Contents

1. Topic....................................................................................................................................................2
2. Introduction........................................................................................................................................3
a. Statement of problem.....................................................................................................................4
b. Rationale.........................................................................................................................................5
c. Research questions.........................................................................................................................5
d. Significance of the study.................................................................................................................5
3. Literature review................................................................................................................................6
4. Analytical framework..........................................................................................................................7
5. Methodology.......................................................................................................................................8
a. Sampling..........................................................................................................................................8
b. Data collection tools...........................................................................................................................9
i. Interview.....................................................................................................................................9
ii. Document Analysis......................................................................................................................9
c. Setting.............................................................................................................................................9
6. Ethical considerations.......................................................................................................................10
7. References.........................................................................................................................................11
8. Appendixes........................................................................................................................................14
a. Appendix A (Consent letter).........................................................................................................14
b. Appendix B (Interview guide for school leader/principal)...........................................................15
c. Appendix C(Group interview guide for teachers).........................................................................16
6.4. Appendix D (Document analysis checklist).................................................................................17
 1. Topic
Role of school leadership in professional development of
teachers: A comparative case study of government and private
sector schools in District Sukkur
 2. Introduction

An effective school leader is more likely to contribute to quality education.  At school level,
good leadership can only be achieved through the effective professional teachers.  However,
within school, professional teachers are developed if there is effective leader in a school. School
leaders are the individuals that possess varied roles throughout, who set directions and establish
influence in order to achieve shared goals of school (The & On, 2003). Hence productive school
leaders provide paramount opportunities for teachers and students to set vision and work for
school development and seek for best practices in teaching-learning process. Research suggests
that the principal as an efficacious leader can contribute in teacher’s professional development.
Principal as a leader can do this through modelling and also encouraging them and admiring
them, this creates level of interests in teachers and the progress in their profession (Niazi, 2012).  

Teacher’s professional development is foremost ingredient to make teaching-learning productive.

Professional development is a continuous process that helps teachers in modifying their personal
beliefs, practices and shared values (King, 2011). Moreover, it is the process that helps teachers
to work on their professional knowledge, skills and competencies (Mansoor & Akhtar, 2015).
Additionally, teachers’ professional development possess greater importance universally (Fraser,
Kennedy, Reid, & McKinney, 2007). And it is very important part of school performance (Fraser
et al., 2007).  Teachers’ professional development claims long term learning for professionals; a
method for self-awareness and increased standards of professionals. Eventually, in today’s era of
advancement teachers need more complex and scientific skills for 21st century, teachers must
learn new ways to develop high order thinking in students. And to establish these skills teachers
need more professional trainings and learnings (Caena, 2011).  

However, the problem in our country Pakistan is that teacher’s professional development is not
given that importance. Teachers in this context are provided lesser opportunities to develop their
professional skills, practices and competencies.  Whereas teachers lack external professional
development opportunities, they have less exposure to school-based development opportunities
mainly because of the limited role of school leaders in this regard.

Additionally, much of the gaps have been seen in selection of principals in Pakistan, no any
rigorous process for selecting principal is followed, in fact they still are not clear about the
concept of leadership.  And that’s the reason that contribution of head teachers towards teachers’
development is minimum. Hence, prime concern of school leaders is that they are expected to
understand the practices and instructions while focusing on other academic tasks like; visiting
classrooms, arranging training programs for teachers and facilitating resources to teachers.
However, in Pakistan educational policies are not providing complete details to school leaders
that what kind of administration does a school needs. Because school leaders are selected from
teaching staff and are not trained as leaders, and are less able to supervise other teachers, boost
their confidence and establish effective teaching skills in them (Khan, 2015). 

Education in Pakistan is transmitted through different educational systems, i.e. Government

schooling system and the private schooling system (Rizvi, 2008). Public sector schools are those
that are run by the bureaucratic body, the Federal Ministry of Education keeps the power of
formulating educational plans and policies that are to be taken in practice in other provinces
(Rizvi, 2008). On the other hand, private sector schools are administered by charities and
missionaries (Iqbal, 2012). However, both the sectors aim to provide basic education to all but
public sectors cannot meet the needs of rapid growing population (Iqbal, 2012). In order to meet
the needs of fast growing population of Pakistan, private sectors on ground has to share the
burden and get engaged to provide basic education (Iqbal, 2012). In these education systems,
principal is taken as the center for administering all the school functions (Iqbal, 2012). However,
in Pakistan most principals in different public sectors lack important leadership skills as they
come from teaching background, selected on the basis of years of teaching experiences they
have(Mansoor & Akhtar, 2015).  

a. Statement of problem
In Pakistan, especially in rural areas, low achievement of students mainly owing to the low
capacity of teachers. Additionally, much of the gaps have been seen in selection process of
principals in Pakistan. No any rigorous process for selecting principal is followed, in fact school
leaders are still not clear about the concept of leadership.  And that’s the reason that contribution
of head teachers towards teachers’ development is minimum. However, in Pakistan educational
policies are not providing complete details to school leaders that what kind of administration
does a school needs. Because school leaders are selected from teaching staff and are not trained
as leaders, and are less able to supervise other teachers, boost their confidence and establish
effective teaching skills in them (Khan, 2015). Moreover major issues highlighted with existing
capacity building programs for teachers are; pre-service teachers are more theoretical, and in-
service opportunities are limited and not closely relevant to the real needs of teachers. pre-
service teachers are more theoretical because, “The current teaching force in Pakistan has
teachers who are inadequately prepared so that their limited knowledge and inadequate
preparation ends up becoming issues for in-service teacher education to deal with”(Halai, 2006).
Pre-service teachers lack in professional qualification and have inadequate teacher preparation
opportunities. Secondly, the reason behind in-service teachers have limited and not relevant
opportunities, is that there is lack in collaboration between teachers and the school leaders. The
strategies towards teaching are not advance and practical. Hence there is much need in exposure
to new ideas, new knowledge and understandings to enable teacher growth through providing
adequate and relevant opportunities(Halai, 2006). In order to improve quality education, teacher
is considered as the key component. Development cannot be sustained if a school does not have
competent and capable teachers. Teachers become competent through continuous professional
development training programs which help them in turn to create more stimulating learning
environments for their students(Hairon & Dimmock, 2012). Therefore, ongoing school-based
professional learning is an only remedy to cope up with the issues mentioned above. And for
this, school leaders are expected to understand the practices and instructions while focusing on
other academic tasks like; visiting classrooms, arranging training programs for teachers and
facilitating resources to teachers.

b. Rationale
Since much of the studies have been previously conducted to study various aspects of
leadership. Specifically, new studies can be conducted in the area of leadership to analyze the
role of school leaders in school based teachers professional development. Our research topic
focuses on; “The Comparative study of the role of school leaders in the professional
development of teacher in Private and public sector of Sukkur Sindh”. Study will be conducted
in rural Sindh context of Pakistan. Because there is profound lack in real essence of leadership
role and teacher professional development in schools(Khan, 2015). And this is because there
aren’t leaders in developing countries who take initiatives for the betterment of schools and
teachers development.
School leadership determines the effectiveness of a school and outcomes of students. Although
the role of school leadership has been studied in Pakistan, there is dearth of research on how
school leaders facilitate teachers in their PD especially in Sukkur District. Therefore we want to
explore;

c. Research questions

How school leaders support teachers in their professional development in public and private
sector schools in District Sukkur?
 What structure and culture are in place inside school for PD of teachers?
 What challenges school leaders face in initiating and sustaining school based PD for
teachers?
 How can school leaders support teachers more effectively in their PD?

d. Significance of the study

Professional development deals with many types of educational experiences linked to an
individual’s work. In education teacher’s quality and school leadership plays an important role.
If teachers will be developed professionally, they will practice contemporary
strategies/approaches in their teaching-learning process. Professional development is the only
path that guide teachers towards better performance and enhance students’ achievement.
Therefore for students the enhancing capacity of teachers will ultimately enhance their
achievements. If teachers do not get paramount opportunities to develop professionally, they will
fail to polish their knowledge, skills and competencies. It will also effect students learning by
impacting decrease in students achievement (Mizell, n.d.). However, when teachers and school
leaders are role models for students, and school leaders are role models for students, this will
have ultimately enhance teaching-learning processes. Within school, school leaders are the one
who work for school betterment and giving opportunities to staff for progress. Conducting this
study would help us get opportunity to serve as school leaders in our career. School leaders are
responsible for teacher’s professional development and play a vital role in providing
opportunities to facilitate teachers’ in terms of their performance and workplace. Hence, this
would be a great opportunity for school leaders to support teachers more effectively. Moreover,
our study would likely to facilitate change leaders to support school in a more informed way.
Fullan (2002) describes change leaders as those who have five essential traits, such as; moral
purpose, and understanding of the change process, the ability to improve relationship with
stakeholders, sharing and creation of knowledge, and building strong connections. Furthermore,
his description add that principal as change agent is one who transforms institution through team
work and its people (Fullan, 2001). Our study’s main focus is private and public sector education
of Pakistan. There is lot of investment in leadership development by the government in school
system, because they believe this could help produce better leaders and more effective school
systems(Bush, 2009). And this could be better possible if private and public sectors would learn
from each other’s practices. Our study will provide platform to both the sectors for enhancing
their connection for better development.

3. Literature review
In today’s era of 21st century there is significant need of educational leadership. And this is
because of the universal belief of school leaders that the quality leadership makes an essential
difference to school and students achievements(Bush, 2009). There has been increasing demand
that schools require effective leaders in order to provide best possible teaching-learning
processes. In education system, including both developed and developing countries, school
leadership has become prime concern universally, owing to its significant role in improving
classroom practices, school policies and connection among individuals, schools and the outside
world (Pont et al., 2010). School leaders play a key role in teacher’s learning, addressing the
challenges and needs of their schools and wider communities while working within broader
contexts of curricular, professional and pedagogical change (Stevenson, Hedberg, O’Sullivan, &
Howe, 2016). For a school to develop as a learning body and to revitalize lifelong learning, those
involved in the struggle i.e. principals, teachers, students and parents, must be actively involved
in framing their school (Fullan, 2001). There on, within schools, professional learning has been
considered as a necessary change approach for teachers to develop as critical, reflective
practitioners as they recognize needs and set goals through their performance (Fullan, 2001).
Other studies further extend Fullan’s idea suggesting that coupled with leaders, other
stakeholders such as teachers and students can also contribute in professional learning
community of school and be a foundation for the achievement of all stakeholders, Leithwood, K.
A., & Riehl, C. (2003). As we move to the next millennium teachers’ professional development
is important entity to look on. Teacher’s professional development is foremost ingredient to make
teaching-learning productive.

Professional development refers to provide a learning environment that helps teachers in

flourishing their creative and reflective abilities in strengthening their practices (Bredeson &
Johansson, 2000). Moreover, it is the process that helps teachers to work on their professional
knowledge, skills and competencies (Mansoor & Akhtar, 2015). Borko (2004) highly appreciates
this idea that teacher’s professional development offers teachers with chances to transmit their
knowledge, improve their instructive skills and think about their teaching practices (He & Ho,
2017). However, the major problem identified by one of the researchers is that there is almost a
lack or no opportunity for teachers to undertake themselves in sustainable learning for their
practices and performances in the actual work setting (Fullan, 2007). He further argues that
professional development is the core hindering factor towards improving teaching-learning
processes.  (Cole, 2004) supports Fullan’s idea that, professional development resists change in
educational systems, because it reduces the real essence of bringing change and educators think
that they are doing something that is of great worth and adds value to their learning processes.

In developing countries the role of school leadership is under studied area (Simkins, Sisum, &
Memon, 2003). In Pakistan, educators are in search of understanding the role of school
leadership especially in the context of school improvement (Rizvi, 2008). Both studies and
experience suggest that the head teacher’s role is still traditional and the importance of leadership
is not taken into consideration here in Pakistani context. This will be further evident when one
observe the practices in the government sector. Although, bringing quality system of teaching-
learning is the core responsibility of government, unfortunately private schools are gradually
getting improving attention of the public mainly because of their enhanced quality. (Salfi,
2011) studied this and found that principals of successful schools empower their teachers and
make them responsible teachers in terms of professional development. He further claims that a
shared context should be developed for learning and developing leadership skills among teachers
and as well as head of the school. He favors collective leadership and gives less importance to
individual capacities of any leader, especially the principal as a leader. Therefore, through
collective leadership goals any leader can facilitate teachers' professional development including
their leadership skills.

4. Analytical framework
In furtherance of, collecting rich data we will be using instructional leadership as analytical
framework. Using this framework, we will be supporting our background and contextual
information.
Framework and furnishing is the vital part of educational system, but people are the central and
core part to it. Undoubtedly, well-structured building serves some of the educational needs and
purposes but well-professional stakeholders count much bigger role. Moreover, key role of
leader is vital in organizational success. And the central body who plays this role in school
context is school leader i.e. school principal. Principal is the most influential body of the school
who aids in teachers professional development practices, Khan (2012). He ensures that every
single teacher gets the opportunity to enhance their professional knowledge and enrich student
learning(Hall & Brailsford, 2001). Findley and Findley (1992) stated that, “if a school is to be an
effective one, it will be only because of the instructional leadership of the principal”. Within
school principal is the instructional leader. And instructional leadership of school principal
means the development of professional competencies of the teachers(Kwinda, 2002).
Instructional leadership is the integration of classroom instructions, teachers [professional
development and curriculum planning and development(Blase & Blase, 1999). In addition to
that, instructional leaders possess several qualities; set clear goals and standards, for them
teaching and learning remains the top priority in school, their major focus is on alignment of
curriculum, instruction, assessment and standards, moreover, they provide continuous learning
culture for teachers and they evaluate teachers regularly to promote students learning and
growth.

5. Methodology
Taking an constructivist interpretivist stance and using qualitative comparative case study
research design, this study aims to compare the role of school leader in facilitating school based
teacher’ professional development in both public and private sector education in Pakistan. As an
interpretivist we believe that reality for every individual is different, and we try see their reality
from their lens of seeing world. That’s what we think a researcher’s job is to understand the
context and reality the individual live from their perspective. As a constructivist interpretivist the
researcher have to understand the perspective of individual and at the same time understand what
they make out of it and how they state their findings in the light of literature already there. The
schools we will be taking in consideration are of rural Sindh, Pakistan, further described below.
The tool for data collection will be interviews and documentary review. The study’s findings will
be developed on the basis of responses of participants and reinforced by the present literature.
Since participants responses will be taken in regional language so great care will be taken to
retain the quality of their contributions. Data analysis approach will be thematic analysis as data
from interviews and document analysis will be composed to make themes by using NVIVO 9
software.

a. Sampling
Two school leaders, one from public and another from private sector will be the main
participants of this research. School principals are ultimate leaders in school so they will be
interviewed. To collect rigorous and detailed data as well as for triangulation purposes, at least
five to six teachers from each school will be selected on the basis of their interest and
willingness. Total participants of our case study will be 2 principals and 6 teacher from each
school therefore 14 participants in total.

b. Data collection tools

As the study will be carried with relativist and interpretivist perspective so the data collection
tools for the research are interviews and document analysis.
i. Interview
Interview as a tool for qualitative research study will help researcher to get deeper data and
construct themes out of them (Peters, K., & Halcomb, E. (2015) they are often used only in a
qualitative study. Semi-structured interviews, where the researcher has some prewritten
questions but then probes further as the participant responds, can produce powerful data that
provide insights into the participants’ experiences, perceptions or opinions. Interview will be
conducted with consent of participants and interviews will be taken in regional language for the
participant’s easiness. Regional language will help participants communicate their ideas and
points very easily. It will not restrict them in terms of confidence and ideas they want to say.
Regional language will help researcher extract deeper understanding of participant’s response
and analyze properly. Interviews of both school leaders will be taken individual. Teacher’s
interview will be taken as a focus group interview in order to save time and have rich data.
Interview time allocated for each interview can vary but approximate time will be 60-80 minutes.
Interview type will be semi-structured. Because it allows to have guided questions and probes as
per the situation and response of participants. Main questions will be 5 and every question will
have probes following it. At the point of interview further questions can be asked to clarify or
expand the point respondent is making. To add with, interview guide (see appendix) for teachers
and school heads will be different as they have different position in the field.
ii. Document Analysis
Being a qualitative researcher we will be using document analysis tool to interpret documents
using a checklist to get unique data related to our study. It is a systematic way of reviewing and
evaluating documents both available electronic and printed form. Document analysis needs data
to be examined and interpreted so that meaning can be elicited, gained understanding and
develop empirical knowledge, Owen (2014). Documents can be printed text, pictures or any
artifact, purpose is to just trace the evidence and support our findings on concrete evidences. We
will do analysis in our study documents on the basis of a criteria (see appendix) aligned with the
interview questions and responses (Appleton, J. V., & Cowley, S. (1997).

c. Setting
The study setting is rural Sindh Pakistan, and we have selected two schools to conduct whole
research. Public school Sukkur which is managed by IBA Sukkur University and is running on a
private school systems. Other school is M.k government high school Sukkur which is run by
government body. Our general perspective about both the systems is that both schools follow
national curriculum but public school use updated and modern ways of teaching. Public school
also has trained teachers’ and a good school leader. On the other hand government school has
outdated teaching ways. And there are limited trained teachers and probably a poor school
leader.

6. Ethical considerations
Ethical considerations are considered to be the most important part of research. Below are the
ethical considerations provided that we will be following for our research.

1. Informed consent should be taken from each person involved before the study.
2. No one will be forced to participate in the research. Participants have all due rights to
withdraw from the study anytime they want.
3. Confidentiality of research data from participants should be ensured.
4. Privacy of research participants should be protected in all ways.
5.  Each and every task in relation to the research should be done with honesty and
transparency.
6. Each participant as well as their culture and values should be respected.
7. Maximum measures will be carried out to avoid disturbing their routines.
8. No misleading information should be communicated from and to the research
participants.
9. There will be no use of any disrespectful, biased or other undesirable language in any
interview questions/answers.
 7. References
Bush, T. (2009). Leadership development and school improvement: Contemporary issues in
leadership development. Educational Review, 61(4), 375–389.
https://doi.org/10.1080/00131910903403956

Hairon, S., & Dimmock, C. (2012). Singapore schools and professional learning communities:
Teacher professional development and school leadership in an Asian hierarchical system.
Educational Review, 64(4), 405–424. https://doi.org/10.1080/00131911.2011.625111

Halai, A. (2006). Mentoring in-service teachers: Issues of role diversity. Teaching and Teacher
Education, 22(6), 700–710. https://doi.org/10.1016/j.tate.2006.03.007

Khan, A. (2015). Head Teachers’ Beliefs and Practices about Teaching and Learning in Pakistani
Public Schools. Creative Education, 06(22), 2299–2312.
https://doi.org/10.4236/ce.2015.622237

King, F. (2011). The role of leadership in developing and sustaining teachers’ professional
learning. Management in Education, 25(4), 149–155.

Mansoor, Z., & Akhtar, R. N. (2015). The Paradigm Shift: Leadership Challenges in the Public
Sector Schools in Pakistan. Journal of Education and Practice, 6(19), 203–212.

Bredeson, P. V., & Johansson, O. (2000). The school principal’s role in teacher professional
development. Journal of In-Service Education, 26(2), 385–401.
https://doi.org/10.1080/13674580000200114

Bredeson, P. V. (2000). The school principal’s role in teacher professional development. Journal
of In-Service Education, 26(2), 385–401.

Caena, F. (2011). Literature review Quality in Teachers’ continuing professional development.

Education and Training, 2020(June 2011).

Cole, P. (2004). Professional Development : A great way to avoid change, (140), 1–24.

Fraser, C., Kennedy, A., Reid, L., & McKinney, S. (2007). Teachers’ continuing professional
development: Contested concepts, understandings and models. Journal of In-Service
Education, 33(2), 153–169. https://doi.org/10.1080/13674580701292913

Fullan, M. (2001). Leading Professional Learning: EBSCOhost. Schools.Ednet.Ns.Ca, 1–9.

Retrieved from
https://schools.ednet.ns.ca/avrsb/070/tawebb/HortonPD/leadingproflearning.pdf%0Ahttp://
eds.b.ebscohost.com/ehost/detail/detail?vid=65&sid=4e8ab7bc-4f62-4de8-acb0-
 08d0deff6f7d
%40sessionmgr102&bdata=JnNpdGU9ZWhvc3QtbGl2ZSZzY29wZT1zaXRl#AN=EJ7573
97&db=eric

Fullan, M. (2007). Change the terms for teacher learning. Journal of Staff Development, 28(3),
35–36. https://doi.org/10.1017/CBO9781107415324.004

He, P., & Ho, D. (2017). Leadership for school-based teacher professional development : the
experience of a Chinese preschool. International Journal of Leadership in Education, 20(6),
717–732. https://doi.org/10.1080/13603124.2016.1180431

Improving School Leadership. (2010). Improving School Leadership (Vol. 1).

https://doi.org/10.1787/9789264082915-et

Iqbal, M. (2012). Public versus Private Secondary Schools: A Qualitative Comparison. Journal
of Research and Reflections in Education, 6(1), 40–49. Retrieved from
http://www.ue.edu.pk/journal.asp

Mizell, H. (n.d.). PROFESSIONAL DEVELOPMENT.

Niazi, S. (2012). School Leadership and Educational Practices in Pakistan. Academic Research
International, 3(2), 2223–9553. Retrieved from www.savap.org.pk

Qian, H., & Walker, A. (2013). How principals promote and understand teacher development
under curriculum reform in China, 2945. https://doi.org/10.1080/1359866X.2013.809050

Rizvi, M. (2008). The role of school principals in enhancing teacher professionalism: Lessons
from Pakistan. Educational Management Administration and Leadership, 36(1), 85–100.
https://doi.org/10.1177/1741143207084062

Salfi, N. A. (2011). Successful leadership practices of head teachers for school improvement:
Some evidence from Pakistan. Journal of Educational Administration, 49(4), 414–432.

Simkins, T., Sisum, C., & Memon, M. (2003). School leadership in Pakistan: Exploring the
headteacher’s role. School Effectiveness and School Improvement, 14(3), 275–291.
https://doi.org/10.1076/sesi.14.3.275.15841

Stevenson, M., Hedberg, J. G., O’Sullivan, K. A., & Howe, C. (2016). Leading learning: the role
of school leaders in supporting continuous professional development. Professional
Development in Education, 42(5), 818–835.
https://doi.org/10.1080/19415257.2015.1114507

The, H. Y., & On, M. (2003). ldrshpSummary-AERA-A, (January).

 Peters, K., & Halcomb, E. (2015). Interviews in qualitative research. Nurse Researcher
(2014+), 22(4), 6.
Appleton, J. V., & Cowley, S. (1997). Analysing clinical practice guidelines. A method of
documentary analysis. Journal of Advanced Nursing, 25(5), 1008-1017.
Blase, J., & Blase, J. (1999). Principals’ instructional leadership and teacher development: Teachers’
perspectives. Educational Administration Quarterly, 35(3), 349–378.
https://doi.org/10.1177/0013161x99353003
Hall, S., & Brailsford, B. R. (2001). Teacher Perceptions Of Middle School Principals ’ Leadership Behavior.
Kwinda, N. A. (2002). The instructional leadership role of the school principal in Thohoyandou.
8. Appendixes
a. Appendix A (Consent letter)

Consent letter
We are conducting this research to study role of school leadership in enhancing school
based teachers’ professional development in public and private sector schools in District
Sukkur, Sindh”. We hereby assure you that your data will be used only for research purpose
and it will be kept private. Here your name is optional if you provide your name and
personal information it will remain anonymous. This data will not be used anywhere other
than research purpose. All data will be private and will only be available for research staff.
Hence, we assure you, using this data will not affect your personal and professional life.

I ______________________________________agree to participate voluntarily in this

research.

If I agree to participate now, I can withdraw from this research any time or refuse to give
any type of question without facing any kind of consequences.

I agree to my interview being audio recorded.

I understand that all information which is being provided by me, will be kept private.

Respondent Signature _____________________

Age____________________ Qualification ______________________

Gender _________________ Email____________________________

 b. Appendix B (Interview guide for school leader/principal)
Interview guide for School Principal (Semi-structured)
1. What is your job description?
 What are your responsibilities in teachers’ professional development within school?
 How often do you offer teachers professional development programs?
 What is your major focus in these programs?
2. What professional development activities have you undertaken recently?
 Do you monitor if there is follow-up of these professional development programs?
 What kind of strategies are your focus during these programs?
 Are these strategies practical in your school environment?
 Do you see change in teaching-learning processes after these professional development
training?
3. Do you think you provide adequate resources to make teaching-learning processes
effective?
 What do you think what role resources play in teachers’ professional development?
 What concrete resources are avaaible in your school currently?
 Do you get funding for the resources?
4. What professional qualities do you encourage in your staff?
 On what basis you higher or recruit teachers?
 How do you ensure you have qualified teachers?
 How do you motivate and encourage staff for quality teaching?
 What do you do when a teacher isn’t doing a very good job?
5. What professional goals have you set yourself for the next 5 years?
 What actions in future you will take to achieve these goals?
 What will be teachers’ involvement?
 What will be the outcomes of those achieved goals after 5 years?
 What if you don’t achieve these goals?

c. Appendix C(Group interview guide for teachers)

Group Interview guide for teachers (Semi-structured)
1. What learning opportunities do school and school principal provide to you?
  Do your principal provide you feedback in terms of planning, strategies and resources
you use?
 What do you do if your school principal does not support you in any case?
 Do you get adequate resources for your classroom?
2. Do you get professional development trainings?
 How often?
 Do you get benefit from professional development training?
 Do you implement all the learned strategies in classroom?
3. How much autonomy and mastery do you have in your profession role?
 Do you decide teaching methods on your own or are principal influenced?
 And what is role of curriculum in your planning for teaching?
 Do you plan your teaching weekly or monthly autonomously or you are bound to
principal instructions?
4. How infra-structure impacts your professional development?
 How you adjust with your teaching methods in such environment?
 Do you plan alternatives for that?
 How professional development help you cope with such situations?
5. Do you professional development help you to collaborate and communicate
effectively?
 How well you can collaborate with you colleagues to improve your teaching?
 How freely can you collaborate or communicate with your principal about your teaching?
 And how PD helps you communicate well with students to reinforce teaching- learning
process?

6.4. Appendix D (Document analysis checklist)

S.No Statements Yes No Not Not
clear applicable

1. List of school record and data is safely available.

2. Job description of head of school and teachers

3. Staff personal files/data is available

4. Weekly/monthly Log of team meetings is maintained.

5. School development plans are available and recently

updated

6. Professional development plans are available and

recently updated

7. Monthly/weekly teachers planning documents for

teaching are well recorded

8. Action plans for staff development is available and

updated

9. Records of teaching resources are available in school.

10. Records of lesson plan resources are provided to

teachers.

11. Annual appraisal/ assessment records of each

stakeholder is available

12. Future goals and plan document is available and

maintained properly