2 2 PB

INDEPENDENCE OF JUDICIARY IN PAKISTAN 1
Independence of Judiciary in Pakistan: An analysis 18th & 19th Constitutional
Amendments
Rafia Naz Ali
Department of Law, Islamia College University, Peshawar 25120, Pakistan
Author/s Note
I (the author) agree with the journal's open access policy, and I have no conflict of interest. This
research received no specific grant from any funding agency, commercial or not-for-profit
sectors. Correspondence concerning this article should be addressed to Rafia Naz Ali,
Department of Law, Islamia College University, Peshawar 25120, Pakistan,
Contact: rafia@icp.edu.pk
Abstract
Democracies exist all over the world. In democratic states, elected officials make collective
decisions on behalf of the people. People of a state are allowed to regulate their elected officials
by unique institutions such as regular elections, the right to free political participation, universal
adult suffrage. The paper aimed to highlight judicial independence in the light of 18 th and 19th
constitutional amendments. In the state where democracy is assured, government agencies
(executive, judiciary, and legislature) operate in individual and collective domains to fulfil their
constitutional responsibilities. Every person has a direct relationship with these critical
institutions, especially the judiciary. The parties' grievances are filed with the state's
administrative body in the event of a violation of duty or citizens' rights. Judicial independence is
essential for the state's citizens' rights to be protected. If there is judicial independence, there will
equal rights for the citizens. This descriptive study would analyse the current judicial
appointment method introduced by 18th and 19th amendments and its effects on judicial
independence.
Keywords: amendments, appointments,commission, committee, independence of the
judiciary
Almost every civilized nation considers the Constitution as a powerful law of the country.
The judiciary serves as a custodian of the Constitution by exercising the right of judicial review.
To be the custodian of the Constitution, the judiciary must be independent. The Constitution
guarantees judicial independence by establishing procedures for the appointment, tenure,
dismissal, and jurisdiction of judges (Khan, 2006).
The question of judicial independence has been debated for centuries. It's a fascinating
topic that changes shape and color with each passing generation. The decision would be based on
the issues that the judiciary is experiencing. The International Commission of Jurists' Centre for
the Freedom of Judges and Lawyers (2004), for example, has stated that "the judiciary finds
itself under tremendous pressure in many countries, particularly where there are political and
constitutional problems, armed conflicts, or post-conflict instability". When democracy is in
jeopardy, executive interference is common, and the judiciary's resources are reduced, the bench
is particularly vulnerable(Naizi, 2016). Counter-terrorism efforts have also aided in increasing
pressure on the courts in many countries. An independent judiciary is critical for the protection
of human rights. An autonomous judiciary protects citizens' and federation units' interests. The
federation structure cannot progress until a court with complete structural independence emerges
(Sheikh, 2008).
Historical Context
Pakistan's judicial system was modeled after that of the United Kingdom. For financial
and administrative matters, the judiciary was not independent of the executive at the time. The
judicial functions of the courts constituted under the "Acts of 1861 and 1935" were mandated
(Hussain, 2007). In 1954, when the Governor-General dissolved the First Constituent Assembly
(Molvi Tameez Uddin v. Federation of Pakistan, 1954), the judiciary first clashed with the
executive (Molvi Tameez Uddin v. Federation of Pakistan, 1954). A major constitutional
problem was addressed in the Usif Patel case (as cited in (Bhatti & Shaheen, 2019). The current
judicial setup remained unchanged when the 1956 Constitution was enacted, although it was
given the right of judicial review to ensure judicial independence (the Constitution of 1956,
Article 148). The 1956 Constitution was repealed in 1958, and martial law was declared. In
1960, the Supreme Court legalized the said martial law in a constitutional case (State v. Dosso,
1958).
The provisions of the 1956s Constitution relating to the judiciary were incorporated in the
1962 constitution (Khan, 2018). In 1969, another Martial Law was imposed, nullifying the 1962
Constitution. The Constitution of 1973, like the two previous Constitutions, attempted to
guarantee the judiciary's independence. The 5th constitutional Amendment was enacted to
accomplish this goal by separating the judiciary from the executive branch (Talbot, 2009). In
1977, the Constitution was revoked, and new martial law orders were issued, severely
undermining the judiciary's independence (Chaudhary, 2019). During the civilian government
period, relations between the executive and judiciary remained strained (1988-1999). The First
Judge's case, also known as the Al-jihad confidence case, is regarded as a watershed moment of
judicial independence. The Supreme Court interpreted the Constitution's numerous clauses
concerning the judiciary in this case ("Al-Jehad Trust v. Federation of Pakistan, 1996" as cited in
Iqbal, 2012). The suspension of the 14th Amendment, which limited the Supreme Court's judges,
was another significant move toward freedom (Khanta, 2007). Martial law orders issued in 2002
threatened judicial independence once more. A new government was created as a result of an
election.
Constitutional Amendments
On May 14, 2006, the leaders of the two political parties signed the Charter of
Democracy (CoD), an agreement between them. Several recommendations relating to judicial
reform were included in the Charter, especially regarding the selection of Superior Court judges.
The Charter suggested a Tribunal based on the advice of the nominations for Superior Court
judges. The nominations will be forwarded to the Prime Minister by the board. These steps were
commendable, but they risked politicizing the appointment to the Superior Courts during the
selection process. The Prime Minister and the Joint Parliamentary Committee were given a lot of
discretionary power due to this procedure. A Judicial Commission made up of members of the
judiciary, the bar, and individuals were proposed by the Pakistan Bar Council (Charter of
Democracy,2006).
The Parliamentary Committee on Constitutional Changes has proposed a new framework
for appointing judges to the Superior Court's recommendations. The Charter of Democracy plan
was approved by the committee. The committee suggested the Legislative Committee and the
Judicial Commission. It was recommended that the committee be given the authority to establish
procedures (Charter of Democracy, 2006). The House passed the Parliamentary Committee's
study on constitutional amendments as the Eighteenth Amendment Bill, 2010. (Khan, 2009). The
bill has received unanimous approval in Parliament. By enacting the Government of India Act,
changes were made to the conventional structure. The legislature and the judiciary were given a
role in the new system of appointment, which the executive overwhelmingly exercised. The
Judicial Commission and the Parliamentary Committee are two new constitutional bodies that
have been created.

The Judicial Commission was to select and recommend a candidate for confirmation to
the Parliamentary Committee. If the committee has no objections, it is forwarded to the President
for nomination. The application of new techniques leads to establishing the Pakistan Supreme
Court (Chaudhry, 2010).
Multiple appeals were filed in the SC of Pakistan shortly after the 18th Amendment was
enacted. Some aspects of Article 175-A, according to the petitioners, can interfere with the
constitutional framework of judicial independence, as follows:
a. The CJ of Pakistan was given priority in the advisory process, as described.
b. The executive representatives of the Law Minister and Attorney General are given equal
weight.
c. The Committee is given veto power if it rejects the Judicial Commission's recommendations.
d. Members of Parliament can politicize the whole procedure.
e. There is a significant omission in the article to the effect that the committee's composition in
the event of the dissolution of the National Assembly is incomplete in this regard (Federation of
Pakistan v. Munir Hussain Bhatti, 2011).
These petitions were heard in detail by the Supreme Court, which interpreted the new
provision, Article 175-A of the Constitution (Kanaujia & Jain, 2009). The petitioners mostly
challenged the Parliamentary Committee's judiciary and Committee composition, and the veto
power is given to the Parliamentary Committee.
The Court has made several recommendations for bringing the judge-selection process in
line with the concept of judicial independence and making it workable (Federation of Pakistan v.
Munir Hussain Bhatti, 2011).

A similar statement of the judgment was sent to "Parliament" for reconsideration.
Following the Supreme Court's ruling, Parliament rewrote Article 175-A as the Nineteenth
Amendment, 2010, and made the required changes. To bring Article 175-A into line with the
Supreme Court's recommendations, Parliament enacted the Nineteenth Amendment, which
included the following changes:
a. The Judicial Commission, which selects judges for the Superior Judiciary, now includes the
four most senior judges.
b. After consulting with four member judges, the Chief Justice appoints the previous Chief
Justice or a judge.
c. An attorney must have at least 15 years of experience in the High Court to be a member of the
Judicial Commission.
d. A member of the commission who is also a member of the commission that appoints judges to
the High Court shall not be the most senior judge on the commission when selecting a Chief
Justice of the High Court.
e. After the initial appointments of the CJ and all the Judges to the Islamabad High Court, the
commission members will be the Chief Justices of all four High Courts.
f. After the National Assembly is dissolved, the Senate members join the committee.
g. If a nominee is rejected, it must be announced within 14 days by a three-fourths majority of
the Parliamentary Committee's total membership.
h. The Prime Minister will return the nominations to the Parliamentary Committee.
i. The Committee shall refer the candidate's name approved or considered to have been
confirmed to the President via the Prime Minister.
j. The Legislative Committee will meet in private and keep a written record of its discussions.
k. The Committee proceedings are not subject to Article 68, which prohibits members of
Parliament from investigating judges' actions. Those changes to Article 175-A did not end the
disagreements and litigation over the appointment process. Concerns about the Parliamentary
Committee's powers and responsibilities persisted.
Power of the Parliamentary Committee and the Superior Courts' judgments
In the case of "Munir Hussain Bhatti," the SC (Supreme Court) of Pakistan addressed
these issues and ruled that the committee's decisions were subject to judicial review. The
federation used the same idea in its review petition in the Federation of Pakistan v. Munir
Hussain Bhatti. The courts upheld the decision reached by the "Parliamentary Committee" under
"Article 175-A". The Parliamentary Committee does not rule out considering the selection of the
Judicial Commission solely based on character, morality, and financial integrity. The judicial
commission has exclusive jurisdiction over the appointment and determination of competence
(Sind High Bar Association v. Federation of Pakistan, 2012). The technological capabilities and
other related problems were clearly outside the scope of the Parliamentary Committee. The
President must sign a Judicial Commission appointment that the Parliamentary Committee has
accepted. In light of these rulings, the Parliamentary Committee and President's positions have
been reduced to a bare minimum. The JCP (Judicial Commission of Pakistan) gained clout in the
appointment process after the 19th Amendment was enacted (Khan, 2019).
Conclusion
To ensure judicial independence, the Judicial Commission and Parliamentary Committee,
two legislative bodies, were formed to nominate judges to the superior Constitutional courts.
However, when the Supreme Court ruled in different decisions that the Parliamentary Committee
must provide reasons for rejecting the Judicial Commission's recommendation for a judge's
elevation, these constitutional bodies failed to achieve their goals. Otherwise, it would be
regarded as irrational and haphazard. Although the Supreme Court of Pakistan has settled several
legal issues, the power balance between the Judicial Commission and the Parliamentary Committee is still
debatable.
References
Asma Jilani v. Government of Punjab (1972), PLD BT SC 415.
Bhatti, M. N., & Shaheen, M. (2019). Assessing the Freedom of Judiciary in Pakistan during 20
th Century. Journal of Historical Studies, 5(2), 146-177.
Begum Nusrat Bhutto v. Chief of the Army Staff (1977), PLD BT SC 136.
Charter of Democracy. (May 14, 2006). Para 3 and 4 of section A (Constitutional Amendment).
London, UK.
Choudhury, G. W. (1969). Constitutional development in Pakistan. London & Harlow. Longman
Group Limited: UK.
Daily times. (Dec 23, 2013). Appointment of Judges to the Supreme Court. Islamabad, Pakistan.
Daudpota, F. (2019). Pakistan's Law for Removal of Superior Courts Judges: Safeguards to
Independence of Judiciary v/s Duty of Executive to Probe into Conduct of Judge.
Available at SSRN: https://ssrn.com/abstract=3406710
Federation of Pakistan v. Maulvi Tamizuddin Khan (1955), BT PLD 1.
Federation of Pakistan v. Munir Hussain Bhatti (2011), PLD Supreme Court 407.
Hassan A. R. (2007). The Military and Politics in Pakistan. Journal of Asian and African Studies,
26, (2), 27–42.
High Court Judges (Oath of Office) Order (1977), PLD 1977 Central Statute, 325.
Hussain, F. (2007). Judicial System of Pakistan. Islamabad, Law Commission of Pakistan.
Iqbal, A. (2012). The Process of Judicial Appointments in Pakistan under the 1973
Constitution. The Journal of Humanities and Social Sciences, 20(1), 15.
Kanaujia, M., & Jain, R. (2009). Dawn of a New Democracy in Pakistan: Legal and Political
Implications of Nadeem Ahmed v. Federation of Pakistan. NUJS Law Review, 2, 713.

Kantha, P. K., (2003). Political Competition and the Transforming Role of Judiciary: An
exploratory study of India, Nepal and Pakistan (2003; 23). "Prepared for delivery at the
2003 Americal Meeting of Political Science." In Bhatti, M. N., & Shaheen, M. (2019).
Assessing the Freedom of Judiciary in Pakistan during 20 th Century. Journal of
Historical Studies, 5(2), 146-177.
Khan, H. (2006). Role of Independent Judiciary in Countries of South Asia, particularly in
Pakistan. Retrieved from www.supremecourt.gov.pk/ijc/articles/2/3.pdf.
Khan, H. (2007). Constitutional and Political History of Pakistan. Lahore, Oxford University
Press,103: Pakistan.
Malik Asad Ali v. Federation of Pakistan, PLD 1998 SC 161.
Mian Muhammad Nawaz Sharif v. President of Pakistan and others PLD BT SC, 1993.
Niazi, S. (2016). Independence of the Judiciary in Pakistan. Academy of Social Science
Journal, 1(1), 113-122.
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of constitutional amendment powers. Unpublished Ph. D. Dissertation, London: The
London School of Economics and Political Science (LSE), UK.
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Pakistan, University of the Punjab, 109: Pakistan.
Shah, K., T. (1937). Federal Structure under Government of India Act 1935. New Delhi, Vora
and Co; Limited, 389.
Sind High Bar Association v. Federation of Pakistan (2012), PLD Sind 531.
State v. Dosso (1958). PLD BT SC, 130.
Supreme Court Judges (oath of office) Order (1977), PLD, Central Statutes, 455.
Sheikh, M. (2008). Revival of the Constitution and Judiciary in Pakistan. Policy Perspectives, 5(3),
73-84.
Talbot, I. (2009). Pakistan: A modern history.New York, St. Martin Press: USA.
Waseem, M. (2012). Judging democracy in Pakistan: Conflict between the executive and
judiciary. Contemporary South Asia, 20(1), 19-31.

Running head: EFFECTS OF PARENTS EDUCATION ON STUDENTS 13
Journal of Social Sciences Review (JSSR)
Vol. 1, Issue 2, 2021 (July-September)(13-25)
The effects of parents' education on their daughters' education at higher level in Khyber
Pakhtunkhwa, Pakistan
Roohul Amin1*, Shabir Ahmad2 and Abdur Rashid3

1
Department of Education, Shaheed Benazir Bhutto University, Dir upper 18000 Pakistan
2
KP Elementary & Secondary Education Department 23240, Pakistan.
3
Department of Education, Shaheed B.B. University, Dir upper, 18000 Pakistan
Author/s Note
We (the authors) agree with the journal's open access policy, and we have no conflict of interest.
This research received no specific grant from any funding agency, commercial or not-for-profit
sectors. Correspondence concerning this article should be addressed to Rooh ul Amin, Lecturer,
Department of Education, Shaheed Benazir Bhutto University, Dir upper 18000,
Contact: roohulamin.sbbu1@gmail.com
14
EFFECTS OF PARENTS EDUCATION ON STUDENTS
Abstract
The current research in Khyber Pakhtunkhwa looked at parents' education on their daughters'
higher education. The researchers wanted to see how their parents' education influences their
daughters' academic motivation. The study included male parents from Dir lower, District Upper
Dir, and Swat. A sample of 360 male parents was chosen using the L.R Gay (2010) sample
sorting table. A questionnaire was developed, and the Likert scale was provided five choices.
Thus the data was collected on random policy from the selected male parents. The data was
entered into SPSS, analyzed with version-22, and percentage and chi-square analysis were used
to interpret it. The research discovered that their parents' high educational levels positively
influenced their daughters' higher education. The study recommends that the government educate
society and parents in Khyber Pakhtunkhwa, Pakistan, to improve girls' literacy.
Keywords: daughters' education, educational effects, higher Education, Pakistan, parents

15
Education entails the growth of a person's faculties, especially his mind. An excellent
educational system results in a calm mind. Education sharpens men's senses and strengthens their
mental faculties, allowing them to adapt to the changing environment of the modern world
(Mingat, 2007). Pakistan is a developing nation that faces various educational challenges. One of
the problems raised in the high illiteracy rate, with females outnumbering males. The female
gender makes up nearly 54 percent of Pakistan's total population (MOE, 2008).
Similarly, Aristotle defines education as the growth of a man's faculties, especially his
mind and thoughts. Education is described as a person's overall improvement; thus, education
involves identifying and improving all of a person's inherent abilities. It is undeniably a jumble
of personal beliefs, emotions, rituals, facts, theories, and life philosophies. Education's primary
aim, regardless of age, is to illuminate a person's behavior and skill. No one can deny the
importance of education and, in particular, the position of the guardian, whether educated or
uneducated, whether formal, informal, or non-formal education. They care deeply about the
education of their children, especially their daughters, who account for nearly half of Pakistan's
population. Like the masculine gender in society, they do not, unfortunately, have equal
opportunities (MOE, 2011).
Education, in general, and higher education, in particular, have played a key role in
transforming a country's standard of living. Education had a long-term effect on a country's
personal, social, financial, and cultural life, resulting in a culture that reflected the country's
values. Similarly, education improves people's chances of living up to their full potential (Hanan
& Naz, 2017). A merit-based and open civil society is needed for higher education. Education
raises a person's knowledge of his or her societal duties and rights. It strengthened a person's
character and did not believe in racism among community members. As a result, societal
16
distinctions such as gender, belief, religion, and caste have all but disappeared (Kramarae &
Spender, 2004).
In Pakistan's colleges and universities, a growing trend in female education has been
observed in recent years. However, some several problems and roadblocks stand in the way of
upward movement. In less developed countries, this upward trend in higher education can be
observed, signalling societal change. In certain schools and universities, the number of girls
outnumbers the number of boys. This upward trend in female education would benefit Pakistani
society by allowing girls to provide goods for their advancement in all fields. According to
several sources, once a child is subjected to a ban, it is difficult for other girls in the same family
or area to lift the restriction. On the other hand, the rise in the number of female higher education
institutions is due to the passage of time. However, since these institutes are located far from
most people's homes, travel is difficult (Maqsood, Maqsood & Raza, 2012).
Literature review
The views of parents affected their children's academic success in schools and
universities. When they develop their personalities and become more involved members of
society, children profit from their parents' positive attitudes. Higher education and parents'
optimistic attitudes about their children's education or higher education keep them motivated and
driven to pursue it. Many observational studies and a large body of educational literature indicate
that parents' optimistic attitudes positively affect. The academic status of a parent has a
significant impact on their child's education. There are many examples of the culture of parents
with a high level of education being more interested in their children's education than parents
with a lower level of education being less interested in their children's education. Parents with a
high social standing or role as a result of their higher education want their children to achieve the
17
same degree of quality and work. With this in mind, the education of the family's daughters is
inextricably linked to mothers' education (UNESCO, 2010). Because of their higher education,
highly educated mothers still held prominent positions and understood the value of education
better than everyone else. As a result, they believe that sending their daughters to universities
and colleges is feasible and affordable. The education of their children is a top priority for
trained parents, both fathers, and mothers. Though exceptions exist, statistics indicate that the
interests of educated parents outnumber those of uneducated parents (Huisman & Smits, 2009).
Islam required both men and women to be educated and made no distinction between the sexes.
Education is not prohibited in Pakistan because it is an Islamic country; however, in some areas,
such as the tribal areas in Pakistan's north, girls are prohibited from receiving instruction in
general and higher education in particular (Latif, 2011).
The low percentage of females in colleges and universities is due to a lack of resources,
such as tuition fees and other school requirements. Females are still thought to be appropriate for
domestic duties, and schooling is a distant second priority in this mindset (Khalid & Mukhtar,
2002). Gender inequality in Pakistan is a result of social norms and cultural values in the
country. Different regions of Pakistan have other principles and customs for women. It is
difficult, if not impossible, to boost women's status in Pakistan due to the country's unique
culture. Other rural and urban settings, feudal and tribal customs, religious and social beliefs all
substantially impact women's lives. In a male-dominated society like Pakistan, women are often
treated as second-class people. Women had diverse perspectives on various geographical and
social environments. Man has a social advantage over women, and he cannot give up ownership
of conditions that have long granted him superior status (Amin, Rashid & Ahmad, 2019). If the
history of Pakistan is researched thoroughly, many challenges and reasons for why females have
18
a lower educational ratio than males can be identified. Discrimination in educational funding
starts with the distribution of funds. Education for men earned more support than education for
women. The man's job is to lead society, while women's positions are subordinate at home and in
society. The family's sons receive the best possible education, preparing them to earn more
money and succeed in pursuing a better life.
Women's responsibilities are mothers and husbands. As a result, education is
undervalued, and low-income fathers play a role in female participation in schools and
universities (UNESCO, 2010). Pakistan has the lowest female population of any country in the
world. Only a few countries have a lower female population than Pakistan. Pakistan's experience
shows that higher education rates for girls are expected due to a variety of factors and barriers
that discourage women from pursuing higher education in Pakistan. Similarly, the educational
status of girls varies significantly across the globe. Nonetheless, a simple fact regarding female
education is that it lags behind boys around the world.
The objective of the study
To explore the parents' education level and their effect on daughters' higher Education at
Khyber Pakhtunkhwa level.
The hypothesis of the study
H0-1. There is no significant relationship between socioeconomic factors and female
higher education in Khyber Pukhtunkhwa.
Research Methodology
Population
The study was descriptive. Male parents in K.P. who sent their daughters to universities
and colleges made up the study population. The study's target population included all male
19
parents in Dir lower, District Upper Dir, and Swat. In these three districts' colleges and schools,
there are 4872 female students.
Sample and Sampling Technique
A total of 360 male parents from Dir lower, Swat and Dir upper took part in the study.
After equal division, the researcher collected data from 120 male parents in each sample
population segment. Cluster random sampling methods were used to gather data from the male
parents.
Data Collection Tool and Procedure
To examine male parents' attitudes toward their daughters' higher education, the
researcher developed a questionnaire using a five-point Likert scale format, ranging from
strongly agreed to disagree strongly. The researcher handed out the questionnaire to male parents
in Dir lower, Dir upper, and Swat districts for data collection.
Data Analysis Technique
Until entering the data into SPSS version 22, the questionnaire data were combined and
summarized. The data were examined using a chi-square test and percentage analysis.
Results and discussion
Table 1
The interest of parents in daughters higher education
T-value Chi-Square
Percent value ( χ2 )
SA 32.8 9.49 271.44
A 47.8
UD 4.2
SDA 7.9
DA 7.3
Total 100.0
20
The majority of respondents (47.8%) accepted that qualified parents are more concerned
about their daughters' schooling. The number of parents who disagree is decreasing. Since the
chi-square value, 271.44, is more significant than the 9.49 table value with a=0.05, the null
hypothesis is dismissed.
Table 2
Agreement of parents to daughters' higher education
T-value Chi-Square value ( χ2 )

Percent
SA 47.8 9.49 321.69
A 43.0
UD 3.1
SDA 3.3
DA 2.8
Total 100.0
The majority firmly agreed that semi-educated parents are unconcerned about their daughters' higher
education, with a percent value of 47.8. The number of parents who disagree is decreasing. Since the chi-
square value, 321.69, is more significant than the 9.49 table value with a=0.05, the null hypothesis is
dismissed.
Table 3
Impact of parents education on daughters education at a higher level
T-value Chi-Square
value ( χ2 )
Percent
SA 36.7 9.49 302.50
A 46.4
UD 4.7
SDA 3.5
DA 8.7
Total 100.0
The majority of parents, 46.4 percent, agreed that their educated parents inspire their
daughters to pursue higher education. The number of parents who disagree is decreasing. Since
the chi-square value of 302.50 is greater than the 9.49 table value with a=0.05, the null
21
Table 4
Uneducated parents and their impact on daughters' Education at a higher level

Percent
SA 60.2 9.49 370.97
A 25.2
UD 4.1
SDA 6.4
DA 5.1
Total 100.0
The majority of parents, 46.4 percent, agreed that their educated parents inspire their daughters to pursue
higher education. The number of parents who disagree is decreasing. Since the chi-square value of 302.50
is more significant than the 9.49 table value with a=0.05, the null hypothesis is dismissed.
Table 5
Guidance of educated parents and daughters' motivation
Percent
SA 35.8 9.49 402.91
A 60.8
UD 1.3
SDA 3.3
DA 1.8
Total 100.0
The majority of parents agreed that qualified parents could easily direct their daughters to
make better choices in higher education, as shown by the percentage of 60.8. The rate of parents
who disagree is lower. Since the chi-square value of 402.91 is more significant than the 9.49
table value with a=0.05, the null hypothesis is dismissed.
Table 6
The skill of educated parents' counseling for their daughters

22
Percent T-value Chi-Square value ( χ2 )
SA 66.1 9.49 541.75
A 24.2
UD 1.7
SDA 1.9
DA 6.1
Total 100.0
The majority of parents (66.1%) agreed that educated parents effectively advise their
daughters when necessary. The number of parents who disagree is decreasing. Since the chi-
square value, 541.75, is more significant than the 9.49 table value with a=0.05, the null
Conclusion
The parents' educational level has a significant impact on female higher education.
Female higher education is more appealing to educated parents than it is too uneducated parents.
Parents who are educated are more likely to encourage and inspire their daughters to pursue
higher education, while parents who are not educated are less likely to do so. Parents who are
educated can better direct and advise their daughters in their pursuit of higher education. The
parents with education can quickly motivate and provide counselling to their daughters as
compared to uneducated parents. Mostly, the female reading in higher institutions has educated
parents. On the other hand, the students with ignorant parents leave the institution before
reaching a higher level in the K.P. province of Pakistan.
Observations and suggestions
The government should make an effort to educate society by expanding the number of
institutes across the country. People will be encouraged to pursue education and higher education
as the number of educational institutions grows. If society is well-educated, so the community's

23
parents would be well-educated as well. The education of their daughters is a priority for their
well-educated parents. The government should also enlist the help of social activists to raise
awareness about the value of higher education for girls and to persuade parents who are less
interested to send their daughters to college. Thus the problem of the institution and home
distance will be solved, and students will be motivated.

24
References
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Khalid, H. S., & Mukhtar, E. M. (2002). The future of girls' education in Pakistan: A study on
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Kramarae, C., & Spender, D. (2004). Routledge international encyclopedia of women: Global
women's issues and knowledge. Routledge.
Latif, A. (2011). Alarming situation of education in Pakistan. Press International Report, Florida,
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Maqsood, F., Maqsood, S., & Raza, H. (2012). Getting higher education: Is it really a challenge
for females in Pakistan?. Academic Research International, 2(3), 352.
Mingat, A. (2007). Social disparities in education in sub-Saharan African countries.
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Springer, Dordrecht.
MOE, Ministry of Education. (2008). Pakistan education statistics. Academy of Educational
Planning and Management, Islamabad: Government of Pakistan.
MOE, Ministry of Education. (2011). Pakistan education statistics. Academy of Educational
Planning and Management, Islamabad: Government of Pakistan.

25
Sen, A. (1992). Missing women. BMJ: British Medical Journal, 304(6827), 587. Hanan, A., &
Naz, A. (2017). Consequential Analysis of Early Marriage in Female Educational
Drop-out in District Dir (Upper). Journal of Sociology, 1(1), 87-98.
United Nations Educational, Scientific and Cultural Organization (UNESCO). (2010). Education
for all global monitoring report 2010–Reaching the marginalized, USA.

Running head: ROLE OF TEACHERS AND STUDENTS’ CAREER GUIDANCE 26
Vol. 1, Issue 2, 2021 (July-September)(26-37)
The Role of Teachers in Career Guidance of Students at Secondary Level in Pakistan
Dr Alam Zeb1, Dr Arshad Ali2 and Dr Atta Ullah3

1
Center for Education and Staff Training, University of Swat 19200, Pakistan
2
Director, Institute of Education & Research, University of Peshawar 20125, Pakistan,
3
Department of Education, Shaheed Benazir Bhutto University, Dir Upper 18000, Pakistan
Author/s Note
sectors. Correspondence concerning this article should be addressed to Center for Education and
Staff Training, University of Swat 19200, Pakistan,
Contact: alamzeb@uswat.edu.pk
ROLE OF TEACHERS AND STUDENTS’ CAREER GUIDANCE 27
Abstract
Secondary education decides students' career paths, and teachers at this level play an important
role in students' career guidance by assisting them in subjects’ selection and providing careers’
knowledge. Owing to the importance of teachers in secondary school students' career guidance,
the study looked into the role of secondary school teachers students' career guidance. The
study's goals were to determine the role of teachers in secondary school career guidance and to
suggest strategies for career guidance of students in secondary schools. The study population was
3,247 high-school students from the Swat district, with a sample of 346 students chosen using
simple random sampling for data collection. The information was gathered using a self-made
questionnaire and analyzed using mean ratings, standard deviation, and the chi-square test. It
discovered that teachers play an important role in secondary schools’ career guidance of studetns
because they serve as role models for students, identify students' career aspirations and abilities,
assist in the integration of students' aspirations and potentials, assist in the subject selection,
provide career guidance, identify potential careers, and provide career information and
requirements. The study also suggested that teachers' capacity for providing career guidance at
the secondary level be developed and the inclusion of career guidance subjects at the secondary
level may be provided.
Keywords: career guidance, Pakistan, role of teachers, secondary level, students

Secondary education is in charge of training young people for the workforce (National
Education Policy, 2009). It is a stage in which students choose subjects that will contribute to
potential careers. Secondary schools with appropriate career advice allow students to have
successful future careers and prosperous life (Watson, McMahon, Foxcroft&Els, 2010).
Secondary school students face a real challenge in making acceptable career choices and subject
selections based on interest and aptitude (Issa&Nwalo, 2008). The majority of high school
graduates do not receive good career advice, which leads to low results and trouble obtaining
desired occupations or careers (Maree, 2009).
Teachers play a critical role in offering career advice to students (Khan, 2011). Teachers
assist students in choosing school subjects appropriate for their abilities and will allow them to
have successful careers in the future (Falaye& Adams, 2008). According to Garrahy (2001),
teachers are the primary providers of career advice, assisting students in subject selection and
providing career knowledge.
Students with little to no career encouragement from teachers at the secondary school
level, according to Maree and Beck (2004), are unlikely to achieve their desired future careers.
According to Elizabeth (2012), teachers play a role in secondary school students' career decisions
by providing information and advising them about obtaining such jobs.
Teachers assess students' skills, inform them about the subjects they are studying, and
teach them how to move forward with their chosen professions (Kisilu, Kimani & Kombo,
2012). According to Foskett et al. (2008), teachers are important agents in secondary school
students' career decisions. They say that teachers shape students' attitudes and responses in
preparation for their future careers. According to Mudhovozi and Chireshe (2012), teachers
greatly impact students' career decisions because they provide them with career knowledge and
assistance in subject selection.
Kniveton (2004) discovered that secondary school teachers serve as role models and
facilitators for students, guiding them in a subject selection based on their strengths and
expectations. Secondary school teachers influence students' attitudes toward specific professions,
and students typically pursue those career paths (Denga, 2004). In secondary schools, teachers
serve as guides. They inform students about possible professions and the entry criteria and job
results they can expect if they choose those careers (Dondo, 2006).
Teachers have a huge impact on students' job goals and final career choices. Teachers
provide career counselling, career statistics, topic selection, and career outcomes
(Shumba&Naong, 2012). Khan, Murtaza, and Shifa (2012) have claimed that teachers play a
significant role in secondary school students' career choices. Their influence is even more visible
in school subject selection and career detail. As a result, secondary school teachers serve as role
models for students deciding on a career path. Teachers were identified as resource persons by
Metheny et al. (2008) to provide vocational guidance to students. Secondary school teachers,
consciously or unknowingly, affect their students' future career paths.
According to Swift (2009), teachers know their students and choose subjects based on
their interests. According to Goard (2000), teachers are extremely beneficial to secondary school
students because they teach them what they can become in the future. Teachers in Pakistani
schools offer informal career advice to secondary school students and assist them in choosing
suitable occupations, according to Kiani (2010). Teachers are critical in supporting students'
career guidance, according to Howard et al. (2009).

It can be assumed that teachers in secondary schools level play an important role in
providing career guidance to students by assisting students in selecting school subjects,
providing career knowledge, identifying their career preferences and aptitudes, and finding
possible careers. The researchers investigated the role of teachers in secondary school career
guidance, who were interested in the importance of teachers in secondary school career
guidance.
Methodology
Population sample and sampling
The research included 3247 students from government secondary schools in the district of Swat
in the Pakistani province of Khyber Pakhtunkhwa. A total of 346 students were chosen for the
analysis using a simple random sampling method.
Instrumentation
The researchers created a questionnaire to gather information about teachers' roles in secondary
school students' career guidance. With piloting, the questionnaire was tested and made reliable
for data collection. The tool's reliability was 0.817. This dependable method was used to collect
the data.
Data collection and analysis
The researchers sent out the questionnaires to a random group of participants, and the data was
collected by them. The data was organized into tables and analyzed using SPPS software's mean
ratings, standard deviation, and chi-square test.

Results
Table 1
The role of teachers in career guidance of students at the secondary level
Statements N Mean S. D χ² P
Teachers are role models 346 2.5364 .86995 219.543 .000
Teachers identify your interests/aspirations 346 2.8484 .84862 254.746 .000
Teachers identify your abilities/aptitudes 346 2.6243 .75595 335.815 .000
Integrate your interests and aptitudes 346 2.5983 .77114 311.520 .000
Teachers help you in subjects’ selection 346 2.5491 .80876 284.832 .000
Teachers provide you career guidance 346 2.5405 .81638 282.526 .000
Teachers identify potential career for you 346 2.7428 .63727 417.266 .000
Teachers give you career information 346 2.7688 .60793 440.295 .000
Tell you about requirements of careers 346 2.6936 .67572 363.006 .000
Cumulative 346 23.4422 2.25822 193.382 .000
The table above depicts the importance of teachers in high school students' career planning.
Participants believe that teachers are their role models, as shown by the mean score(2.5364) and
standard deviation (.86995). The responses are not dispersed. Participants accept that teachers
define their goals and ambitions, with a mean score of 2.8484 and a standard deviation of.84862.
The responses are not dispersed. Participants believe that teachers classify their talents and
aptitudes, as shown by the mean score (2.6243) and standard deviation (.75595). The responses
are not dispersed.
Participants conclude that teachers combine their passions and aptitudes, with a high
mean score (2.5983) and a standard deviation (.77114). The responses are not dispersed.
Participants believe that teachers assist them in the subject selection, as shown by the mean score
(2.5491) and standard deviation (.80876). The responses are not dispersed. Participants believe
that teachers provide them with career guidance, as shown by their mean score (2.5405) and
standard deviation (.81638). The responses are not dispersed.

Participants believe that teachers recognize future careers for them, as shown by the mean
score (2.7428) and standard deviation (.63727). The responses are not dispersed. Participants
agree that teachers provide them with career knowledge, as shown by their mean score (2.7688)
and standard deviation (.60793). The responses are not dispersed. Participants believe that
teachers inform you about job conditions, as shown by the mean score (2.6936) and standard
deviation (.67572). The responses are not dispersed.
Students believe that teachers play a major role in students' career guidance at the
secondary level, as shown by the cumulative mean score (23.4422) and standard deviation
(2.25822). The chi-square test is used to show that the results are statistically important.
Discussion
Teachers play a major role in high school career guidance, according to the report. Teachers
serve as role models for students, identifying their interests and goals, abilities and aptitudes,
integrating those interests and aptitudes, assisting them in the subject selection, providing career
advice, and informing you of job requirements. The study results are consistent with those of
Khan (2011), who considered teachers to be important players in providing secondary school
students with career guidance (Khan, 2011). Falaye and Adams (2008) discovered that teachers
assist students in choosing school subjects based on their skills, allowing them to have successful
potential careers. Garrahy (2001) described teachers as key agents in career counselling in a
similar vein, assisting students in subject selection and providing career knowledge. According
to Elizabeth (2012), teachers play a role in secondary school students' career decisions by
providing information and explaining how to get those jobs. Foskett et al. published similar
results. Teachers are important participants in secondary school students' career decisions,
according to a 2008 study. Teachers also influence students' attitudes and responses in
preparation for future careers, according to the researchers.
Mudhovozi and Chireshe (2012) discovered that teachers directly impact students' career
decisions by providing career knowledge and assisting them in topic selection. Khan, Murtaza,
and Shifa (2012) have claimed that teachers play an important role in secondary school students'
career choices. They play a bigger role in career awareness and school subject selection. As a
result, secondary school teachers serve as role models for their students' career choices. Metheny
et al. (2008) found that teachers would help students with their career choices. In secondary
schools, teachers consciously or unconsciously affect their students' future career paths.
Conclusion
The study's main goal was to identify the teachers' role in the career guidance of students at the
secondary level. The study identified that teachers play a significant role in the career guidance
of students in secondary schools. Teachers are role models of students; they identify their
interests and aspirations, identify their abilities and aptitudes, integrate their interests and
aptitudes, help them in subjects' selection, provide them career guidance and tell you about the
requirements of careers.
The study's second aim was to recommend the strategies for students' career guidance at
the secondary level. The study recommended the capacity building training in career guidance
for teachers of secondary level, incorporating career guidance subject in curricula, identification
of student'saptitudes and interests with the help of inventories and interviews to know their
readiness for various careers, positive relationship between teachers and parents for the effective
career guidance of students at secondary level and the provision of material and human resources
for the provision of effective career guidance at the secondary level.

Recommendations
The following are some of the recommendations made by the study:
Secondary-level teachers can receive career guidance capacity-building training so that they can
effectively guide students in secondary schools. Career guidance can be offered as an elective to
provide students with knowledge about different careers and the qualifications for entry into
them. With the aid of inventories and interviews, students' interests and aptitudes can be
identified, and their readiness for different careers can be determined. Teachers and parents can
have a supportive relationship that allows secondary students to receive successful career
guidance. At the secondary stage, there might be sufficient material and human capital to provide
successful career guidance.

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Running head: CO-CURRICULAR ACTIVITIES AND LEADERSHIP SKILLS 38
Vol. 1, Issue 2, 2021 (July-Sep)(38-52)
The Role of Co-curricular Activities in Leadership Skills' Development among University
Students
Nisar Yousaf Zada1 and Dr. Alam Zeb2

1
B.ED student at the Center for Education & Staff Training University of Swat 19200, Pakistan
2
Author/s Note
CO-CURRICULAR ACTIVITIES AND LEADERSHIP SKILLS 39
Abstract
Education aims at the balanced personality growth of individuals and offers both curricular and
co-curricular activities to realize this goal. Talking about the importance of co-curricular
activities in mind, the study investigated the function of co-curricular activities in leadership
skills' growth among university students. The research aimed to figure out co-curricular activities
among university students, examine the connection between co-curricular activities and students'
leadership skills' growth, and establish techniques for co-curricular activities at the university
levels. The sample of the research was all 4523 undergraduate students from 06 faculties of the
University of Swat. The researchers randomly selected 60 participants for the analysis, created a
questionnaire, and validated it by piloting data collection. The data were obtained with self-
administered questionnaires and evaluated with frequencies, percentages, and Chi-square test of
significance. The study established the strategies of giving equal importance to co-curricular
activities, motivation of students for involvement in co-curricular activities, proper scheduling
for co-curricular activities, allocation of sufficient financial resources, provision of playgrounds,
gymnasiums for arranging indoor, outdoor games and literary activities, and reinforcement of
students' contribution in co-curricular activities with a distribution of prizes.
Keywords: co-curricular activities, development, leadership skills, role, university
students
Co-curricular programs are activities that take place outside of the classroom that are
managed and/or sponsored by the school or college. They include curriculum-related learning
and character-building opportunities. Co-curricular programs are voluntary, do not have to be a
component of the regular school or college schedule, do not include recognition, and are not
evaluated. Co-curricular events are such things that take place inside or outside of the school or
college grounds that are supported by the Board of Education in the formation of various topic
societies, unions, and student organizations (Marsh & Kleitman, 2002). Civic growth activities,
voluntary work, recreational sports, physical development practices, cultural and aesthetic
initiatives, literary and excursion programs are also examples of co-curricular activities (Mani,
2018).
Co-curricular Activities also includes student teams, athletic leagues, and cultural events
societies that put on certain events. Co-curricular programs are often distinguished from formal
classes, although this is not always the case. They may be ungraded, do not allow students to
earn academic credit, take place outside of school or college or during regular school or college
hours, and are handled by outside organisations. Co-curricular programs are intended to
complement the school program by providing opportunities for hands-on learning and instilling
skills that can aid in self-development. Organizing various activities or projects exposes students
to the modern environment, job ethic, and genuine problems in an indirect manner. This
experiences will aid in the development of a healthy attitude while also improving soft skills
(Ahmad, 2013).
Co-curricular activities can often mean that extracurricular activities are a way for college
students to improve their social involvement, teamwork, balanced recreation, self-discipline, and
self-confidence. Co-curricular programs support students in meeting their life objectives,

improving their decision-making power, strengthening their self-confidence, building social
partnerships, developing their capacity to address obstacles successfully, developing team spirit,
developing the spirit of sacrifice, and assisting them in learning the experiences of others. At
higher stages of schooling, co-curricular activities may often be translated into academic marks.
Despite the fact that several research have been conducted to assess the impact of co-curricular
activities on all aspects of a student's development (Kumar et al., 2004; Darling et al., 2005).
Leadership abilities include the ability to exercise leadership qualities as well as a range
of activities for doing so. According to Yulk (2001), a leader's task is to make sure that
everybody respects the goals that have been established. The emphasis of this study is on
leadership skills, and it goes without saying that the success of an organisation cannot be
separated from the role of leadership. Individuals who are leaders possess the necessary
qualifications to advance their careers to become effective bosses in the workplace. The birth of
a king is a long process. Leadership is both a science and an ability that can be learned,
practiced, and improved over time by leadership learning programs such as co-curricular
activities (Dhanmeher, 2014).
Co-curricular practices have been described as being very important and essential for
students' holistic growth in terms of their physical, spiritual, academic, social, and emotional
dimensions, according to studies. Educational programs have been classified as empowering
young people to mix with adults and friends in order to set and achieve targets, productive
competition, a lift from loss or rejection, and successful settlement of disputes (Caldwell &
Smith, 2005). Co-curricular events will also make it possible for students to make new friends
and meet people who have similar interests and abilities. It has been discovered that students
who partake in extracurricular activities have the potential to achieve individual achievement and
career performance in the future, to integrate themselves into community, and to develop a deep
understanding of the importance of commitment, hard work, integrity, and openness.
Participation of co-curricular activities improves a young person's ability to avoid negative
behaviors such as anti-social behaviour, opioid use, illegal intercourse, delinquency, and the
consumption of alcoholic beverages (Klesse & D'Onofrio, 2000).
Students' teamwork, goal setting, organizing, cooperation, decision-making, dispute
resolution, and group tolerance are all developed through co-curricular activities, according to
Klesse and D'Onofrio (2000). As a cognitive aspect, they learn from social experiences, self-
esteem, self-confidence, and leadership abilities. Students were able to combine academic
experience and personal activities by co-curricular activities, according to Allison (1979). Giving
students the ability to participate in co-curricular activities builds their leadership skills and
improves their academic performance through giving them the confidence to compete and the
experience of dealing with real-life issues, especially through activities like competitiveness and
real-world simulations.
The role of the chair at a higher institution in the classroom, club, or other institution is
the most important element in achieving the desired outcome successfully. According to
Bassoppo-Moyo (2007), leadership affirmation is very important to the program evaluation's
result in order to guarantee the program's success. The key leader is responsible for providing
approval for all of the college-wide changes. Many findings have suggested that a leader's status
influences the effective implementation of a program evaluation's result. The duties of the chair
of the program evaluation and the application of the review findings are required in order for the
program to be correctly identified in order to prepare and evaluate the importance of the role of
the chair (Tucker, 1993).

The tasks of leadership, according to Sari et al., (2014), are inextricably linked to the
organization's decision-making mechanism, activities, and efficiency. Sport-related activities and
athletic abilities are extremely useful for improving leadership skills and preparing for adult life
in community. Chelladurai (2011) explained how a coach leads in co-curricular activities based
on many leadership traits, such as deciding the task and intent for which the coach organized a
new way of addressing challenges and fulfilling demands in sports.
Lupu (2011) believed that in co-curricular practices, the rule of competition encourages
students to cultivate healthy attitudes, have good relationships with their peers, and lead effective
organizational lives. According to the respondent's input, leadership qualities can be mastered
while each manager of the squad, as well as the team captain and the coaching committer, are
competing against teams from other organizations.
The desire to use organizational strategies in a variety of activities, understanding of
fundamental leadership theory, the capacity to coordinate campaigns, and the ability to supervise
team members are also examples of communication talents at the university level. This number,
on the other hand, should be consistent with applicability. Curricular activities are very important
in the schooling and learning phase for learners to align and include students in terms of self-
physical, mental, and academic terms. The goal of incorporating curricular activities is to give
students a more vivid, enjoyable, and positive outlook on the world and society (Hoe, 1999). An
extra-curricular practice complements the class and is a subset of it. While there is a very short
time frame for co-curricular activities, the majority of students are attentive to teaching tasks in
the classroom. To assume a leadership position, one who can guide and counsel staff in the event
that others have an impact on the success of integrity-based positions and ethical leaders to
achieve the goals set, have confidence in reminding others of the decision, are wise in
synthesizing and evaluating outcomes, and eventually have thorough knowledge of the leader
(Zaid et al., 2011).
The goal of university education is to build students' leadership skills so that they can
confidently access the modern world of action and effectively face social and career challenges.
Participation of co-curricular programs provided by higher education agencies helps to improve
these skills. Given the significance of these activities in the development of undergraduate
leadership skills, the study's aim is to look into the function of co-curricular activities in the
development of leadership skills among university students.
Methodology
Population Sample and Sampling
A total of 4523 undergraduate students from the University of Swat's six faculties
comprised the study's community. Language and Literature, Physical and Mathematical
Sciences, Management and Social Sciences, Religions and Legal Studies, Chemical Technology,
and Life Sciences were the faculties in question. The researchers randomly picked 60 sixty
students (30 males and 30 females) from these faculties' student bodies.
Instrumentation
The researchers themselves created a questionnaire with (15) elements. The
questionnaire's items were divided into two subcategories: the first was about co-curricular
activities in which students participated, and the second was about the role of co-curricular
activities in the development of leadership skills among university students. Following the
development of the questionnaire, it was validated with the help of experts and administered to
25 students in order to determine the questionnaire's reliability. The reliability coefficient was
0.78, which was sufficient since the questionnaire was able to provide accurate data.
Data collection and analysis
During the data collection period, the questionnaires were distributed to a test study
community of Swat University students. During the delivery of the questionnaire, the elements
were demonstrated to the participants. The data are collected by the researcher himself. The
inspectors visited the university's divisions on a daily basis, handing out questionnaires to
anyone who responded. Both data was entered into the Statistical Package for Social Sciences
(SPSS) version 16.0 program and evaluated using frequency, percentages, and the Chi-square
scale.
Results and Discussion
Table 1
Co-curricular activities of students at university
Co-curricular Activities Yes No χ² P

Campaigns 27(45) 33(55) 19.06 .000
Cultural Activities 37(61.7) 23(38.3) 28.96 .000
Excursions 21(35) 39(65) 81.66 .000
Literary Activities 36(60) 24(40) 33.50 .000
Sports 37(61.7) 23(38.3) 40.92 .000
Table 1 summarizes the co-curricular programs in which undergraduate students are
involved. According to the table, 45 percent of students engage in projects, 61.7 percent engage
in artistic events, 35 percent engage in excursions, 60 percent engage in literary activities, and
61.7 percent engage in sporting activities. It was discovered that athletics, cultural events,
literary activities, campaigns, and excursions are the most common extracurricular activities
among undergraduate students.
Table 2
Role of co-curricular activities in leadership skills development

Statements SA A DA χ² P
Co-curricular activities help achieve aims 28(46.7) 27(45) 05(8.3) 16.90 .000
in life
It develops decision-making power 22(36.7) 31(51.7) 07(11.6) 38.26 .000
It develops my self-confidence 27(45) 23(38.3) 10(16.7) 27.73 .000
It enhances communication skill. 16(26.7) 35(58.3) 09(15) 41.73 .000
It helps in making social interactions 17(28.3) 33(55) 10(16.6) 36.40 .000
It helps in establishing social relationships 18(30) 31(51.7) 11(18.3) 31.33 .000
Develops ability to meet challenges 14(23.3) 25(41.7) 21(35) 15.06 .000
effectively
It develops team spirit 18(30) 29(48.3) 13(21.7) 24.93 .000
Develops spirit of sacrifice 14(23.3) 31(51.7) 15(25) 27.33 .000
Helps in understanding others' view points 19(31.7) 28(46.7) 13(21.7) 23.60 .000
Helps in becoming a team member 24 (40) 27 (45) 09 (15) 29.73 .000
Table 2 shows the importance of co-curricular activities in the growth of leadership skills
among undergraduates. 46.7 percent strongly believe, 45 percent agree, and 8.3 percent deny that
participation in extracurricular sports aids them in meeting their life goals. Participation of co-
curricular activities improves their decision-making ability, according to 36.7 percent of
respondents who firmly approve, 51.7 percent agree, and 11.6 percent disagree. 45 percent of
participants clearly believe, 38.3 percent agree, and 16.7 percent deny that participation in
extracurricular activities improves their self-confidence. Participating in extracurricular activity
improves students' communication abilities, according to 26.7 percent of students who firmly
approve, 58.3 percent agree, and 15percent disagree.
Participating in extracurricular activity helps people engage socially, according to 28.3
percent of respondents who strongly approve, 55 percent who agree, and 16.6 percent who
disagree. 30 percent of students firmly approve, 51.7 percent agree, and 18.3 percent deny that
co-curricular experiences aid in the formation of social partnerships. 30 percent of participants
strongly agree, 48.3 percent agree, and 21.7 percent disagree that participation in co-curricular
activities develops their ability to meet challenges effectively; 23.3 percent of the respondents
strongly agree, 41.7 percent agree, and 35 percent disagree that participation in co-curricular
activities develops their team spirit; 23.3 percent of the respondents strongly agree, 41.7 percent
agree, and 35 percent disagree that participation in co-curricular activities develops their ability
to meet challenges effectively; 23.3 percent of the respondents strongly agree, 41.7 percent
agree,
It emphasizes that participating in co-curricular activities builds students' leadership skills
and is critical in the growth of leadership skills among graduates. Participation in co-curricular
activities assists students in achieving their life goals, develop their decision-making power,
enhance their self-confidence, establish social relationships, develop their ability to meet
challenges effectively, develop team spirit, and develop the spirit of sacrifice and assisting them
in understanding others' perspectives.
Discussion
The involvement of co-curricular activities in the creation of leadership skills among
university students was the focus of the research. Sports, educational events, creative programs,
campaigns, and excursions are the primary co-curricular activities in which students engage at
university, according to the findings. Marsh and Kleitman (2002) described co-curricular
activities as activities outside the classroom that include curriculum-related learning and
character-building opportunities, supervised and/or funded by the school or college, and
published similar results. Co-curricular programs are voluntary, do not have to be a component
of the regular school or college schedule, do not include recognition, and are not evaluated. Co-
curricular events are those things that are carried out inside or outside of the school or college
grounds by joining multiple topic groups, societies, and student organisations that are sponsored
by the Board of Education. Mani (2018) showed that co-curricular activities can take several
types, including civic growth activities, voluntary service, recreational activities, physical
development activities, cultural and aesthetic activities, literary and excursion activities. In a
related way, Ahmad (2013) showed that Co-Curricular programs aim to complement the
academic curriculum by providing opportunities for hands-on learning and instilling skills that
help students improve their own abilities. Organizing various activities or projects exposes
students to the modern environment, job ethic, and genuine problems in an indirect manner. This
experiences will aid in the development of a healthy attitude while also improving soft skills.
In terms of the function of co-curricular activities in the development of leadership skills
among university students, the study found that participating in co-curricular activities enhances
students' leadership abilities and is critical for the development of leadership skills among
graduates. Participation in co-curricular activities assists students in achieving their life goals,
developing their decision-making power, enhancing their self-confidence, establishing social
relationships, developing their ability to meet challenges effectively, developing team spirit,
developing the spirit of sacrifice, and assisting them in understanding others' perspectives.
Co-curricular activities facilitate students in achieving their life goals, boosting their
decision-making ability, strengthening their self-confidence, forming social bonds, increasing their
capacity to overcome challenges effectively, cultivating team spirit, developing the spirit of
commitment, and benefiting about others' perspectives. According to Ahmad (2013), Co-
Curricular events aim to complement the school curriculum by providing opportunities for hands-
on learning and instilling skills that help students develop as individuals. Co-curricular programs,
according to Yulk (2001), help students improve leadership skills. Caldwell and Smith (2005)
highlighted the importance and importance of co-curricular experiences in a similar way.
Educational programs have been classified as empowering young people to mix with adults and
friends in order to set and achieve targets, productive competition, a lift from loss or rejection, and
successful settlement of disputes. Co-curricular events improve students' teamwork, goal setting,
organizing, communication, decision-making, dispute resolution, and group tolerance, according
to a research by Klesse and D'Onofrio (2000). As a cognitive aspect, they learn from social
experiences, self-esteem, self-confidence, and leadership abilities.
Conclusion
The study's first goal was to discover co-curricular events at the university level. The study
discovered that the majority of university students partake in co-curricular activities, with athletics,
cultural activities, literary activities, campaigns, and excursions being the most common. The
study's second goal was to look at the connection between extracurricular activities and the growth
of leadership skills in university students. According to the findings, participating in co-curricular
activities improves students' leadership skills and plays an important role in the growth of
leadership skills among graduates. Participation in co-curricular activities aids students in
achieving their life goals, develops their decision-making power, self-confidence, improves
communication skills, aids in social interactions, establishes social relationships, develops ability
to meet challenges effectively, develops team spirit and the spirit of sacrifice, aids in understanding
others' points of view, and aids in understanding others' perspectives. The study's third goal was
to come up with techniques for coordinating extracurricular activities among university students.
The study emphasized the strategies of assigning equal importance to co-curricular
activities, motivating students to participate in co-curricular activities, proper scheduling for
arranging co-curricular activities, allocating sufficient financial resources for arranging co-
curricular activities, providing proper equipment for arranging co-curricular activities, and
provising sufficient financial resources for arranging co-curricular activities. Cocurricular activites
have a great role in students achievements.
Recommendations
In view of the study's goals and conclusions, the researchers came up with the following
suggestions. Provision of equal importance to co-curricular activities, motivation of students to
participate in co-curricular activities, proper scheduling for arranging co-curricular activities,
allocation of sufficient financial resources for arranging co-curricular activities, and provision of
proper equipment are some of the most effective strategies for the development of co-curricular
activities among university students.

References
Ahmad, A. R., Adi, M. N. M., Noor, H. M., Rahman, A. G. A., &Yushuang, T. (2013). The
influence of leadership style on job satisfaction among nurses. Asian Social Science, 9(9),
172.
Allison, B. (1979). Student activities as the ultimate academic department. NASSP Bulletin,
63(426), 5-98.
Bassoppo-Moyo, S. (2007). The relationship between department chairs and academic program
review.Academic Leadership Journal, 1(2), 18-23.
Caldwell, L. ., & Smith, R. (2005). Participation in co-curricular activities. Journal of leisure
research, 37(1), 51-76.
Darling et al., (2005). Participation in school-based extracurricular activities and adolescent
adjustment. Journal of Leisure Research, 37(1): 51-76.
Dhanmeher, BR. (2014). Impact of Co-curricular Activities on the Non-Academic Development
of Junior College Student. M. Phill Dissertation, DY Patil University, Navi Mumbai: PP-
20-21.
Klesse, E. J., & D’Onofrio, J. A. (2000). The value of co-curricular activities: Co-curricular
activities may not be tested or graded, but they educate-and benefit-students in ways that
classroom activities cannot. Principal Leadership, 1(1), 5-8.
Kumar, et al., (2004) Status of Co-Curricular and Extra-Curricular Activi-ties in Primary Schools
of Nepal: Problems and Prospects, Research Centre for Educational Inno-vation and
Development Tribhuvan University Balkhu, Kathmandu, Nepal.
Kunjan, P. (2009). Handling Stress through Volleyball Game among Batu Pahat Vocational
Scholl Student.
Lupu, E. (2011). The leadership attitude-a way of preparing for life and the students' interest for
sport activity. Procedia Social and Behavioral Sciences, 15, 1334-1339.
Mani, R. S. (2016). Factors Influencing Students' Participation in Co-Curricular Activities in
Public Secondary Schools in Lamu County Kenya. Unpublished Master's Thesis,
University of Nairobi.
Marsh, D., & Kleithman, B. (2012). The extracurricular advantage. Educational Leadership,
86(1), 86- 87.
Sari et al., (2014). The role of perceived leadership behaviors as predictor of assertiveness levels
in individual sport athletes. Procedia-Social and Behavioral Sciences, 152, 446-450.
Tucker, A. (1993). Chairing the academic department: Leadership among peers (3rd ed.)
Phoenix: Oryz Press. Universities in Malaysia. ProQuestInfromation and
LearningCompany.
Yulk, G. (2001). Leadership in Organization.PrenticeHall.Retrieved on30 October 2014
athttp://www.nscl.org.uk/media-F7B-97-randd-leadersbusiness-yukl.pdf.
Zaid et al., (2011). Penguasaankemahiranberpasukanmenerusipenyertaan di dalamKokurikulum:
satutinjauan di Universiti Tun Hussein Onn Malaysia.Persidangan Pembangunan
PelajarPeringkatKebangsaan.Universiti Teknologi Malaysia.

Running head: HUMAN RELATIONSHIP AND SCHOOLS PERFORMANCE 53
Vol. 1, Issue 2, 2021 (July-Sep)(53-69)
Human relationship and its impact on schools’ performance in secondary schools of
Khyber Pakhtunkhwa
Abdur Rahman1, Dr. Arshad Ali2 and Dr. Alam Zeb3

1
Ph. D. Scholar, Institute of Education & Research, University of Peshawar 25120, Pakistan
2
Director, Institute of Education & Research, University of Peshawar 20125, Pakistan
3
Author/s Note
HUMAN RELATIONSHIP AND SCHOOLS PERFORMANCE 54
Abstract
Teachers, administrators, heads, and students all need to have good relationships to achieve
educational goals. This study aimed to investigate human relationship issues and determine their
effects on school success to change the condition in the future. The study's population was all
361 heads of Government Higher Secondary Schools (GHSS) in Pakistan's Khyber Pakhtunkhwa
province. The researchers used simple random sampling techniques to pick 65 heads as sample
from these schools. A questionnaire was developed, validated, made reliable and used for data
collection. Self-administered questionnaires were used for data collection. The data were
analyzed with SPSS by application of percentages and the Chi-square tests. According to the
findings, the number of teachers does not comply with school administrators. On the one side,
the lack of collaboration among staff members impedes a conducive atmosphere at the
colleges.The school-principals are dissatisfied with the behaviour and actions of the high-ups
when it comes to some subject concerning the college. The report has found that political
influence and intervention had uprooted and disrupted the whole educational structure. As a
result, the suggestion of depoliticizing the education department was given. The Education
Ministry should provide daily seminars and training for teachers and principals to strengthen
management skills and involvement, commitment in school matters, and sense of duty, which
play a vital role in the growth of organizations.
Keywords: human relationship, impact, school performance, secondary schools, Khyber
Pakhtunkhwa
Human beings are the significant first and final in-puts for the teaching-learning activity's
mechanism and product in the educational setting. This practice involves students, professors,
heads of organizations, staff officials, ministerial staff, games in control, organizing boards,
organizers, parents of wards, and citizens in the immediate vicinity. Every person has a role to
play in molding, transforming, and reshaping students' personalities in general and in the process
of action and contact with one another. All have a direct or indirect effect over others (Sharma,
2006). The high school's borders correspond to those of the city it represents. It is not a separate
island; it is a social entity that is inextricably linked to persons, households, and other social
institutions in the region with which it is associated (Reddy, 2006).
Mostof the heads who have been able to turn their schools into deep and continuing
learning centers through better management partnerships are the most effective school leaders
(Kaser & Halbert, 2009). The school head serves as the hub of a network of human relationships,
including schoolmanagement, teacher-inspector, school-department, teacher-pupil, teacher-
teacher, and teacher-parents, school-society (Sidhu, 2006). Not only capability but character,not
the use of power but tact,no seriousness but sympathy in his forts due to his office (Samkange,
2013). According to Bryk and Schnidar (2009), school is good when students, parents, teachers,
and the community have developed a solid and supportive relationship. If their home life is
positive, both students are more likely to succeed academically (Onderi, &Makori, 2013).
According to Epstein (2009), the primary goal of collaboration is to help students excel in
school and enhance the school climate and curriculum. Furthermore, at John Hopkins
University's Center on Family, School, and Community Partnership, Epstein (2009) and her co-
worker established a structure comprising six significant and successful considerations regarding
parental participation. Parenting, networking, volunteering, studying at home, decision-making,

and engaging with the group are the six reasons. Higher student achievement and school
development are linked to parental, personal, and neighborhood interest in education. Students
with better marks attend their institutions consistently, stay in school longer, and share in higher
quality classes as neighborhoods, parents, schools, and family combine to make
practicalstudents' learning. Researchers also identified the engagements of parents and family to
solve the school dropout problem (Barton, 2003), noting that good relationships
promoteacademic expectations and keepstudents busy (Belfield, Levin, 2007). Regardless of the
parent's schooling, family wealth, or history, the data remains true for elementary and secondary
school children (Barton, 2003).
Many politicians, city officials, and even parents also believe that schools and student
success are solely educators' liability. Although educators are aware of their professional
obligations, they still consider that they may not carry them out alone. The heads are dependent
on community members and parents'relations. In particular, educators, students, even parents,and
the media have identified a shortage of parental intervention as the significant issue confronting
our nation's schools (ETS, 2007). Parents face many barriers to participating in their children's
schooling (Wanat, 1992). Any parents cite their own hectic lives as an excuse for not
volunteering or attending school events, let alone being more active.
Others describe how uneasy they felt when attempting to speak with school
administrators, whether it's because of linguistic or cultural barriers or because of their school
interactions. Some parents claim they lack the knowledge and tools to assist their infants. In
contrast, others share a discontent with school bureaucracies and regulations that they find
difficult to comprehend or alter. Some parents say that they seldom hear from the school until
their child's conduct or success is causing concern (MacNaughton, Rolfe, &Siraj-Blatchford,

2001). Others claim that the school's content is incomprehensible due to the parents' or family
members' inability to read or understand English. Others blame school staff for failing to
recognize the suffering of grandparents, single parents, other caregivers, and adoptive parents.
Others say they cannot attend school activities due to a shortage of childcare or daycare for
younger siblings (Sigilai, 2013).
Human capital is the most important and final element in determining whether or not an
educational institution succeeds. On the other hand, teachers do not agree with their heads or
colleagues, according to the facts reviewed in this report, and there are often tensions in schools
that interrupt the smooth running of the school and administration. Teachers with fewer
qualifications and a limited command of subjects and others with a political lean are also
uncooperative and disruptive in the classroom, creating problems. The same results were found
in Onderi and Makori's (2013) study, showing that less trained teachers cause school
performance issues. In an article about the causes of teacher conflict, one of the heads said that
there are two categories of teachers: hard workers and devoted teachers, and non-committed and
shirking teachers who disagree with the head or their colleagues. The overwhelming majority of
interviewees, on the other hand, saw subject specialists as uncooperative in the classroom and
conflict-creators. Kariuki, Majau, Mungiria, and Nkonge (2012) discovered that principals/heads
face various challenges, including poor head-teacher relationships and teacher-teacher
relationships, which supports the findings of the researcher.
There is a clear connection between instructor productivity and the partnership between
the head-teacher and the teachers. In practice, where there is a positive and cordial bond between
the school administrators and the teaching personnel, instructor instructional behavior improves
(Harrison, Clarke, &Ungerer, 2007). The school's effectiveness depends on strong cooperation
between the headmaster and the educators, and the institution's head is mainly responsible for
ensuring teacher cooperation. According to Reavis (2007), no matter what his traits are, he
would not be effective until he motivates his colleagues and collaborators to want to work
together against the school's objectives (Otterpohl, Schwinger, & Wild, 2015).
For children, the teacher-student partnership is critical. Contact between the student and
the instructor acts as a link between the two, resulting in a more conducive learning setting.
According to a large body of study, academic success and student behavior were affected by the
nature of the teacher-student partnership (Jones, 2016). The better an instructor interacts with his
or her students and works with them, the more likely they are to support students succeed at a
high pace and complete tasks efficiently (Kesicioglu, & Deniz, 2014). As a result, the researcher
performed a comprehensive study on human relationships in government secondary schools to
investigate the situation and make future improvements.
Methodology
The researchers use quantitative survey research design for the conduction of th study.
The survey sample comprises all the 361 principals of Government Higher Secondary Schools
in Khyber Pakhtunkhwa (KP) province (EMIS, 2018). The researcher selected a sample of 65
principals for the collection of data.
For data gathering a five-point Likert scale questionnaire was designed with the study's
goals in mind. Following the completion of the research tool, the investigators introduced it to
experts with experience of the research to determine its validity. They assessed the tool's
suitability and degree of complexity. For the pilot test, the instrument was applied to 30 heads.
Cronbach's Alpha was used to determine how reliable the tool was. The co-efficient of reliability
was discovered as .840. The researchers directly administered the questionnaires to the
respondents, which helped them build rapport with them and a 100% response rate rate.
The collected data were tabulated before being analyzed using the Statistical Package for
Social Sciences (SPSS) version 20. For data analysis and interpretation, two approaches were
used: Chi-Square for generalization of the survey data to the population and percentage for a
simple definition of the number of respondents.
Results
Table 1
Teacher's participation in school management
Responses Percentage Df. Chi-square P/Value

SD 20.3
DA 42.4
UD 6.8 4 25.49* .000
AG 23.7
SA 6.8
Total 100
According to the above table, 62.7 % of respondents disagreed that teachers cooperate
with the principal in the school administration process, while 30.5 % complied with the
statement. The other 6.8 % were unsure. The estimated Chi-square value of 25.490 is
significantly greater than the table value at.05. As can be seen from the bench, the teachers do
not work cooperatively with the school's administrators.
Table 2
Teachers' cooperation regarding timetable's allotment
Responses Percentage Df. Chi- P/Value

square
SD 15.3
DA 54.2
UD 1.7 4 54.14* .000
AG 25.4
SA 3.4
Total 100
The above table shows that 69.5 % of the heads disagreed with the assertion that both
teachers are cooperative when it comes to timetable allocation, although 28.8 % complied with
the statement and 1.7 % of the respondents were unsure. As a result, the measured Chi-square
value (54.14) is greater than the table value at.05, indicating a significant difference. As can be
seen from the chart, most teachers do not cooperate with management when it comes to timetable
allocation.
Table 3
Cooperation of the authorities with school heads
Responses Percent Df. Chi-square P/Value

SD 28.8
DA 35.6
UD 11.9 4 18.030* .001
AG 18.6
SA 5.1
Total 100
The table above shows that 64.4 % of principals disagree with the assertion that their
officials cooperate with them in different school matters, although 23.70 % approve and 11.9 %
are unsure. As a result, the measured Chi-square value (18.03) is larger than the table value at
the.05 stage, indicating that the difference is important. As a result, it shows that the higher
officials don't cooperate with the school heads in school matters.
Table 4
The teachers' cooperation within the school environment
Responses Percent Chi-square Df. P/Value

SD 16.9
DA 42.4
UD 8.5 29.390* 4 .000
AG 28.8
SA 3.4
Total 100.0
The above table shows that 59.3 % of the respondents disagreed with the assertion that
teachers collaborate with their colleagues at college. In comparison, 32.2 % agreed, and 8.5 %
remained unsure. Similarly, the table value's estimated Chi-square value (29.39) is larger than
the table value at the.05 marks, indicating that the difference is important. As can be seen from
the bench, teachers in the school do not collaborate.
Table 5
Lack of cooperation hinder the way of conducive environment

SD 6.8
DA 10.2
UD 8.5 4 32.270* .000
AG 44.1
SA 30.5
Total 100
The above table indicates that 74.6 % of the respondents agreed that a lack of teamwork
among staff members makes it difficult to create a positive school atmosphere. However, 17 %
disagreed, and 8.5 % were unsure. As a result, the Chi-square estimated value (32.27) is higher
than the table value, and the discrepancy is important. It shows a lack of cohesion among staff
members, which obstructs the school's ability to maintain a positive atmosphere.
Table 6
Heads-Staff's Conflicts

SD 6.8
DA 25.4
UD 15.3 4 14.140* .007
AG 35.6
SA 16.9
Total 100
The above table shows that 52.5 % of the respondents agreed that there is a disagreement
between heads and team members, 42.2 % disagreed with the statement. A limited percentage of
the heads (15.3 % were unsure. The determined Chi-square value (14.14) is higher than the table
value at the.05 stage, indicating that it is meaningful. As a result, there is a schism between the
leaders of the department and the representatives of the workers.
Table 7
Impact of conflict on school performance
SD 5.1
DA 10.2
UD 6.8 4 36.0* .000
AG 37.3
SA 40.7
Total 100
The above table indicates that 78 % of heads agreed that the negative relationship
between school leaders and staff members delays school growth, although 15.3 % disagreed and
6.8 % were unsure. The estimated Chi-square value (36.00) is notable since it is higher than the
table value.05. As a result, discord between school administrators and team members stymies
school growth.
Table 8
Heads satisfaction with the authorities attitude

SD 30.5
DA 37.3
UD 11.9 4 20.410* .000
AG 13.6
SA 6.8
Total 100
Table 8 shows that 67.8% of the respondents disagreed that heads are pleased with the
authorities' approach on any matter relating to the institute, although 20.4 % approved with the
statement and 11.9 % remained unsure. The determined Chi-square value,as shown above
(20.41), is significantly greater than the table value at .05. As a result, the heads became
dissatisfied with the authorities' approach toward any organization problem.
Table 9
Checks and balance during school visits
SD 5.1
DA 10.2
UD 6.8 4 40.07* .000
AG 30.5
SA 47.5
Total 100
The above table indicates that 78 % of the respondents agreed with the assertion that
unreliable and incompetent administrative officials were unable to maintain adequate visibility
and evaluation throughout their trips to the classroom. However, 15.3 % disagreed, and 6.8 %
remained unsure. As shown above (40.07), the table value of Chi-square is higher than the table
value, indicating that the difference is significant. As a result, the table demonstrates that bloated
and incompetent disciplinary officials cannot maintain adequate checks and balances throughout
their school visits.

Table 10
Helfulness of administrative officials
SD 25.4
DA 49.2
UD 8.5 4 38.370* .000
AG 11.9
SA 5.1
Total 100
The above table shows that 74.6 % of the respondents disagreed with the assertion that
administrative officials are genuinely beneficial for the institute's promotion/uplift. However, 17
% disagreed with the statement, and 8.5 % remained unsure. Similarly, the estimated Chi-square
value (38.37) is higher than the table value at .05, indicating that it is imperative. As a result,
administrative authorities are unhelpful in terms of the institute's promotion and advancement.
Discussion
The success or failure of an educational institution is determined by the human capital
and their relationship. The study found that eachers do not cooperate with their heads or
superiors and that there are also disputes in schools that disrupt the smooth operation of the
school and administration. Teachers with less qualification and e command over subject content
and political affiliations are usually non-cooperative and troublesome in the classroom, causing
issues. Similar findings were reported by Onderi and Makori's (2013) who observed, indicating
that teachers with problems create tension that impact school success. In the similar vein, in
their analyses, Kariuki, Majau, Mungiria, and Nkonge (2012) found that principals/heads face
various difficulties, including weak head-teacher relationships and teacher-teacher relationships
corroborate the researcher's results.

The findings indicated that the heads of schools were dissatisfied with the conduct and
actions of higher authorities when it comes to school-related issues. They don’t enter the schools
to advise and assist the teachers and administrators but rather pressurize and monitor them.
Political intervention and influence are seen as the primary and root causes of all challenges,
significantly impacting high school administration and teaching-learning processes. The teachers
often have political affiliations and use their political affiliations as a shield, failing to conduct
their duties properly in the classroom and creating issues for political gain. For electoral reasons,
ruling political groups had an active interest in the transfer/appointment of teachers. Local
governments nominate district officials and provincial officials (ASDEOs DDEOs, DEOs, and
Directors) based on their preferences for their interests that directly affect the education
department. Such officials are then more responsive to political parties than to the department. In
connection to the findings of the study, similar findings have also been reported by the studies of
Gul (2005), Rehman and Begum (2013) who mentioned the same problems and its
consequences on the performance of educational organizations..
Recommendations
To address human relationship issues and strengthen secondary school conditions, the
researcher has made the following suggestions.
1. The Ministry of Education should make daily training and workshops available to principals,
staff, and other stakeholders to develop their administrative abilities and enhance their
involvement, sense of duty, and commitment to the schools' affairs. They will establish a sense
of ownership as a result, and they will present an adequate role in the growth of organizations.
2. Preventing tensions and foster a cohesive atmosphere in the classrooms, refresher classes and
in-service preparation for school administrators and managers can be organized. Since
democratic administration has shown better results in the output of teachers and schools, heads
of schools can be provided intensive training in this region.
3. Such officials who have worked in the primary and secondary education departments and have
a thorough understanding of schools' concerns and difficulties and the solutions to these
problems can be selected as district education officers.
4. Rather than monitoring and pressuring the heads and personnel during their visits to colleges,
departmental officials (higher authorities) should promote and inspire them.
5. The report found that there is political pressure and interest in the education department,
which is the source of all issues. As a result, it is proposed that the education department must
not be politicized. Teachers' political wings must be outlawed by legislation. Decisions must be
made solely based on merit, and elected officials may be invited to participate in constructive
insolvent for educational institution growth.

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INDEPENDENCE OF JUDICIARY IN PAKISTAN 1

Independence of Judiciary in Pakistan: An analysis 18th & 19th Constitutional

Rafia Naz Ali

Department of Law, Islamia College University, Peshawar 25120, Pakistan

Department of Law, Islamia College University, Peshawar 25120, Pakistan,

constitutional amendments. In the state where democracy is assured, government agencies

Keywords: amendments, appointments,commission, committee, independence of the

guarantees judicial independence by establishing procedures for the appointment, tenure,

dismissal, and jurisdiction of judges (Khan, 2006).

constitutional problems, armed conflicts, or post-conflict instability". When democracy is in

is particularly vulnerable(Naizi, 2016). Counter-terrorism efforts have also aided in increasing

executive (Molvi Tameez Uddin v. Federation of Pakistan, 1954). A major constitutional

Democracy (CoD), an agreement between them. Several recommendations relating to judicial

The Parliamentary Committee on Constitutional Changes has proposed a new framework

have been created.

Court (Chaudhry, 2010).

constitutional framework of judicial independence, as follows:

a. The CJ of Pakistan was given priority in the advisory process, as described.

d. Members of Parliament can politicize the whole procedure.

Pakistan v. Munir Hussain Bhatti, 2011).

power is given to the Parliamentary Committee.

Munir Hussain Bhatti, 2011).

A similar statement of the judgment was sent to "Parliament" for reconsideration.

Supreme Court's recommendations, Parliament enacted the Nineteenth Amendment, which

included the following changes:

four most senior judges.

Justice of the High Court.

g. If a nominee is rejected, it must be announced within 14 days by a three-fourths majority of

the Parliamentary Committee's total membership.

confirmed to the President via the Prime Minister.

Committee's powers and responsibilities persisted.

Power of the Parliamentary Committee and the Superior Courts' judgments

To ensure judicial independence, the Judicial Commission and Parliamentary Committee,

th Century. Journal of Historical Studies, 5(2), 146-177.

Choudhury, G. W. (1969). Constitutional development in Pakistan. London & Harlow. Longman

Group Limited: UK.

Independence of Judiciary v/s Duty of Executive to Probe into Conduct of Judge.

Available at SSRN: https://ssrn.com/abstract=3406710

Federation of Pakistan v. Maulvi Tamizuddin Khan (1955), BT PLD 1.

26, (2), 27–42.

Hussain, F. (2007). Judicial System of Pakistan. Islamabad, Law Commission of Pakistan.

Constitution. The Journal of Humanities and Social Sciences, 20(1), 15.

Implications of Nadeem Ahmed v. Federation of Pakistan. NUJS Law Review, 2, 713.

Assessing the Freedom of Judiciary in Pakistan during 20 th Century. Journal of

Historical Studies, 5(2), 146-177.

Khan, H. (2006). Role of Independent Judiciary in Countries of South Asia, particularly in

Pakistan. Retrieved from www.supremecourt.gov.pk/ijc/articles/2/3.pdf.

Malik Asad Ali v. Federation of Pakistan, PLD 1998 SC 161.

Niazi, S. (2016). Independence of the Judiciary in Pakistan. Academy of Social Science

Journal, 1(1), 113-122.

of constitutional amendment powers. Unpublished Ph. D. Dissertation, London: The

London School of Economics and Political Science (LSE), UK.

Pakistan, University of the Punjab, 109: Pakistan.

and Co; Limited, 389.

State v. Dosso (1958). PLD BT SC, 130.

judiciary. Contemporary South Asia, 20(1), 19-31.

Journal of Social Sciences Review (JSSR)

Vol. 1, Issue 2, 2021 (July-September)(13-25)