarding monitoring and supervision in Punjab.

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 Chapter # 5

SUMMARY, FINDINGS, CONCLUSION AND

RECOMMENDATIONS

5.1 Summary
The current study conducted ―to investigate the participation of community
through Parent Teachers Councils functioning in Khyber Pakhtunkhwa and School
Management Committees functioning in the Punjab Province at School level‖ the
main objectives of this study was to (1) Find out the role and function of Parent
Teacher Councils (PTCs) in Khyber Pakhtunkhwa, (2) Find out the role and functions
of School Management Committees (SMCs) in the Punjab province.(3) Measure the
perception of stakeholders regarding participation of community through PTCs and
SMCs regarding six variable i.e. teaching learning process, generating funds,
utilization of funds, organizing curricular activities, organizing co-curricular activities
and monitoring and supervision. The study‘s design was nature wise descriptive and
more focused in order to explain specifically the view point of PTC members
(Chairman, Secretary), non PTC members (Teachers and parents) about the
functioning of Parent Teacher Council and School Management Committee.

The population of this study was all public sectors primary schools (22047
primary schools and 36791 primary schools ) functioning in Khyber Pakhtunkhwa
province and Punjab province respectively. As the population was too large then the
method of accessible population was used which comprise total 06 districts from two
provinces i.e. three from each province on the basis of Education Index (EI) The main
data for finding this index was enrollment at different level and literacy rates. The
main sources were the population census 2017, developmental statistics for Khyber
Pakhtunkhwa and Punjab 2017 and Multiple Indicator Cluster Survey 2017 (MICS).
The Education index (EI) result was found using UNDP method. All the districts were
ranked and divided into three groups‘ i.e. higher (top ten districts of the province),
middle (16 districts of Punjab and 07 districts of Khyber Pakhtunkhwa) and lower
(Bottom 10 district of each province). Researcher used secondary data for the

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selection of population and sample. Three district from Khyber Pakhtunkhwa
province i.e. Abbottabad, D.I.Khan and Peshawar having 714,715 and 584 male
primary schools respectively. As PTC committees have been established at each
school level, so it depicts that PTC member‘s i.e. Chairmen and General Secretaries
are 2013 each in which one is parent member while second one is School heads.
Similarly in non PTC members, Teachers of these schools and parents of all students
studying there are considered as population as shows 2072 teachers, 2447 teachers
and 3685 teachers are working in districts Abbottabad, D.I.Khan and Peshawar
respectively, while 76640 students, 95831 students and 147512 students are studying
in these three district and so 319983 number of parent are related to this study and
consider these as stakeholder as non-PTC member. Similarly three district from
Punjab i.e. Lahore, Multan and Vehari are included in the population. There are 337,
356 and 549 schools were functioning in these three districts. So total 1242 School
management committees exist in these schools from which SMC Members i.e.
Chairmen and secretaries are included while in Non- SMCs members‘ teachers and
parents which are 4540 and 236362 respectively included.

By using the rules provided by ―Krejcie and Morgan (1970)‖, the researcher
used multistage sampling technique for selection of sample. At initial stage, districts
of two provinces were ranked on the basis of Education Index (EI) and district are
distributed in three strata on the basis of ranks i.e. high, middle and lower, then by
using simple random sampling one district from each strata was selected. At next
stage the four stakeholders were determined through two groups, Members including
in the PTC/SMC committee and Members not including in the PTC/SMC committee.
From each group then stake holders were selected accordingly. Self-developed
questionnaire was used after processing for its validity through education experts and
reliability through pilot study, which was done on small portion of stake holders
which was not further included in the sample. SPSS version 20 was used to calculate
item reliability through Cronbach‘s alpha (α) as a statistical technique was. For more
accuracy the method of split-half also used. Same questionnaire was used to get
responses from both group of stake holders‘ i.e. PTC/SMC members (Chairmen and
secretaries) and Non PTC/SMC members (Teachers and Parents). The questionnaire
was designed at 5-point rating scale. The questionnaire consists of two parts. First part
related to the demographic variable and second part consisted of seven Portions in

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which initial part having four items related to general information about knowledge of
stakeholders for the structure of Parents Teacher Council and School Management
Committee while other six portions related perception of stakeholders about the
functions performed by these organization, i.e. Teaching learning process, generation
of funds, utilization of funds, curricular activities, co-curricular activities and
monitoring & supervision. Data was collected through personal visits. For analysis of
collected data, different descriptive as well as inferential statistics like simple
percentage, mean score, Standard Deviation, t-test and ANOVA was used to get
results.

5.2 Findings
Findings of the study were as follows: Finding #1 to 60 are under the umbrella
of objective # 1 and 2 by using percentage and finding #61 to 66 are under the
umbrella of objective # 3 and 4 by using mean, standard deviation and t-test similarly
finding #67 to 78 are under the umbrella of objective # 3 and 4 by using ANOVA.

1. Table#1 In Khyber Pakhtunkhwa 88.22% PTC members and 76.65 % non-

members consider the importance of PTC committee in involvement of
parents in school affairs while 78.93 SMC members and 82.62% non SMC
members in Punjab have the same point of view. Thus in totality 81.32%
respondents in Khyber Pakhtunkhwa and 81.30% respondents in Punjab are in
favour of it.
2. Table#2 In Khyber Pakhtunkhwa 97.05% PTC members and 95.31 % non-
members consider that most of the parents have the knowledge of formation of
PTC/SMC while 92.05% SMC members and 94.67% non SMC members in
Punjab have the same point of view. Thus in totality 96.02% respondents in
Khyber Pakhtunkhwa and 93.74% respondents in Punjab are in favour of it.
3. Table#3 In Khyber Pakhtunkhwa 94.18% PTC members and 94.38 % non-
members consider that most of the parents have awareness about the
composition of PTC/SMC while 92.05% SMC members and 94.24% non
SMC members in Punjab have the same point of view. Thus in totality 94.30%
respondents in Khyber Pakhtunkhwa and 93.46% respondents in Punjab are in
favour of it.

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4. Table#4 In Khyber Pakhtunkhwa 93.84% PTC members and 91.13 % non-
members consider that most of the parents have awareness about the selection
criteria of PTC/SMC while 90.12% SMC members and 91.04% non SMC
members in Punjab have the same point of view. Thus in totality 92.22%
respondents in Khyber Pakhtunkhwa and 90.71% respondents in Punjab are in
favour of it.
5. Table#5 In Khyber Pakhtunkhwa 75.89% PTC members and 76.83 % non-
members consider that Parents are motivated by PTC/SMC to get their
children admitted in the schools, while 81.90% SMC members and 68.86 %
non SMC members in Punjab have the same point of view. Thus in totality
76.45% respondents in Khyber Pakhtunkhwa and 73.51% respondents in
Punjab are in favour of it.
6. Table#6 In Khyber Pakhtunkhwa 72.40% PTC members and 70.38 % non-
members consider that Parents are motivated by PTC/SMC to reduce dropout
of the students in the schools, while 77.71% SMC members and 68.57 % non
SMC members in Punjab have the same point of view. Thus in totality 71.20%
respondents in Khyber Pakhtunkhwa and 71.83% respondents in Punjab are in
favour of it.
7. Table#7 In Khyber Pakhtunkhwa 57.40 % PTC members and 52.46 % non-
members consider that PTC/SMC create the environment in schools where
children can get their education without gender discrimination., while 70.37%
SMC members and 57.43 % non SMC members in Punjab have the same point
of view. Thus in totality 54.45% respondents in Khyber Pakhtunkhwa and
62.04% respondents in Punjab are in favour of it.
8. Table#8 In Khyber Pakhtunkhwa 72.32 % PTC members and 75.30 % non-
members consider that PTC/SMC create the environment in schools where the
students are encourage of to participate in the teaching learning process, while
76.57% SMC members and 67.75 % non SMC members in Punjab have the
same point of view. Thus in totality 76.92% respondents in Khyber
Pakhtunkhwa and 70.89% respondents in Punjab are in favour of it.
9. Table#9 In Khyber Pakhtunkhwa 85.75 % PTC members and 70.89 % non-
members consider that PTC/SMC propagate the importance of education at
different forums, while 76.90% SMC members and 72.45 % non SMC
members in Punjab have the same point of view. Thus in totality 76.90%

176
 respondents in Khyber Pakhtunkhwa and 72.45% respondents in Punjab are in
favour of it.
10. Table#10 In Khyber Pakhtunkhwa 84.38 % PTC members and 69.13 % non-
members consider that PTC/SMC create the environment to improve overall
teaching learning process, while 82.60% SMC members and 67.85 % non
SMC members in Punjab have the same point of view. Thus in totality 75.29%
respondents in Khyber Pakhtunkhwa and 73.11% respondents in Punjab are in
favour of it.
11. Table#11 In Khyber Pakhtunkhwa 81.64 % PTC members and 67.41 % non-
members consider that PTC/SMC sensitizes teachers about ban on corporal
punishment, while 82.43% SMC members and 63.49 % non SMC members in
Punjab have the same point of view. Thus in totality 73.16% respondents in
Khyber Pakhtunkhwa and 70.24% respondents in Punjab are in favour of it.
12. Table#12 In Khyber Pakhtunkhwa 69.86 % PTC members and 67.04 % non-
members consider that PTC/SMC contacts parents for achievement of
academic purposes, while 64.25% SMC members and 54.48 % non SMC
members in Punjab have the same point of view. Thus in totality 68.18%
respondents in Khyber Pakhtunkhwa and 57.96% respondents in Punjab are in
favour of it.
13. Table#13 In Khyber Pakhtunkhwa 65.34 % PTC members and 63.24 % non-
members consider that PTC/SMC discusses the examination results with the
community members, while 79.11% SMC members and 64.99 % non SMC
members in Punjab have the same point of view. Thus in totality 64.11%
respondents in Khyber Pakhtunkhwa and 70.02% respondents in Punjab are in
favour of it
14. Table#14 In Khyber Pakhtunkhwa 78.56 % PTC members and 65.34 % non-
members consider that PTC/SMC holds meeting to discuss educational
problems of the school, while 72.55% SMC members and 60.44 % non SMC
members in Punjab have the same point of view. Thus in totality 70.83%
respondents in Khyber Pakhtunkhwa and 64.76% respondents in Punjab are in
favour of it.
15. Table#15 In Khyber Pakhtunkhwa 84.79 % PTC members and 55.62 % non-
members consider that PTC/SMC contacts students‘ parents to minimize the
absenteeism of the students, while 58.83% SMC members and 53.46 % non

177
 SMC members in Punjab have the same point of view. Thus in totality 67.40%
respondents in Khyber Pakhtunkhwa and 55.38% respondents in Punjab are in
favour of it.
16. Table#16 In Khyber Pakhtunkhwa 68.63 % PTC members and 59.19 % non-
members consider that PTC/SMC discusses the performance of school
teachers during meeting, while 64.41% SMC members and 55.21 % non SMC
members in Punjab have the same point of view. Thus in totality 63.00%
respondents in Khyber Pakhtunkhwa and 57.78% respondents in Punjab are in
favour of it.
17. Table#17 In Khyber Pakhtunkhwa 74.59 % PTC members and 68.11 % non-
members consider that PTC/SMC contacts higher authorities to provide
financial assistance for the repair and maintenance of school, while 68.71%
SMC members and 60.63 % non SMC members in Punjab have the same point
of view. Thus in totality 70.72% respondents in Khyber Pakhtunkhwa and
63.51% respondents in Punjab are in favour of it.
18. Table#18 In Khyber Pakhtunkhwa 66.51 % PTC members and 66.71 % non-
members consider that PTC/SMC arranges donations by inviting rich people
of the community to school, while 70.10% SMC members and 70.80 % non
SMC members in Punjab have the same point of view. Thus in totality 66.63%
respondents in Khyber Pakhtunkhwa and 70.55% respondents in Punjab are in
favour of it.
19. In Khyber Pakhtunkhwa 65.07 % PTC members and 65.65 % non-members
consider that PTC/SMC arranges different programs at school for fund raising,
while 67.31% SMC members and 58.74 % non SMC members in Punjab have
the same point of view. Thus in totality 65.41% respondents in Khyber
Pakhtunkhwa and 70.55% respondents in Punjab are in favour of it.
20. Table#19 In Khyber Pakhtunkhwa 42.42 % PTC members and 47.54 % non-
members consider that PTC/SMC contributes regularly for welfare of school,
while 50.79% SMC members and 53.22% non SMC members in Punjab have
the same point of view. Thus in totality 45.49% respondents in Khyber
Pakhtunkhwa and 52.35% respondents in Punjab are in favour of it.
21. Table#21 In Khyber Pakhtunkhwa 63.49 % PTC members and 66.85 % non-
members consider that PTC/SMC collects funds from the community in case
of any emergency, while 67.57% SMC members and 65.33 % non SMC

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 members in Punjab have the same point of view. Thus in totality 65.50%
respondents in Khyber Pakhtunkhwa and 66.13% respondents in Punjab are in
favour of it.
22. Table#22 In Khyber Pakhtunkhwa 79.11 % PTC members and 67.97 % non-
members consider that PTC/SMC involves the community to provide
stationary, uniform & school bags to the deserving students, while 66.97%
SMC members and 63.15 % non SMC members in Punjab have the same point
of view. Thus in totality 72.47% respondents in Khyber Pakhtunkhwa and
64.51% respondents in Punjab are in favour of it.
23. Table#23 In Khyber Pakhtunkhwa 87.74 % PTC members and 86.26 % non-
members consider that PTC/SMC calls meeting when government releases funds,
while 80.68% SMC members and 74.72% non SMC members in Punjab have
the same point of view. Thus in totality 86.86% respondents in Khyber
Pakhtunkhwa and 76.85% respondents in Punjab are in favour of it.
24. Table#24 In Khyber Pakhtunkhwa 88.01 % PTC members and 87.51 % non-
members consider that PTC/SMC takes decisions in the meeting about the proper
utilization of funds, while 86.89% SMC members and 85.79% non SMC
members in Punjab have the same point of view. Thus in totality 87.71%
respondents in Khyber Pakhtunkhwa and 85.79% respondents in Punjab are in
favour of it.
25. Table#25 In Khyber Pakhtunkhwa 82.81 % PTC members and 78.88 % non-
members consider that PTC/SMC prioritizes school needs, while 77.62%
SMC members and 82.23% non SMC members in Punjab have the same point
of view. Thus in totality 80.46% respondents in Khyber Pakhtunkhwa and
80.59% respondents in Punjab are in favour of it.
26. Table#26 In Khyber Pakhtunkhwa 90.48 % PTC members and 83.61 % non-
members consider that PTC/SMC works according to the prioritized needs,
while 88.02% SMC members and 84.94% non SMC members in Punjab have
the same point of view. Thus in totality 86.39% respondents in Khyber
Pakhtunkhwa and 86.04% respondents in Punjab are in favour of it.
27. Table#27 In Khyber Pakhtunkhwa 92.33 % PTC members and 84.87 % non-
members consider that PTC/SMC plans to carry out the work according to the
given specification, while 89.07% SMC members and 81.45% non SMC
members in Punjab have the same point of view. Thus in totality 87.88%

179
 respondents in Khyber Pakhtunkhwa and 84.17% respondents in Punjab are in
favour of it.
28. Table#28 In Khyber Pakhtunkhwa 85.48 % PTC members and 82.17 % non-
members consider that PTC/SMC involves itself in the process of purchasing
different things for schools, while 80.42% SMC members and 91.14% non
SMC members in Punjab have the same point of view. Thus in totality 83.51%
respondents in Khyber Pakhtunkhwa and 87.32% respondents in Punjab are in
favour of it.
29. Table#29 In Khyber Pakhtunkhwa 79.73 % PTC members and 74.42 % non-
members consider that PTC/SMC checks the quality of the material used in
the construction work, while 72.99% SMC members and 74.58% non SMC
members in Punjab have the same point of view. Thus in totality 76.56%
respondents in Khyber Pakhtunkhwa and 74.01% respondents in Punjab are in
favour of it.
30. Table#30 In Khyber Pakhtunkhwa 87.88 % PTC members and 87.79 % non-
members consider that PTC/SMC tries for the maximum utilization of funds,
while 90.91% SMC members and 73.22% non SMC members in Punjab have
the same point of view. Thus in totality 87.83% respondents in Khyber
Pakhtunkhwa and 79.53% respondents in Punjab are in favour of it.
31. Table#31 In Khyber Pakhtunkhwa 84.32 % PTC members and 85.10 % non-
members consider that PTC/SMC tries to spend the funds of the school rightly
and justifiably, while 85.93% SMC members and 76.37% non SMC members
in Punjab have the same point of view. Thus in totality 84.78% respondents in
Khyber Pakhtunkhwa and 79.78% respondents in Punjab are in favour of it.
32. Table#32 In Khyber Pakhtunkhwa 75.34 % PTC members and 77.76 % non-
members consider that PTC/SMC monitors the construction work in school,
while 74.91% SMC members and 62.95% non SMC members in Punjab have
the same point of view. Thus in totality 76.78% respondents in Khyber
Pakhtunkhwa and 67.22% respondents in Punjab are in favour of it.
33. Table#33 In Khyber Pakhtunkhwa 57.26 % PTC members and 62.58 % non-
members consider that PTC/SMC makes arrangement to repair the broken
furniture in the schools, while 65.38% SMC members and 59.71% non SMC
members in Punjab have the same point of view. Thus in totality 60.43%

180
 respondents in Khyber Pakhtunkhwa and 61.73% respondents in Punjab are in
favour of it.
34. Table#34 In Khyber Pakhtunkhwa 52.95 % PTC members and 53.32 % non-
members consider that PTC/SMC monitors the quality of work done at school,
while 61.19% SMC members and 52.20% non SMC members in Punjab have
the same point of view. Thus in totality 53.32% respondents in Khyber
Pakhtunkhwa and 55.41% respondents in Punjab are in favour of it.
35. Table#35 In Khyber Pakhtunkhwa 62.53 % PTC members and 55.80 % non-
members consider that PTC/SMC helps the school staff in organizing
curricular activities at school, while 69.23% SMC members and 58.55% non
SMC members in Punjab have the same point of view. Thus in totality 58.52%
respondents in Khyber Pakhtunkhwa and 62.36% respondents in Punjab are in
favour of it.
36. Table#36 In Khyber Pakhtunkhwa 63.77% PTC members and 51.72% non-
members consider that PTC/SMC arranges teachers for school on temporary
basis, if required, while 64.42% SMC members and 53.37% non SMC
members in Punjab have the same point of view. Thus in totality 56.59%
respondents in Khyber Pakhtunkhwa and 57.31% respondents in Punjab are in
favour of it.
37. Table#37 In Khyber Pakhtunkhwa 74.86% PTC members and 62.02% non-
members consider that PTC/SMC helps the school staff in conducting monthly
test, while 79.63% SMC members and 61.31% non SMC members in Punjab
have the same point of view. Thus in totality 67.21% respondents in Khyber
Pakhtunkhwa and 67.84% respondents in Punjab are in favour of it.
38. Table#38 In Khyber Pakhtunkhwa 74.32% PTC members and 61.84% non-
members consider that PTC/SMC helps the school staff in conducting annual
examination, while 80.51% SMC members and 60.92% non SMC members in
Punjab have the same point of view. Thus in totality 66.88% respondents in
Khyber Pakhtunkhwa and 67.90% respondents in Punjab are in favour of it.
39. Table#39 In Khyber Pakhtunkhwa 76.99% PTC members and 57.94% non-
members consider that PTC/SMC helps the school staff in generating
individual progress reports of students, while 78.15% SMC members and
61.31% non SMC members in Punjab have the same point of view. Thus in

181
 totality 65.63% respondents in Khyber Pakhtunkhwa and 67.31% respondents
in Punjab are in favour of it.
40. Table#40 In Khyber Pakhtunkhwa 79.93% PTC members and 69.78% non-
members consider that PTC/SMC discusses the progress reports of students
with parents, while 77.01% SMC members and 63.44% non SMC members in
Punjab have the same point of view. Thus in totality 73.88% respondents in
Khyber Pakhtunkhwa and 68.28% respondents in Punjab are in favour of it.
41. Table#41 In Khyber Pakhtunkhwa 87.47% PTC members and 74.42% non-
members consider that PTC/SMC helps the school staff in arranging Parents
Teacher Meeting (PTM), while 82.60% SMC members and 70.41% non SMC
members in Punjab have the same point of view. Thus in totality 79.69%
respondents in Khyber Pakhtunkhwa and 74.76% respondents in Punjab are in
favour of it.
42. Table#42 In Khyber Pakhtunkhwa 88.15% PTC members and 83.94% non-
members consider that PTC/SMC discusses students‘ problems in the PTM,
while 80.33% SMC members and 72.54% non SMC members in Punjab have
the same point of view. Thus in totality 85.64% respondents in Khyber
Pakhtunkhwa and 75.32% respondents in Punjab are in favour of it.
43. Table#43 In Khyber Pakhtunkhwa 88.78% PTC members and 81.06% non-
members consider that PTC/SMC helps the school staff in
diagnosing/indicating different educational issues faced by the schools, while
77.53% SMC members and 75.79% non SMC members in Punjab have the
same point of view. Thus in totality 83.37% respondents in Khyber
Pakhtunkhwa and 76.41% respondents in Punjab are in favour of it.
44. Table#44 In Khyber Pakhtunkhwa 74.79% PTC members and 69.08% non-
members consider that PTC/SMC helps the school staff in addressing different
problems faced by the teachers & students, while 77.97% SMC members and
68.96% non SMC members in Punjab have the same point of view. Thus in
totality 71.39% respondents in Khyber Pakhtunkhwa and 72.17% respondents
in Punjab are in favour of it.
45. Table#45 In Khyber Pakhtunkhwa 79.38% PTC members and 81.24% non-
members consider that PTC/SMC helps in organizing literary competitions
(quiz, naat, qirat and speech etc) among students, while 82.78% SMC
members and 75.93% non SMC members in Punjab have the same point of

182
 view. Thus in totality 80.49% respondents in Khyber Pakhtunkhwa and
78.27% respondents in Punjab are in favour of it.
46. Table#46 In Khyber Pakhtunkhwa 84.86% PTC members and 82.13% non-
members consider that PTC/SMC helps the school in organizing different
programs at national festivals, while 86.10% SMC members and 82.66% non
SMC members in Punjab have the same point of view. Thus in totality 83.23%
respondents in Khyber Pakhtunkhwa and 83.89% respondents in Punjab are in
favour of it.
47. Table#47 In Khyber Pakhtunkhwa 79.86% PTC members and 80.55% non-
members consider that PTC/SMC helps the school in organizing child friendly
programs for character building of the student, while 76.75% SMC members
and 82.86% non SMC members in Punjab have the same point of view. Thus
in totality 80.27% respondents in Khyber Pakhtunkhwa and 80.68%
respondents in Punjab are in favour of it.
48. Table#48 In Khyber Pakhtunkhwa 75.07% PTC members and 79.06% non-
members consider that PTC/SMC makes focused efforts to ensure the right to
play for the students, while 75.87% SMC members and 78.64% non SMC
members in Punjab have the same point of view. Thus in totality 77.45%
respondents in Khyber Pakhtunkhwa and 77.66% respondents in Punjab are in
favour of it.
49. Table#49 In Khyber Pakhtunkhwa 70.96% PTC members and 75.39% non-
members consider that PTC/SMC tries to ensure the participation of the
community members in co-curricular activities, while 79.11% SMC members
and 73.51% non SMC members in Punjab have the same point of view. Thus
in totality 73.60% respondents in Khyber Pakhtunkhwa and 75.51%
respondents in Punjab are in favour of it.
50. Table#50 In Khyber Pakhtunkhwa 69.66% PTC members and 76.88% non-
members consider that PTC/SMC ensures the participation of elected
members in all programs of the school, while 70.19% SMC members and
71.82% non SMC members in Punjab have the same point of view. Thus in
totality 73.96% respondents in Khyber Pakhtunkhwa and 71.24% respondents
in Punjab are in favour of it.
51. Table#51 In Khyber Pakhtunkhwa 82.81% PTC members and 78.23% non-
members consider that PTC/SMC monitors and supervises the process of

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 repair & maintenance of the school, while 79.81% SMC members and 69.88%
non SMC members in Punjab have the same point of view. Thus in totality
80.08% respondents in Khyber Pakhtunkhwa and 71.24% respondents in
Punjab are in favour of it.
52. Table#52 In Khyber Pakhtunkhwa 75.07% PTC members and 73.49% non-
members consider that PTC/SMC monitors funds generation process, while
81.91% SMC members and 75.30% non SMC members in Punjab have the
same point of view. Thus in totality 74.13% respondents in Khyber
Pakhtunkhwa and 77.66% respondents in Punjab are in favour of it.
53. Table#53 In Khyber Pakhtunkhwa 81.92% PTC members and 73.86% non-
members consider that PTC/SMC supervises proper utilization of funds
allocated by the government, while 74.74% SMC members and 72.78% non
SMC members in Punjab have the same point of view. Thus in totality 77.12%
respondents in Khyber Pakhtunkhwa and 73.48% respondents in Punjab are in
favour of it.
54. Table#54 In Khyber Pakhtunkhwa 79.11% PTC members and 72.93% non-
members consider that PTC/SMC supervises different curricular activities
performed in school, while 76.84% SMC members and 68.67% non SMC
members in Punjab have the same point of view. Thus in totality 75.43%
respondents in Khyber Pakhtunkhwa and 71.58% respondents in Punjab are in
favour of it.
55. Table#55 In Khyber Pakhtunkhwa 83.56% PTC members and 86.35% non-
members consider that PTC/SMC monitors attendance of teachers, while
77.36% SMC members and 78.55% non SMC members in Punjab have the
same point of view. Thus in totality 85.22% respondents in Khyber
Pakhtunkhwa and 78.12% respondents in Punjab are in favour of it.
56. Table#56 In Khyber Pakhtunkhwa 80.62% PTC members and 81.75% non-
members consider that PTC/SMC monitors attendance of students, while
79.49% SMC members and 77.09% non SMC members in Punjab have the
same point of view. Thus in totality 81.29% respondents in Khyber
Pakhtunkhwa and 77.92% respondents in Punjab are in favour of it.
57. Table#57 In Khyber Pakhtunkhwa 89.59% PTC members and 79.39% non-
members consider that PTC/SMC monitors progress of the work under
construction, while 78.41% SMC members and 74.67% non SMC members in

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 Punjab have the same point of view. Thus in totality 83.51% respondents in
Khyber Pakhtunkhwa and 76.00% respondents in Punjab are in favour of it.
58. Table#58 In Khyber Pakhtunkhwa 79.32% PTC members and 75.63% non-
members consider that PTC/SMC monitors and supervises the record of
different construction work, while 76.57% SMC members and 74.14% non
SMC members in Punjab have the same point of view. Thus in totality 77.12%
respondents in Khyber Pakhtunkhwa and 75.01% respondents in Punjab are in
favour of it.
59. Table#59 In Khyber Pakhtunkhwa 66.85% PTC members and 66.30% non-
members consider that PTC/SMC evaluates teachers‘ professional behavior,
while 74.13% SMC members and 75.79% non SMC members in Punjab have
the same point of view. Thus in totality 66.52% respondents in Khyber
Pakhtunkhwa and 75.19% respondents in Punjab are in favour of it.
60. Table#60 In Khyber Pakhtunkhwa 78.90% PTC members and 76.65% non-
members consider that PTC/SMC supervises the process of solving different
problems faced by school, while 78.93% SMC members and 82.62% non
SMC members in Punjab have the same point of view. Thus in totality 77.56%
respondents in Khyber Pakhtunkhwa and 81.30% respondents in Punjab are in
favour of it.
61. Table#04.61 the variable teaching learning process consists of 12 items and
their range for mean values is 60-12. Mean value of all the responses is above
half i.e. above 30 which show that all the respondents are in favour of
community participation in teaching learning process. This table reveals that
the mean values of responses given by secretaries of KP and Punjab are 45.12
& 43.98 with S.D 0.87 & 0.76 while the mean values of responses given by
chairmen are 44.1 & 44.47 with S.D 0.98 & 0.65. Similarly Mean values of
the responses provided by the teachers of KP and Punjab are 43.68 & 42.65
with S.D 0.89 & 0.84 while mean value of responses of parents are 42.99 &
40.07 with S.D 0.91 & 0.65.In KPK t-calculated between PTC members is
22.88 with p-value 0.00001 which show significant difference in their
perception, while t-calculated of non-PTC members perceptions is 17.73 with
p-value 0.00001 which also show significant difference. In Punjab t-calculated
of SMC members is -18.89 with p-value 0.00001 and of non-members is
21.16 with p-value 0.00001 and it also show significant difference. Similarly

185
 comparing groups of KPK PTC members and KPK non PTC-members, t-
calculated is 39.86 with p-value 0.00001 while the same groups in Punjab
show t-calculated 111.90 with p-value 0.00001 and significant difference is
present in both the groups of KPK and in both the groups of Punjab. In the
comparative values of KPK and Punjab the t-calculated is 54.16 with p-value
0.00001 which again show significant difference in the perception.
62. Table#04.62 the variable generation of funds consist of 06 items and its mean
values are in 30-06. Mean value of all the responses is above half i.e.. above
15 which show that all the respondents are in favour of community
participation in generation of fund process through these committees. This
table reveals that the mean values of responses given by secretaries of KP and
Punjab are 20.86 & 20.44 with S.D 0.61 & 0.59 while the mean values of
responses given by chairmen are 20.81 & 20.39 with S.D 0.61& 0.60.
Similarly Mean values of the responses provided by the teachers of KP and
Punjab are 20.81 & 20.64 with S.D 0.60 & 0.60 while mean value of
responses of parents are 20.76 & 20.59 with S.D 0.61 & 0.61.In KPK t-
calculated between PTC members is 0.3158 with p-value 0.7542 which show
no significant difference in their perception, while t-calculated of non-PTC
members perceptions is 1.9121 with p-value 0.056 which also show no
significant difference. In Punjab t-calculated of SMC members is 1.4211 with
p-value 0.1556 and of non-members is 1.8637 with p-value 0.0626 and it also
show no significant difference. Similarly comparing groups of KPK PTC
members and KPK non PTC-members, t-calculated is 3.4018 with p-value
0.00006 while the same groups in Punjab show t-calculated 10.8259 with p-
value 0.00001 and no significant difference is present in first whil no
significant difference found in second. In the comparative values of KPK and
Punjab the t-calculated is 20.817 with p-value 0.00001which again show
significant difference in the perception.
63. Table#04.63. The variable utilization of funds process consists of 12 items
and their range for mean values is 60-12. Mean value of all the responses is
above half i.e.. above 30 which show that all the respondents are in favour of
community participation in funds utilization process through these
committees. This table reveals that the mean values of responses given by
secretaries of KP and Punjab are 47.01 & 45.74 with S.D 0.71 & 0.69 while

186
 the mean values of responses given by chairmen are 46.94 & 45.71 with S.D
0.74 & 0.69. Similarly Mean values of the responses provided by the teachers
of KP and Punjab are 46.52 & 45.24 with S.D 0.70 & 0.69 while mean value
of responses of parents are 46.05 & 44.48 with S.D 0.71 & 0.70.In KPK t-
calculated between PTC members is 1.8441 with p-value 0.0654 which show
no significant, while t-calculated of non-PTC members perceptions is 15.4261
with p-value 0.00001 which show significant difference. In Punjab t-
calculated of SMC members is 0.7353 with p-value0.4624 and of non-
members is 24.6634 with p-value 0.00001 which shows no significant
different in first group while significant difference in second group. Similarly
comparing groups of KPK PTC members and KPK non PTC-members, t-
calculated is 28.5433 with p-value 0.00001 while the same groups in Punjab
show t-calculated 30.9135 with p-value 0.00001 and significant difference is
present in both the groups of KPK and in both the groups of Punjab. In the
comparative values of KPK and Punjab the t-calculated is 77.9751 with p-
value 0.00001 which again show significant difference in the perception.
64. Table#04.64 the organizing curricular activities consists of 10 items and their
range for mean values is 50-10. Mean value of all the responses is above half
i.e.. above 25 which show that all the respondents are in favour of community
participation in organizing curricular activities through these committees. This
table reveals that the mean values of responses given by secretaries of KP and
Punjab are 37.87 & 36.48 with S.D 0.54 while the mean values of responses
given by chairmen are 37.14 & 37.24 with S.D 0.55 & 0.51. Similarly Mean
values of the responses provided by the teachers of KP and Punjab are 35.27
& 34.72 with S.D 0.61 & 0.60 while mean value of responses of parents are
35.52 & 33.75 with S.D 0.60 & 0.61.In KPK t-calculated between PTC
members is 25.5901 with p-value 0.00001 which show significant difference
in their perception, while t-calculated of non-PTC members perceptions is -
9.5718 with p-value 0.00001, which also show significant difference. In
Punjab t-calculated of SMC members is 24.4721 with p-value 0.00001 and of
non-members is 36.1564 with p-value 0.00001 and it also show significant
difference. Similarly comparing groups of KPK PTC members and KPK non
PTC-members, t-calculated is 107.038 with p-value 0.00001while the same
groups in Punjab show t-calculated 123.4998 with p-value 0.00001 and

187
 significant difference is present in both the groups of KPK and in both the
groups of Punjab. In the comparative values of KPK and Punjab the t-
calculated is 65.0624 with p-value 0.00001 which again show significant
difference in the perception.
65. Table#04.65 the organizing co-curricular activities consists of 06 items and
their range for mean values is 30-06. Mean value of all the responses is above
half i.e.. above 15 which show that all the respondents are in favour of
community participation in organizing co-curricular activities through these
committees. This table reveals that the mean values of responses given by
secretaries of KP and Punjab are 22.16 & 22.38 with S.D 0.51 & 0.52 while
the mean values of responses given by chairmen are 22.37 & 22.28 with S.D
0.52 & 0.52. Similarly Mean values of the responses provided by the teachers
of KP and Punjab are 22.76 & 22.11 with S.D 0.50 & 0.51 while mean value
of responses of parents are 22.41 & 22.12 with S.D 0.52 & 0.51.In KPK t-
calculated between PTC members is -7.7904 with p-value 0.00001which show
significant difference in their perception, while t-calculated of non-PTC
members perceptions 6.4759 with p-value 0.00001, which also show
significant difference. In Punjab t-calculated of SMC members is 15.8639
with p-value 0.00001 and of non-members is -0.4426 with p-value 0.6582 and
it also show significant difference. Similarly comparing groups of KPK PTC
members and KPK non PTC-members, t-calculated is -18.3908 with p-value
0.00001 while the same groups in Punjab show t-calculated 11.358 with p-
value 0.00001and significant difference is present in both the groups of KPK
and in both the groups of Punjab. In the comparative values of KPK and
Punjab the t-calculated is 14.2456 with p-value 0.00001 which again show
significant difference in the perception.
66. Table#04.66 the monitoring and supervision consists of 10 items and their
range for mean values is 50-10. Mean value of all the responses is above half
i.e.. above 25 which show that all the respondents are in favour of community
participation in monitoring and supervision through these committees. This
table reveals that the mean values of responses given by secretaries of KP and
Punjab are 38.49 & 37.71 with S.D 0.501 & 0.51 while the mean values of
responses given by chairmen are 37.63 & 36.66 with S.D 0.51 & 0.52.
Similarly Mean values of the responses provided by the teachers of KP and

188
 Punjab are 36.78 & 37.07 with S.D 0.52 & 0.51while mean value of responses
of parents are 37.35 & 36.89 with S.D 0.51 & 0.52..In KPK t-calculated
between PTC members is -25.6397 with p-value 0.00001which show
significant difference in their perception, while t-calculated of non-PTC
members perceptions 6.4759 with p-value 0.00001, which also show
significant difference. In Punjab t-calculated of SMC members is 34.4798
with p-value 0.00001 and of non-members is 7.8806 with p-value 0.00001 and
it also show significant difference. Similarly comparing groups of KPK PTC
members and KPK non PTC-members, t-calculated is 57.4175 with p-value
0.00001 while the same groups in Punjab show t-calculated 10.8003 with p-
value 0.00001 and significant difference is present in both the groups of KPK
and in both the groups of Punjab. In the comparative values of KPK and
Punjab the t-calculated is 38.621 with p-value 0.00001 which again show
significant difference in the perception.
67. Table 4.67 represent that the value of F-calculated is equal to 361.85 which is
greater than value of F-tabulated which is 2.60 with p-value 0.0019 reveal the
differences in the responses of all four stakeholder i.e.. Secretary, chairman,
teachers and parents regarding teaching learning process. Taking the values of
above table it is concluded that alternative hypothesis is accepted. Every
stakeholder has slightly different in response regarding teaching learning
process Khyber Pakhtunkhwa.
68. Table 4.68 represent that the value of F-calculated is equal to 357.46 which is
greater than value of F-tabulated which is 2.60 with p-value 0.0040 reveal the
differences in the responses of all four stakeholder i.e. secretary, chairman,
teachers and parents regarding generating funds. Taking the values of above
table it is concluded that alternative hypothesis is accepted. Every stakeholders
has slightly different in response regarding generating funds Khyber
Pakhtunkhwa.
69. Table 4.69 represent that the value of F-calculated is equal to 281.67 which is
greater than value of F-tabulated which is 2.60 with p-value 0.0001 reveal the
differences in the responses of all four stakeholder i.e. secretary, chairman,
teachers and parents regarding utilization of funds. Taking the values of above
table it is concluded that alternative hypothesis is accepted. Every stakeholders

189
 has slightly different in response regarding utilization of funds in Khyber
Pakhtunkhwa.
70. Table 4.70 represent that the value of F-calculated is equal to 326.24 which is
greater than value of F-tabulated which is 2.60 with p-value 0.0019 reveal the
differences in the responses of all four stakeholder i.e. secretary, chairman,
teachers and parents regarding organizing curricular activities. Taking the
values of above table it is concluded that alternative hypothesis is accepted.
Every stakeholders has slightly different in response regarding organizing
curricular activities Khyber Pakhtunkhwa.
71. Table 4.71 represent that the value of F-calculated is equal to 287.30 which is
greater than value of F-tabulated which is 2.60 with p-value 0.0000 reveal the
differences in the responses of all four stakeholder i.e. secretary, chairman,
teachers and parents regarding organizing co-curricular activities. Taking the
values of above table it is concluded that alternative hypothesis is accepted.
Every stakeholders has slightly different in response regarding organizing co-
curricular activities Khyber Pakhtunkhwa.
72. Table 4.72 represent that the value of F-calculated is equal to 303.19 which is
greater than value of F-tabulated which is 2.60 with p-value 0.0003 reveal the
differences in the responses of all four stakeholder i.e. secretary, chairman,
teachers and parents regarding monitoring and supervision. Taking the values
of above table it is concluded that alternative hypothesis is accepted. Every
stakeholders has slightly different in response regarding monitoring and
supervision Khyber Pakhtunkhwa.
73. Table 4.73 represent that the value of F-calculated is equal to 401.11 which is
greater than value of F-tabulated which is 2.60 with p-value 0.0021 reveal the
differences in the responses of all four stakeholder i.e. secretary, chairman,
teachers and parents regarding teaching learning process. Taking the values of
above table it is concluded that alternative hypothesis is accepted. Every
stakeholders has slightly different in response regarding teaching learning
process in Punjab.
74. Table 4.74 represent that the value of F-calculated is equal to 449.5 which is
greater than value of F-tabulated which is 2.60 with p-value 0.0000 reveal the
differences in the responses of all four stakeholder i.e. secretary, chairman,
teachers and parents regarding generating funds. Taking the values of above

190
 table it is concluded that alternative hypothesis is accepted. Every stakeholders
has slightly different in response regarding generating funds in Punjab.
75. Table 4.75 represent that the value of F-calculated is equal to 437.78 which is
greater than value of F-tabulated which is 2.60 with p-value 0.0100 reveal the
differences in the responses of all four stakeholder i.e. secretary, chairman,
teachers and parents regarding utilization of funds. Taking the values of above
table it is concluded that alternative hypothesis is accepted. Every stakeholders
has slightly different in response regarding utilization of funds in Punjab.
76. Table 4.76 represent that the value of F-calculated is equal to 377.11 which is
greater than value of F-tabulated which is 2.60 with p-value 0.0000 reveal the
differences in the responses of all four stakeholder i.e. secretary, chairman,
teachers and parents regarding organizing curricular activities. Taking the
values of above table it is concluded that alternative hypothesis is accepted.
Every stakeholders has slightly different in response regarding organizing
curricular activities in Punjab.
77. Table 4.77 represent that the value of F-calculated is equal to 461.54 which is
greater than value of F-tabulated which is 2.60 with p-value 0.0000 reveal the
differences in the responses of all four stakeholder i.e. secretary, chairman,
teachers and parents regarding organizing co-curricular activities. Taking the
values of above table it is concluded that alternative hypothesis is accepted.
Every stakeholders has slightly different in response regarding organizing co-
curricular activities in Punjab.
78. Table 4.78 represent that the value of F-calculated is equal to 417.28 which is
greater than value of F-tabulated which is 2.60 with p-value 0.0001 reveal the
differences in the responses of all four stakeholder i.e. secretary, chairman,
teachers and parents regarding monitoring and supervision. Taking the values
of above table it is concluded that alternative hypothesis is accepted. Every
stakeholders has slightly different in response regarding monitoring and
supervision in Punjab.

5.3 Conclusions
Following were the conclusions of the study:
Keeping in view the findings of the study it was concluded that all the
respondents consider that most of the parents are aware of PTC/SMC formation,

191
composition, selection criteria and its importance. The findings of the study also show
significant relationship among the views of stakeholders in KP as well as in Punjab
i.e. PTC/SMC members-Chairmen & Secretaries and Non-PTC/SMC members i.e.
Teachers and Parents.

Keeping in view the findings of the study it was concluded that all the
respondents are in favor of community participation regarding teaching learning
process. The findings of the study also show significant relationship among the views
of stakeholders in KP as well as in Punjab i.e. PTC/SMC members-Chairmen &
Secretaries and Non-PTC/SMC members i.e. Teachers and Parents. It means that
participation of community plays a significant role in new admission, reduction of
dropout rate, creation of gender discrimination free environment, encouragement of
students and teachers for better achievement, propagate the importance of education at
different forums, contacts with parents for academic achievement purpose, discuss
examination results and educational problems of schools, minimize the absenteeism
rate and propagate the better performance of teachers in society.

Keeping in view the findings of the study it was concluded that all the
respondents are in favour of community participation regarding generating funds. The
findings of the study also show significant relationship among the views of
stakeholders in KP as well as in Punjab i.e. PTC/SMC members-Chairmen &
Secretaries and Non-PTC/SMC members i.e. Teachers and Parents. It means that
participation of community plays a significant role in contacting higher authorities for
financial assistance, inviting rich people for donation, arranging fund raising
programs, contributing regularly for the welfare of school, collecting funds from
community in case of emergency and involving community to provide different
school items to deserving students.

Keeping in view the findings of the study it was concluded that all the
respondents are in favour of community participation regarding utilization of funds.
The findings of the study also show significant relationship among the views of
stakeholders in KP as well as in Punjab i.e. PTC/SMC members-Chairmen &
Secretaries and Non-PTC/SMC members i.e. Teachers and Parents. It means that
participation of community plays a significant role in calling meetings and taking

192
decisions when government releases funds, prioritizing school needs and working
accordingly, planning to carry out work according to the given specification,
involving itself in purchasing different things, checking the quality of material used in
construction work, trying to fully utilize the fund rightly and justifiably, monitoring
the construction work in school, making arrangements to repair the broken furniture
and monitoring the quality of work done at school.

Keeping in view the findings of the study it was concluded that all the
respondents are in favour of community participation regarding organization of
curricular activities. The findings of the study also show significant relationship
among the views of stakeholders in KP as well as in Punjab i.e. PTC/SMC members-
Chairmen & Secretaries and Non-PTC/SMC members i.e. Teachers and Parents. It
means that participation of community plays a significant role in helping the school
staff in arranging curricular activities, arranging temporary teachers, helping in
conduction of monthly tests, annual examinations and generating progress reports,
discussing progress reports with parents, helping in arrangement of parents teachers
meetings and discussing students problems, helping school staff in diagnosing
different educational issues and helping the school staff in addressing different
problems faced by teachers and students.

Keeping in view the findings of the study it was concluded that all the
respondents are in favour of community participation regarding organization of co-
curricular activities. The findings of the study also show significant relationship
among the views of stakeholders in KP as well as in Punjab i.e. PTC/SMC members-
Chairmen & Secretaries and Non-PTC/SMC members i.e. Teachers and Parents. It
means that participation of community plays a significant role in helping the school to
organize literary competition, different programs at national festivals, child friendly
program for character building of students, making efforts to ensure the right to play
for students, ensuring participation of community and elected members in all
programs of school.

Keeping in view the findings of the study it was concluded that all the
respondents are in favour of community participation regarding monitoring and
supervision. The findings of the study also show significant relationship among the

193
views of stakeholders in KP as well as in Punjab i.e. PTC/SMC members-Chairmen &
Secretaries and Non-PTC/SMC members i.e. Teachers and Parents. It means that
participation of community plays a significant role in monitoring and supervising the
process of repair and maintenance in school, monitoring fund generation and
utilization process, supervising different curricular activities, monitoring teachers‘ and
students‘ attendance, monitoring progress of work under construction and its record,
evaluating teachers‘ professional behaviour and supervising the process of solving
different problems faced by school.

5.4 Discussion
Discussion of the present study is as under:
It has been observed that PTC plays an important role in involving the parents
in school affairs in KPK. Similarly SMC is also playing a vital role as far as parents
involvement is concerned in Punjab. Hussain & Naz (2013), Teron (2012). Although
there is not any significant difference between KPK and Punjab yet the community in
KPK is more aware about PTC importance then in Punjab. As far as the formation,
composition and selection criteria of PTC/SMC is concerned, the community at KPK
is still ahead Punjab as they are more aware of it. Although the difference between
people of KPK and Punjab is not significant yet it is quite clear that people in KPK
have greater knowledge about PTC formation, composition and selection criteria as
compared to people of Punjab. So it reveals that people at KPK are more involved in
PTC then the people of Punjab in SMC. Habib (2014), Kateeba (2006).

The present study reveals that most of the parents participate in teaching
learning process through PTC and SMC. Sequreira (2012). The responses of the
stakeholders show that in the following areas the parents in KPK are ahead of Parents
in Punjab. Garcia, L.E. & Thornton, O. 2014.
 Parents are motivated by PTC to get their children admitted in school.
 PTC creates an environment for students where they can participate in
teaching learning process.
 PTC creates an environment to improve overall teaching learning process.
 PTC sensitizes teachers about the ban on corporal punishment.
 PTC contacts parents for achievement of academic purpose and minimize
students absenteeism.

194
  PTC holds meetings to discuss educational problems and teachers‘
performance.

Similarly parents in Punjab show more interest than the parents in KPK, in the
following areas as far as teaching learning process is concerned.
 SMC creates an environment where children can get education without
gender discrimination.
 SMC discusses examination results with the community members.

It is quite clear that in many areas the people of KPK surpasses the people of
Punjab when we talk about parents participation in teaching learning process and in a
few areas the people of Punjab does so, but if we look at the overall condition it is
obvious that participation of community through PTC/SMC is good in both the
provinces as far as teaching learning process is concerned. Thill, R. F. (2017),
Kwatubana & Makhalemele (2015), Alexander et al (2009) Andrabi et al (2007).

The present study reveals that most of the parents participate in generation of
fund through PTC and SMC. Behlol, Akbar & Shahid (2017), The responses of the
stakeholders show that in the following areas the parents in KPK are ahead of Parents
in Punjab.
 PTC contacts higher authorities to provide financial assistance for the
repair and maintenance of school.
 PTC involves the community to provide stationary, uniform and school
bags to the deserving students.

Similarly parents in Punjab show more interest than the parents in KPK, in the
following areas as far as generation of fund is concerned.
 SMC arranges donations by inviting rich people of the community to
the school.
 SMC arranges different programs at school for fund raising.
 SMC contributes regularly for the welfare of school.
 SMC collects funds from the community in case of any emergency.

It is quite clear that in many areas the people of Punjab surpasses the people of
KPK when we talk about parents participation in generation of fund and in a few
areas the people of KPK does so, but if we look at the overall condition it is obvious

195
that participation of community through PTC/SMC is good in both the provinces as
far as generation of fund is concerned. Pradhan et al (2014). Vasquez (2012). Mc-
Ewan (2008).

The present study reveals that most of the parents participate in utilization of
funds through PTC and SMC. The responses of the stakeholders show that in the
following areas the parents in KPK are ahead of Parents in Punjab. (Bold et al
(2017). Awan, Abdul Ghafoor (2012)
 PTC calls meetings when government releases funds.
 PTC takes decisions in the meeting about the proper utilization of fund.
 PTC plans to carry out the work according to the given specification.
 PTC checks the quality of the material used in the construction work.
 PTC tries for the maximum utilization of funds.
 PTC tries to spend the funds of school rightly and justifiably.
 PTC monitors the construction work in school.

Similarly parents in Punjab show more interest than the parents in KPK, in the
following areas as far as utilization of fund is concerned.
 SMC involves itself in the process of purchasing different things for
schools.
 SMC makes arrangements to repair the broken furniture in the schools.
 SMC monitors the quality of work done at school.

In the following two areas both parents in KPK and Punjab stand on the same
footings.
 PTC/SMC prioritizes school needs.
 PTC/SMC works according to the prioritized needs.
It is quite clear that in many areas the people of KPK surpasses the people of Punjab
when we talk about parents participation in utilization of fund and in a few areas the
people of Punjab does so, but if we look at the overall condition it is obvious that
participation of community through PTC/SMC is good in both the provinces as far as
utilization of funds is concerned. Beasley, Huillery (2017). Blimpo et al (2011).

196
 The present study reveals that most of the parents participate in curricular
activities through PTC and SMC (Albert, 2012). The responses of the stakeholders
show that in the following areas the parents in KPK are ahead of Parents in Punjab.
 PTC discusses the progress reports of students with parents.
 PTC helps the school staff in arranging Parents Teachers Meeting (PTM)
 PTC discusses students‘ problems in PTM.
 PTC helps the school staff in diagnosing/indicating different educational
issues faced by the schools.

Similarly parents in Punjab show more interest than the parents in KPK, in the
following areas as far as curricular activities are concerned.
 SMC helps the school staff in organizing curricular activities at school.
 SMC arranges teachers for school on temporary basis.
 SMC helps the school staff in conducting annual examinations.
 SMC helps the school staff in generating individual progress reports of
students.
 SMC helps the school staff in addressing different problems faced by the
teachers and students.

It is quite clear that in five areas the people of Punjab surpasses the people of
KPK when we talk about parents participation in curricular activities and in four areas
the people of KPK does so, and only in one area i.e. helping the school staff in
conducting monthly tests, both parents of KPK and Punjab stand on the same footing.
But if we look at the overall condition it is obvious that participation of community
through PTC/SMC is good in both the provinces as far as curricular activities are
concerned. Malik (2010), Zajonc (2007), Andrabi et al (2010), Bhatti et al (2011).

The present study reveals that most of the parents participate in co-curricular
activities through PTC and SMC. Bruns & Luque (2014). The responses of the
stakeholders show that in the following areas the parents in KPK are ahead of Parents
in Punjab.
 PTC helps in organizing literary competitions (QUIZ, NAAT, QIRAT, and
Speech etc.) among students.
 PTC ensures the participation of elected members in all programs of the
school.

197
 Similarly parents in Punjab show more interest than the parents in KPK, in the
following areas as far as co-curricular activities are concerned.
 SMC ensures the participation of the community members in co-curricular
activities of the school.

In the following two areas both parents in KPK and Punjab stand on the same
footings.
 PTC/SMC helps the school in organizing different programs at national
festival.
 PTC/SMC helps the school in organizing child friendly programs for
character building of the students.
 PTC/SMC makes focused efforts to ensure the right to play for the
students.
It is quite clear that in two areas the people of KPK surpasses the people of
Punjab when we talk about parents participation in co-curricular activities and in only
one area the people of Punjab does so while parents of both the provinces stand on the
same footing in three areas, but if we look at the overall condition it is obvious that
participation of community through PTC/SMC is good in both the provinces as far as
co-curricular activities are concerned. Massoni (2011), Kumar, & Kumar (2012),
Marais (2011), Steeves (2014).

The present study reveals that most of the parents participate in process of
monitoring and supervision through PTC and SMC. Marriott & Goyder (2009) The
responses of the stakeholders show that in the following areas the parents in KPK are
ahead of Parents in Punjab.
 PTC monitors and supervises the process of repair and maintenance of the
school.
 PTC supervises proper utilization of funds allocated by the government.
 PTC supervises different curricular activities performed in school.
 PTC monitors attendance of teachers.
 PTC monitors attendance of students.
 PTC monitors progress of work under construction.
 PTC monitors and supervises the record of different construction work.

Similarly parents in Punjab show more interest than the parents in KPK, in the
following areas as far as teaching learning process is concerned.
 SMC monitors funds generation process.

198
  SMC evaluates teachers‘ professional behavior.
 SMC supervises the process of solving different problems faced by school.

It is quite clear that in many areas the people of KPK surpasses the people of
Punjab when we talk about parents participation in monitoring and supervision, while
in a few areas the people of Punjab does so, but if we look at the overall condition it is
obvious that participation of community through PTC/SMC is good in both the
provinces as far as monitoring and supervision is concerned. Ekundayo & Yarinde,
(2013). Eya & Leonard (2012).

5.5 Recommendations
Following are the recommendation of the study
1. Elementary and secondary education may arrange seminars and discussion
sessions with the community especially in rural areas to make the people
understand the aims and objectives of PTC/SMC formation and function.
2. Chairmen, secretaries and members of PTC/SMC may properly be trained by
the government in order to carry out all the functions smoothly and correctly.
3. Government may also provide some incentives or privileges to the PTC/SMC
members and chairmen so that they may take keen interest in the work of PTC
and SMC.
4. Elementary and Secondary education may publish a unanimous calendar of
curricular and co-curricular activities for all the public institutions of the same
level and proper guide lines may be included in it for the members, secretaries
and chairmen of PTC/SMC.
5. Government may request the services of some NGO to train the chairmen,
secretaries and members of PTC/ SMC for generation and proper utilization of
funds.
6. Government may also publish a booklet explaining the modern monitoring
techniques so that PTC/SMC could properly monitor and supervise all the
functions performed at school.
7. Elementary and Secondary Education may involve the cluster in-charge in the
election process of PTC /SMC as it would be easy for him to make the
election transparent, fruitful and effective.

199
5.6 Guide lines for future researchers
The future researcher may follow the following guidelines:
1. The present study was conducted in some sample public schools of Khyber
Pakhtunkhwa and Punjab the future researchers may expand it to Sindh,
Baluchistan and even Gilgit Baltistan as SMC/PTC is also working there.
2. The present study was conducted at primary level boys‘ schools; the future
researchers may expand it to primary level girls‘ schools also.
3. The future researcher may also expand this study to even high and higher
secondary schools for boys or girls in all the provinces.
4. The tool used in the present study was a questionnaire; the future researchers
may use some other tool for data collection like interview or observation.

200
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 ANNEXURE-A

INSTITUTE OF EDUCATION AND RESEARCH

GOMAL UNIVERSITY DIKHAN, KP (PAKISTAN)
Phone: (0966) 9280462, 0966-731462, iergudik@gmail.com

Dear Respondent,

Assalam-O-Alaikum!
Being a PhD Scholar at the Institute of Education and Research Gomal University

D.I.Khan, I am going to conduct a research on problem entitled “participation of

community through PTCs and SMCs in public sector schools of Khyber

Pakhtunkhwa and Punjab (an emerging paradigm in education sector)”, under the

guidance and kind supervision of Assistant Prof: Dr. Malik Amer Atta. In this

context, I am sending you the attached questionnaire comprised on eight (6) parts

having 60 statements, built on five point Likert scale pattern. You are requested,

kindly select the answer you think, most appropriate by ticking (√) the relevant box.

The provided information was be used for the purpose of research only and was be
kept secret indeed.

Hoping a positive response from your side.

Thank you for your time.

Sincerely Yours

Abdul Hafeez
Ph.D. Scholar, I.E..R
Gomal University, D.I.Khan.
Cell #: +923365256932

217
 Annexure-B

QUESTIONNAIRE (‫)سوالنامہ‬

PARTICIPATION OF COMMUNITY THROUGH PARENTS

TEACHER COUNCILS AND SHOOL MANAGEMENT
COMMITTEES IN PUBLIC SECTOR SCHOOLS OF KHYBER
PAKHTUNKHW AND PUNJAB
(AN EMERGING PARADIGM IN EDUCATION SECTOR)

‫ااسذتہوکلسناوروکسلمنیجمنٹ ویٹیمکںےکذرےعیاعمرشے‬،‫ربیخوتخپوخناہاوراجنپبےکرساکریوکسلںیموادلنی‬
‫یکومشتیل‬
)‫(ہبعشٔمیلعتںیماکیارھباتوہاایعمر‬

Institution Name: __________________________________________________

)‫(ادارہاکانم‬

Name _______________________________Designation _____________________

)‫(انم‬ )‫(دہعہ‬
School Location: ________________________________________ (KP/Punjab)
)‫لحمووقع‬
ِ ‫(وکسلاک‬

Tick () against each item in appropriate column

‫(اکاشنناگلںیئ‬)‫ہقلعتماکملںیم‬
AL: Always FR: Frequently UD: Un Decided SE: Seldom NE: Never
‫ہشیمہ‬ ‫ارثکورتشیب‬ ‫ریغواحض‬/‫ذتمذبب‬ ‫یھبکاھبکر‬ ‫یھبکںیہن‬
Frequently

‫ریغواحض‬/‫ذتمذبب‬
Undecided

Seldom
Always

Never
‫یھبکاھبکر‬
‫ارثکورتشیب‬

‫یھبکںیہن‬

S.
‫ہشیمہ‬

#
Statement

Do you know the importance of parents‘ involvement in school?

1.
‫ایکآپوکسلںیموادلنییکومشتیلیکاتیمہاجےتنںیہ؟‬
Do you know the purpose of formation of PTC/SMC?
2.
‫وکسلمنیجمنٹیٹیمکیکلیکشتاکدصقماجےتنںیہ؟‬/‫ایکآپریپسٹنرچیٹوکلسن‬
Are you well aware of the composition of PTC/SMC?
3.
‫استخےسوخبیبوافقںیہ؟‬/‫وکسلمنیجمنٹیٹیمکیکانبوٹ‬/‫ایکآپریپسٹنرچیٹوکلسن‬

218
 ‫‪Frequently‬‬

‫ذتمذبب‪/‬ریغواحض‬
‫‪Undecided‬‬

‫‪Seldom‬‬
‫‪Always‬‬

‫‪Never‬‬
‫یھبکاھبکر‬
‫ارثکورتشیب‬

‫یھبکںیہن‬
‫‪S.‬‬

‫ہشیمہ‬
‫‪#‬‬
‫‪Statement‬‬

‫?‪Are you well aware of the selection criteria of PTC/SMC‬‬

‫‪4.‬‬
‫ایکآپریپسٹنرچیٹوکلسن‪/‬وکسلمنیجمنٹیٹیمکےکانچؤ ےکرطہقیاکرےسوخبیبوافقںیہ؟‬
‫‪A. TEACHING LEARNING PROCESS‬‬

‫‪Does PTC/SMC motivates the parents to get their school age‬‬

‫?‪children admitted in schools‬‬
‫‪5.‬‬
‫ایکریپسٹنرچیٹوکلسن‪/‬وکسلمنیجمنٹیٹیمکوادلنیوکاےنپ وکسل اجےنیکرمعواےلوچبںوکوکسل ںیم دالخرکےن‬
‫رپرابغرکیتےہ؟‬
‫‪Does PTC/SMC motivates the parents to reduce the dropout of the‬‬
‫?‪students‬‬
‫‪6.‬‬
‫ایک ریپسٹن رچیٹوکلسن ‪/‬وکسل منیجمنٹیٹیمک ابلطےک وکسل ےس ےنلکن یک رشح وک مکرکےن ےئلیک وادلنی وکرتبیغ دیتی‬
‫ےہ؟‬
‫‪Does PTC/SMC creates an environment where children can get‬‬
‫?‪their education without gender discrimination‬‬
‫‪7.‬‬
‫ایک ریپسٹن رچیٹوکلسن ‪/‬وکسل منیجمنٹ یٹیمک اکی ااسیاموحل دیپارکیت ےہ اہجں ےچبیسنج اایتمزےک ریغبمیلعت احلص‬
‫رکںیکس؟‬
‫‪Does PTC/SMC encourages the student to participate in the‬‬
‫‪8.‬‬ ‫?‪teaching learning process‬‬
‫ایکریپسٹنرچیٹوکلسن‪/‬وکسلمنیجمنٹیٹیمکمیلعتوملعتےکلمعںیمہصحےنیلےئلیکہبلطیکوحہلصازفایئرکیتےہ؟‬
‫?‪Does PTC/SMC propagates the importance of education‬‬
‫‪9.‬‬ ‫ایکریپسٹنرچیٹوکلسن‪/‬وکسلمنیجمنٹیٹیمک میلعتیکاتیمہوکااجرگرکیتےہ؟‬

‫?‪Does PTC/SMC improves the overall learning environment‬‬

‫‪10.‬‬ ‫ایکریپسٹنرچیٹوکلسن‪/‬وکسلمنیجمنٹ یٹیمکومجمیعیمیلعتاموحلوکرتہبانبیتےہ؟‬

‫‪Does PTC/SMC sensitizes teachers about ban on corporal‬‬

‫?‪11. punishment‬‬
‫ایکریپسٹنرچیٹوکلسن‪/‬وکسلمنیجمنٹ یٹیمکااسذتہوکامسجینزسارپاپدنبیاکااسحسدالیتےہ؟‬
‫‪Does PTC/SMC contacts parents for achievement of academic‬‬
‫?‪12. purposes‬‬
‫ایکریپسٹنرچیٹوکلسن‪/‬وکسلمنیجمنٹیٹیمکوادلنیےسیمیلعتاقمدصےکوصحلےئلیکراہطبرکیتےہ؟‬
‫‪Does PTC/SMC discusses the examination results with the‬‬
‫?‪13. `community members‬‬
‫ایکریپسٹنرچیٹوکلسن‪/‬وکسلمنیجمنٹ یٹیمکولوگںاسیکھتااحتمیناتنجئرپابتتیچرکیتےہ؟‬
‫‪Does PTC/SMC holds meeting to discuss educational problems of‬‬
‫?‪14. the school‬‬
‫ایکریپسٹنرچیٹوکلسن‪/‬وکسلمنیجمنٹ یٹیمکوکسلےکیمیلعتاسملئرپثحبرکےنےئلیکاالجسدقعنمرکیتےہ؟‬

‫‪219‬‬
 ‫‪Frequently‬‬

‫ذتمذبب‪/‬ریغواحض‬
‫‪Undecided‬‬

‫‪Seldom‬‬
‫‪Always‬‬

‫‪Never‬‬
‫یھبکاھبکر‬
‫ارثکورتشیب‬

‫یھبکںیہن‬
‫‪S.‬‬

‫ہشیمہ‬
‫‪#‬‬
‫‪Statement‬‬

‫‪Does PTC/SMC contacts students‘ parents to minimize the‬‬

‫?‪15. absenteeism of the students‬‬
‫ایکریپسٹنرچیٹوکلسن‪/‬وکسلمنیجمنٹیٹیمکابلطءیکریغاحرضیمکرکےنےئلیکابلطےکوادلنیےسراہطبرکیتےہ؟‬
‫‪Does PTC/SMC discusses the performance of school teachers‬‬
‫?‪16. during meeting‬‬
‫ایکریپسٹنرچیٹوکلسن‪/‬وکسلمنیجمنٹ یٹیمکاالجسےکدورانااسذتہیکاکررکدیگرپثحبرکیتےہ؟‬

‫‪B. GENERATING FUNDS‬‬

‫‪Does PTC/SMC contacts higher authorities to provide financial‬‬
‫?‪assistance for the repair and maintenance of school‬‬
‫‪17.‬‬
‫ایک ریپسٹن رچیٹوکلسن ‪/‬وکسل منیجمنٹ یٹیمک اٰیلع اکحم ےس وکسل یک رمتم اوراحبیل ےئلیکامیل ادماد ایہمرکےن یک‬
‫ابتبراہطبرکیتےہ؟‬
‫‪Does PTC/SMC arranges donations by inviting rich people of the‬‬
‫?‪community to school‬‬
‫‪18.‬‬
‫ایک ریپسٹن رچیٹوکلسن ‪/‬وکسل منیجمنٹ یٹیمک اعمرشے ےک اریمولوگں وکوکسل آےن یک دوعت دے رکامیل‬
‫ادماداکدنبوتسبرکیتےہ؟‬
‫‪Does PTC/SMC arranges different programs at school for fund‬‬
‫‪19.‬‬ ‫?‪raising‬‬
‫ایکریپسٹنرچیٹوکلسن‪/‬وکسلمنیجمنٹ یٹیمکوکسلںیمڈنفعمجرکےنےئلیکفلتخمرپورگامرتبیتدیتیےہ؟‬
‫?‪Does PTC/SMC contributes regularly for welfare of school‬‬
‫‪20.‬‬
‫ایکریپسٹنرچیٹوکلسن‪/‬وکسلمنیجمنٹ یٹیمکوکسلیکوبہبدےئلیکاباقدعیگےساانپہصحڈایتلےہ؟‬
‫‪Does PTC/SMC collects funds from the community in case of any‬‬
‫‪21.‬‬ ‫?‪emergency‬‬
‫ایکریپسٹنرچیٹوکلسن‪/‬وکسلمنیجمنٹ یٹیمکیسکیھبارمییسنجںیمولوگںےسڈنفعمجرکیتےہ؟‬
‫‪Does PTC/SMC involves the community to provide stationary,‬‬
‫?‪uniform & school bags to the deserving students‬‬
‫‪22.‬‬
‫ایک ریپسٹنرچیٹوکلسن‪/‬وکسلمنیجمنٹ یٹیمکقحتسمابلطءوکےتسب‪،‬وردیاوراسامنِرحتریایہمرکےنےئلیکولوگںوکاشلم‬
‫رکیتےہ؟‬

‫‪C. UTILIZATION OF FUND‬‬

‫?‪Does PTC/SMC calls meeting when government releases funds‬‬
‫‪23.‬‬
‫ایکریپسٹنرچیٹوکلسن‪/‬وکسلمنیجمنٹ یٹیمکوکحتمےسڈنفےنلمرپاالجسالبیتےہ؟‬
‫‪Does PTC/SMC takes decisions in the meeting about the proper‬‬
‫?‪24. utilization of funds‬‬
‫ایکریپسٹنرچیٹوکلسن‪/‬وکسلمنیجمنٹ یٹیمکاالجسںیمڈنفےکانمبساامعتسلےکابرےںیمےلصیفرکیتےہ؟‬
‫?‪Does PTC/SMC prioritizes school needs‬‬
‫‪25.‬‬
‫ایکریپسٹنرچیٹوکلسن‪/‬وکسلمنیجمنٹ یٹیمکوکسلیکرضورایتوکرتیحیجوطررپرتبیتدیتیےہ؟‬

‫‪220‬‬
 ‫‪Frequently‬‬

‫ذتمذبب‪/‬ریغواحض‬
‫‪Undecided‬‬

‫‪Seldom‬‬
‫‪Always‬‬

‫‪Never‬‬
‫یھبکاھبکر‬
‫ارثکورتشیب‬

‫یھبکںیہن‬
‫‪S.‬‬

‫ہشیمہ‬
‫‪#‬‬
‫‪Statement‬‬

‫?‪Does PTC/SMC works according to the prioritized needs‬‬

‫‪26.‬‬
‫ایکریپسٹنرچیٹوکلسن‪/‬وکسلمنیجمنٹ یٹیمکرتیحیجوطررپرتبیتدشہرضورایتےکاطمقباکمرکیتےہ؟‬
‫‪Does PTC/SMC plans to carry out the work according to the given‬‬
‫?‪specification‬‬
‫‪27.‬‬
‫ایک ریپسٹن رچیٹوکلسن ‪/‬وکسل منیجمنٹ یٹیمک دی یئگ لیصفت ےک اطمقب اکم وکرسااجنم دےنی یک وصنمہب دنبی رکیت‬
‫ےہ؟‬
‫‪Does PTC/SMC involves itself in the process of purchasing‬‬
‫?‪different things for schools‬‬
‫‪28.‬‬
‫ایک ریپسٹن رچیٹوکلسن ‪/‬وکسل منیجمنٹ یٹیمک وکسل ےکےئل فلتخم اایشء یک رخدیاری ےک لمع ںیم وخداشلم وہیت‬
‫ےہ؟‬
‫‪Does PTC/SMC checks the quality of the material used in the‬‬
‫?‪29. construction work‬‬
‫ایکریپسٹنرچیٹوکلسن‪/‬وکسلمنیجمنٹ یٹیمکریمعتایتاکمںیماامعتسلوہےنواےلاملیکاجچنڑپاتلرکیتےہ؟‬
‫?‪Does PTC/SMC tries for the maximum utilization of funds‬‬
‫‪30.‬‬
‫ایکریپسٹنرچیٹوکلسن‪/‬وکسلمنیجمنٹ یٹیمکڈنفزےکلمکماامعتسلیکوکششرکیتےہ؟‬
‫‪Does PTC/SMC tries to spend the funds of the school rightly and‬‬
‫?‪31. justifiably‬‬
‫ایکریپسٹنرچیٹوکلسن‪/‬وکسلمنیجمنٹ یٹیمکوکسلڈنفوکحیحصاورافصنمہنوطررپاامعتسلرکےنیکوکششرکیتےہ؟‬
‫?‪Does PTC/SMC monitors the construction work in school‬‬
‫‪32.‬‬ ‫ایکریپسٹنرچیٹوکلسن‪/‬وکسلمنیجمنٹ یٹیمکوکسلںیمریمعتایتاکماکاجزئہیتیلےہ؟‬

‫‪Does PTC/SMC makes arrangement to repair the broken furniture‬‬

‫?‪33. in the schools‬‬
‫ایکریپسٹنرچیٹوکلسن‪/‬وکسلمنیجمنٹ یٹیمکوکسلںیموٹےٹوہےئرفرچینیکرمتماکااظتنمرکیتےہ؟‬
‫?‪Does PTC/SMC monitors the quality of work done at school‬‬
‫‪34.‬‬ ‫ایکریپسٹنرچیٹوکلسن‪/‬وکسلمنیجمنٹ یٹیمکوکسلںیمےئکےئگاکمےکایعمریکاجچنرکیتےہ؟‬

‫‪D. ORGANIZING CURRICULAR ACTIVITIES‬‬

‫‪Does PTC/SMC helps the school staff in organizing curricular‬‬

‫?‪activities at school‬‬
‫‪35.‬‬
‫ایک ریپسٹن رچیٹوکلسن ‪/‬وکسل منیجمنٹ یٹیمک وکسل ںیم اصنیب رسرگایمں رتبیت دےنی ںیم وکسل ہلمع یک دمدرکیت‬
‫ےہ؟‬
‫‪Does PTC/SMC arranges teachers for school on temporary basis,‬‬
‫?‪if required‬‬
‫‪36.‬‬
‫ایک ریپسٹن رچیٹوکلسن ‪/‬وکسل منیجمنٹ یٹیمک رضورت ڑپےن رپ‪،‬وکسل ےئلیک اعریض وطررپ ااسذتہ اکدنبوتسب رکیت‬
‫ےہ؟‬

‫‪221‬‬
 ‫‪Frequently‬‬

‫ذتمذبب‪/‬ریغواحض‬
‫‪Undecided‬‬

‫‪Seldom‬‬
‫‪Always‬‬

‫‪Never‬‬
‫یھبکاھبکر‬
‫ارثکورتشیب‬

‫یھبکںیہن‬
‫‪S.‬‬

‫ہشیمہ‬
‫‪#‬‬
‫‪Statement‬‬

‫?‪Does PTC/SMC helps the school staff in conducting monthly test‬‬

‫‪37.‬‬ ‫ایکریپسٹنرچیٹوکلسن‪/‬وکسلمنیجمنٹ یٹیمکاماہہنٹسیٹدقعنمرکےنںیموکسلہلمعیکدمدرکیتےہ؟‬

‫‪Does PTC/SMC helps the school staff in conducting annual‬‬

‫?‪38. examination‬‬
‫ایکریپسٹنرچیٹوکلسن‪/‬وکسلمنیجمنٹ یٹیمکاسالہنااحتمندقعنمرکےنںیموکسلہلمعیکدمدرکیتےہ؟‬
‫‪Does PTC/SMC helps the school staff in generating individual‬‬
‫?‪progress reports of students‬‬
‫‪39.‬‬
‫ایک ریپسٹن رچیٹوکلسن ‪/‬وکسل منیجمنٹ یٹیمک ابلطیک دحیلعہ دحیلعہ اکررکدیگ روپرٹ ایتر رکےن ںیم وکسل ہلمع یک‬
‫دمدرکیتےہ؟‬
‫‪Does PTC/SMC discusses the progress reports of students with‬‬
‫?‪40. parents‬‬
‫ایکریپسٹنرچیٹوکلسن‪/‬وکسلمنیجمنٹ یٹیمکوادلنیےکاسھتابلطیکاکررکدیگروپرٹرپابتتیچرکیتےہ؟‬
‫‪Does PTC/SMC helps the school staff in arranging Parents‬‬
‫?)‪Teacher Meeting (PTM‬‬
‫‪41.‬‬
‫ایک ریپسٹن رچیٹوکلسن ‪/‬وکسل منیجمنٹ یٹیمک وادلنی اورااسذتہ یک گنٹیم رتبیت دےنی ںیم وکسل ہلمع یک دمدرکیت‬
‫ےہ؟‬
‫?‪Does PTC/SMC discusses students‘ problems in the PTM‬‬
‫‪42.‬‬ ‫ایکریپسٹنرچیٹوکلسن‪/‬وکسلمنیجمنٹ یٹیمکوادلنیاورااسذتہیکگنٹیمںیمابلطےکاسملئرپثحبرکیتےہ؟‬

‫‪Does PTC/SMC helps the school staff in diagnosing/indicating‬‬

‫?‪different educational issues faced by the schools‬‬
‫‪43.‬‬
‫ایک ریپسٹن رچیٹوکلسن ‪/‬وکسل منیجمنٹ یٹیمک وکسل ےک فلتخم یمیلعت اسملئ یک صیخشت‪ /‬اشندنیہ رکےن ںیم وکسل‬
‫ہلمعیکدمدرکیتےہ؟‬
‫‪Does PTC/SMC helps the school staff in addressing different‬‬
‫?‪problems faced by the teachers & students‬‬
‫‪44.‬‬
‫ایک ریپسٹنرچیٹوکلسن‪/‬وکسلمنیجمنٹ یٹیمک ابلطاورااسذتہےکفلتخماسملئلح رکےنںیموکسلہلمعیکدمدرکیت‬
‫ےہ؟‬
‫‪E. ORGANIZING CO-CURRICULAR ACTIVITIES‬‬

‫‪Does PTC/SMC helps in organizing literary competitions (quiz,‬‬

‫?‪naat, qirat and speech etc) among students‬‬
‫‪45.‬‬
‫ایک ریپسٹنرچیٹوکلسن‪/‬وکسلمنیجمنٹ یٹیمکابلطےکامنیبادیباقمولبں(ےسیجوکزئ ۔تع آرآتاورراقرریوریغہ)‬
‫ےکااقعندںیمدمدرفامہرکیتےہ؟‬

‫‪222‬‬
 ‫‪Frequently‬‬

‫ذتمذبب‪/‬ریغواحض‬
‫‪Undecided‬‬

‫‪Seldom‬‬
‫‪Always‬‬

‫‪Never‬‬
‫یھبکاھبکر‬
‫ارثکورتشیب‬

‫یھبکںیہن‬
‫‪S.‬‬

‫ہشیمہ‬
‫‪#‬‬
‫‪Statement‬‬

‫‪Does PTC/SMC helps the school in organizing different programs‬‬

‫?‪at national festivals‬‬
‫‪46.‬‬
‫ایک ریپسٹن رچیٹوکلسن ‪/‬وکسل منیجمنٹ یٹیمک وقیم وہتاروں رپفلتخم رپورگاومں اکااظتنم رکےن ںیم وکسل یک‬
‫دمدرکیتےہ؟‬
‫‪Does PTC/SMC helps the school in organizing child friendly‬‬
‫?‪programmes for character building of the student‬‬
‫‪47.‬‬
‫ایک ریپسٹنرچیٹوکلسن‪/‬وکسلمنیجمنٹ یٹیمکابلطیکرکداراسزیےئلیکانےکدنسپدیہرپورگاومںاکااظتنمرکےنںیم‬
‫وکسلیکدمدرکیتےہ؟‬
‫‪Does PTC/SMC makes focused efforts to ensure the right to play‬‬
‫?‪48. for the students‬‬
‫ایکریپسٹنرچیٹوکلسن‪/‬وکسلمنیجمنٹیٹیمکابلطےکےنلیھکےکقحوکینیقیانبےنےئلیکریتدہبفوکششرکیتےہ؟‬
‫‪Does PTC/SMC tries to ensure the participation of the community‬‬
‫?‪members in co-curricular activities‬‬
‫‪49.‬‬
‫ایک ریپسٹن رچیٹوکلسن ‪/‬وکسل منیجمنٹ یٹیمک مہ اصنیب رسرگویمں ںیم ولوگں یک ومشتیل وکینیقی انبےن یک وکشش‬
‫رکیتےہ؟‬
‫‪Does PTC/SMC ensures the participation of elected members in‬‬
‫?‪all programmes of the school‬‬
‫‪50.‬‬
‫ایک ریپسٹنرچیٹوکلسن‪/‬وکسلمنیجمنٹ یٹیمکوکسلےکامتمرپورگاومںںیمبختنمامندنئوںیکرشتکوکینیقیانبیت‬
‫ےہ؟‬
‫‪F. MONITORING AND SUPERVISION‬‬

‫& ‪Does PTC/SMC monitors and supervises the process of repair‬‬

‫?‪51. maintenance of the school‬‬
‫ایکریپسٹنرچیٹوکلسن‪/‬وکسلمنیجمنٹ یٹیمکوکسلیکاحبیلاوررمتمےکلمعیکرگناینرکیتےہ؟‬
‫?‪Does PTC/SMC monitors funds generation process‬‬
‫‪52.‬‬
‫ایکریپسٹنرچیٹوکلسن‪/‬وکسلمنیجمنٹ یٹیمکڈنفدیپارکےنےکلمعرپرظنریتھکےہ؟‬
‫‪Does PTC/SMC supervises proper utilization of funds allocated‬‬
‫?‪by the government‬‬
‫‪53.‬‬
‫ایک ریپسٹن رچیٹوکلسن ‪/‬وکسل منیجمنٹ یٹیمک وکحتم یک رطف ےس صتخم ڈنف ےک انمبس اامعتسل یک رگناین رکیت‬
‫ےہ؟‬
‫‪Does PTC/SMC supervises different curricular‬‬ ‫‪activities‬‬
‫?‪performed in school‬‬
‫‪54.‬‬
‫ایک ریپسٹن رچیٹوکلسن ‪/‬وکسل منیجمنٹ یٹیمک وکسل ںیم دقعنموہےن وایل فلتخم اصنیب رسرگویمں یک رگناین رکیت‬
‫ےہ؟‬
‫?‪Does PTC/SMC monitors attendance of teachers‬‬
‫‪55.‬‬
‫ایکریپسٹنرچیٹوکلسن‪/‬وکسلمنیجمنٹ یٹیمکااسذتہیکاحرضیرپرظنریتھکےہ؟‬

‫‪223‬‬
 ‫‪Frequently‬‬

‫ذتمذبب‪/‬ریغواحض‬
‫‪Undecided‬‬

‫‪Seldom‬‬
‫‪Always‬‬

‫‪Never‬‬
‫یھبکاھبکر‬
‫ارثکورتشیب‬

‫یھبکںیہن‬
‫‪S.‬‬

‫ہشیمہ‬
‫‪#‬‬
‫‪Statement‬‬

‫?‪Does PTC/SMC monitors attendance of students‬‬

‫‪56.‬‬
‫ایکریپسٹنرچیٹوکلسن‪/‬وکسلمنیجمنٹ یٹیمکابلطیکاحرضیرپرظنریتھکےہ؟‬
‫‪Does PTC/SMC monitors progress of the work under‬‬
‫?‪57. construction‬‬
‫ایکریپسٹنرچیٹوکلسن‪/‬وکسلمنیجمنٹ یٹیمکزریریمعتاکمیکراتفررپرظنریتھکےہ؟‬
‫‪Does PTC/SMC monitors and supervises the record of different‬‬
‫?‪58. construction work‬‬
‫ایکریپسٹنرچیٹوکلسن‪/‬وکسلمنیجمنٹ یٹیمکفلتخمریمعتایتاکومںےکراکیرڈیکرگناینرکیتےہ؟‬
‫?‪Does PTC/SMC evaluates teachers‘ professional behavior‬‬
‫‪59.‬‬
‫ایکریپسٹنرچیٹوکلسن‪/‬وکسلمنیجمنٹ یٹیمکااسذتہےکہشیپوراہنروےیاکاجزئہیتیلےہ؟‬
‫‪Does PTC/SMC supervises the process of solving different‬‬
‫?‪problems faced by school‬‬
‫‪60.‬‬
‫ایک ریپسٹن رچیٹوکلسن ‪/‬وکسل منیجمنٹ یٹیمک وکسل وکدرشیپ فلتخم اسملئ وک لح رکےن ےک لمع یک رگناین رکیت‬
‫ےہ؟‬

‫‪Thank you for taking the time to complete this questionnaire.‬‬

‫‪224‬‬
 Annexure-C

LIST OF EXPERTS

Teaching
S# Name Designation Institution
Experience
Dr. Liaquat Institute of Education and Research
1. 20 year Director
Hussain Gomal University D.I.Khan.
Institute of Education and Research
2. Dr. Arshad Ali 28 year Director
University of Peshawar.
Dr. Umar Ali
3. 34 Year Professor Preston University Kohat.
khan
Assistant
4. Dr. Zafar Khan 9 year IER, Gomal University, D.I.Khan.
Professor
Dr. Allah Noor Assistant
5. 12 year IER, Gomal University, D.I.Khan.
Khan professor
Dr Jalil ur Sports Sciences & Physical Education
6. 34 Year Professor
Rehman Baloch Gomal University D.I.Khan
Dr. Muhammad
7. 34 Year Professor Qurtuba University D.I.Khan
Shah
Institute of Education and Research,
8. Dr. Mairajud Din 26 Years Lecturer
Gomal University, D.I.Khan
Dr. Abdur Institute of Education and Research
9. 34 Year Professor
Rehman Hazara University Manserah
Dr. Muhammad Assistant Institute of Education and Research
10. 24 Year
Saeed Professor Hazara University Manserah
Institute of Education and Research
Dr. Muhammad Assistant
11. 10 Year University of science & Technology
Ayaz Professor
Bannu.
Institute of Education and Research
Dr. Rahmat Assistant
12. 10 Year University of science & Technology
Ullah Shah Professor
Bannu.
Institute of Education and Research
Dr. Saqib Assistant
13. 11 Year University of science & Technology
Shahzad Professor
Bannu.
Dr. Khair-Uz-
14. 33 Year Professor Comsat University Vehari Campus.
Zaman
Dr. Manzoor Assistant Department of Arabic & Islamic
15. 15 Year
Ahmad Professor Research Gomal University D.I.Khan.

225
 Department of Journalism & Mass
Dr. Muhammad Associate
16. 27 Year Communication Gomal University
Wasim Akbar Professor
D.I.Khan
Department of Journalism & Mass
Dr. Muhammad Associate
17. 24 Year Communication Gomal University
Aslam Pervaiz Professor
D.I.Khan
Assistant Centre of Education & Staff training
18. Dr. Nasir Ahmad 25-year
professor University of Swat,
Dr. Javaid Assistant Institute of Education & Research
19. 27-year
Mustafa professor University of KARAK
Dr. Iqbal Amin Department of Education University
20. 5-year Lecturer
Khan of Malakand, Chakdara Dir Lower
Senior Provincial institute of Teacher
21. Dr. Jahangir Adil 15 Years
Instructor Education, Peshawar
Senior Provincial institute of Teacher
22. Dr. Safia Noor 25 Year
Instructor Education, Peshawar
Senior Provincial institute of Teacher
23. Dr. Sumera Taj 24 Year
Instructor Education, Peshawar
Provincial institute of Teacher
24. Dr. Irfan Ullah 10 Year Instructor
Education, Peshawar
Assistant
25. Dr Afrina 10 years BZU, Multan
Professor
Assistant
26. Dr. Asia Zulfiqar 10 Years BZU, Multan
Professor

27. Dr. Khurshid 25 Years Professor BZU, Multan

Dr. Zahoor
28. 10 Years Lecturer BZU Layyah Campus
Hussain
University of Education, DG Khan
29. Dr Arshad Javed 08 Year Lecturer
Campus
Assistant
30. Dr. Azhar Abbas 06 Years BZU, Layyah Campus
Professor

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 Annexure-D

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 Annexure-E
Table. Percent points of the F-Distribution at 5-percent level of significance

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