Effect of Collaborative Managerial Practices on School Performance at Elementary Level in the Punjab

Abstract

This article explores the level and the effect of collaborative managerial practices on school performance. Nature of the current study required the collection of quantitative data first and then for the explanation and confirmation of quantitative findings, it required the collection of qualitative data. Hence, confirmatory mixed method design was regarded appropriate for the current study. The teachers and head teachers of all public sector primary and elementary schools in the Punjab province were the population of the study. Respondents were selected through multistage sampling technique. The results indicated that existing level of the effect of collaborative managerial practices for the enhancement of school performance was at moderate level according to perceptions of teachers and head teachers. As a result, it is recommended that Assistant Education Officers, head teachers and teachers should exert more sincere efforts in order to increase school performance at elementary level in the Punjab.

Effectiveness of Teaching Social Studies Through Didactic Method for Enhancing Students’ Academic Performance: A subject-specific perspective

“…Research indicates that for subjects like Social Studies, traditional lesson planning falls short. There is a compelling need for teachers to devise effective lesson plans and explore various strategies to achieve targeted academic goals (Khan et al, 2024). For many decades, researchers have endeavored to introduce innovative pedagogies through various theories, culminating in significant academic achievements.…”

“…Beyond merely disseminating information, it is crucial to enable students to become independent learners who can construct knowledge through diverse activities (Rochmiyati, 2024). The integration of technology and didactic teaching pedagogy can significantly enhance the classroom environment, making learning more enjoyable for both educators and learners in social studies (Ahmed & Khan, 2024).…”