Relevant bibliographies by topics / Educational leadership Pakistan

Academic literature on the topic 'Educational leadership Pakistan'

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Published: 4 June 2021
Last updated: 12 February 2022

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Journal articles on the topic "Educational leadership Pakistan"

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Khan, Iqbal M., Usman Khalil, and Ifra Iftikhar. "Educational leadership: educational development and leadership programs in selected countries and pakistan." Journal of Higher Education and Science 5, no. 3 (2015): 272. http://dx.doi.org/10.5961/jhes.2015.129.

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Malik, Samina. "A Portrayal of Women Educational Leadership in Pakistan." i-manager’s Journal on Educational Psychology 5, no. 2 (October 15, 2011): 37–44. http://dx.doi.org/10.26634/jpsy.5.2.1613.

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Faisal, Dr Abdullah, Muhammad Azeem, Farrukh Aysha, Farrukh Amina, Dr Farhat Saleem, and Rubina Nadeem. "Impact of Educational Leadership on Institutional Performance in Pakistan." Journal of Public Administration and Governance 2, no. 1 (January 2, 2012): 57. http://dx.doi.org/10.5296/jpag.v2i1.1385.

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PurposeThis study was undertaken to identify and describe the impact of leadership behaviour of educational leaders (both relation-oriented and task-oriented) along with demographics on institutional performance for the fulfilment of goals of education as envisaged in national documents.Research Design/MethodologyThree questionnaires namely Leadership Behaviour Description Questionnaire (LBDQ), Institutional Performance Questionnaire (IPQ) and Leadership Demographics Checklist (LDC) were developed for the collection of data. The validity and reliability of the instruments was ensured through experts’ opinions and pilot testing. All educational administrators working in educational institutions—schools, colleges situated at district and provincial level formed the population for this study. The population of study was consisted of Principals of Higher Secondary Schools, Degree Colleges and Colleges of Education, District Educational Officers (DEOs), Executive District Officers (EDOs), and their subordinates [DEOs, Dy. DEOs, AEOs and Superintendents] respectively. Leadership Demographics (attributes + situational factors) Checklist was administered to 171educational leaders and 1368 their subordinate / teaching staff. For gathering quick and reliable data all three questionnaires were routed through Additional Secretary (Schools), Education Department. Using that channel more than 90 % data were collected from the field.Major FindingsThe findings of the study revealed that both Relation-Oriented and Task Oriented Behavioural dimensions of educational leaders of the study directly relate to their leadership effectiveness. This evidence also suggests that the strong relationship between these two variables is optional for high leadership effectiveness for achieving the objectives of the organization. The correlation r =.73 shows a strong positive relationship between relation oriented behaviour of educational leaders and institutional performance. Whereas, the correlation r=.74 shows that there is also a strong relationship between task oriented behaviour of educational leaders and institutional performance. Comparison of both behaviours shows that comparatively second relationship is stronger than the previous one even instead of a little difference between their values. Therefore task oriented behaviour of educational leaders has better impact on the performance of institution rather than relation oriented behaviour of educational leaders and institutional performance. Whatsoever are the factors other than educational leaders, the impact of educational leaders on institutional performance cannot be easily ignored. Originality/ValueGiven the findings in this study, a relatively straight forward profile of educational leaders on institutional performance emerges. An effective educational leader according to this study is one who has Task-Oriented Behaviour which reflects the behaviour of the leader as high on relationship i.e. high on consideration, better with professional qualification, interaction with Subordinates/teaching staff enjoyable academic freedom that acts as catalyst in the use of potential of the staff for better instructional efficiency.
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Zarif, Tayyaba, Safia Urooj, and Abdul Nabi Gorchani. "Gender Disparity And Women Leadership In Educational Institutions." Pakistan Journal of Gender Studies 19, no. 1 (September 8, 2019): 239–57. http://dx.doi.org/10.46568/pjgs.v19i1.85.

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Since the world has rapidly turned into the global village in very short span of time by entering into the 21st Century. The advanced communication has made everything available at the door steps. Huge developments in every sphere of life have been taken place despite human beings have still been accomplishing much-more out of which the inequity and gender disparity is one of those concerns being faced by the world. Now days mostly Pakistani women are active to take part in every field like health, politics even in labor and especially in education sector from lower to higher education. Pakistani women are also playing the important role in the field of education specifically in educational administrative positions from lower to higher education. This research study intended to measure the magnitude of gender disparity in educational institutions of District Shaheed Benazirabad (SBA) of Province Sindh, Pakistan. This research study was quantitative by method and descriptive in nature. The population of this research study was, those women leaders working in educational institutions of District Shaheed Benazirabad, and were performing leadership role in one or other way. The sample of this study was 48 women leaders having proportion of seventy percent of the total population. The data was analyzed through SPSS software, 22 version. This research study found that women leaders working in higher educational institutions have least career related opportunities, they are also put on distance to possess managerial and administrative opportunities and have least support from their high ups and stakeholders as compare to their counter gender in higher educational institutions of District Shaheed Benazirabad. This research study recommended that the women leaders might be given career, managerial and administrative related opportuinities and support and encouragement from their high ups and stakeholders for carrying out their leadership responsibilities.
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Bilal, Ahmad Raza, Tehreem Fatima, and Muhammad Kashif Imran. "Does shared leadership fosters taking charge behaviors? A post-heroic leadership perspective in the public sector higher educational institutes." International Journal of Public Leadership 15, no. 3 (August 12, 2019): 137–54. http://dx.doi.org/10.1108/ijpl-04-2019-0016.

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Purpose The purpose of this paper is to advance the theoretical perspective of complexity leadership paradigm to introduce shared leadership style as a precursor of taking charge behavior in public sector higher educational institutions (HEIs) of Pakistan. Moreover, this study unveils the underlying mechanisms of the climate of initiative and psychological safety for clarifying the link of shared leadership and taking charge. Design/methodology/approach The multi-source and multi-wave data were analyzed by employing double mediation analysis (PROCESS Model 4); using 282 valid responses obtained from a proportionate stratified sample of faculty members working in public sector HEIs of Pakistan. Findings The result indicates that shared leadership is a suitable style for governing the public sector HEIs and it fosters taking charge behavior in teaching faculty. Additionally, shared leadership creates climates that support initiatives and are psychologically safe that set stage for taking charge behaviors in teaching faculty of public sector HEIs of Pakistan. Originality/value This research has filled the gap of focusing on more collaborative leadership styles instead of traditional vertical leadership practices in public sector HEIs of Pakistan. Theoretically, this study suggests new insights into the contextual antecedents and mediating mechanisms of taking charge behaviors.
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Aziz, Fakhra, Qudsia Kalsoom, Uzma Quraishi, and Sibte Hasan. "Perceptions on gender-based differences in educational leadership." Management in Education 31, no. 2 (April 2017): 75–81. http://dx.doi.org/10.1177/0892020617696628.

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This descriptive, qualitative study aimed at identifying disparities in perceptions of males and females regarding gender-based differences in educational leadership. Data were gathered purposively from 20 renowned male and female educationists having a long experience of leadership in various institutes of Pakistan. An open-ended questionnaire was used as a research tool to express their perceptions. Data were thematically analyzed under pre-defined categories borrowed from different leadership theorists. The results showed that both male and female respondents perceive that males have more leadership qualities as compared to females. It is especially true about abilities of decision-making and empowering the employees.
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Fatima, Urooj, Junchao Zhang, and Daniyal Khan. "Role of University Principals’ Leadership Strategies on Teachers’ and Management Performance: Mediating Role of Support and Rewards in Australia and Pakistan." Higher Education Studies 10, no. 2 (April 20, 2020): 145. http://dx.doi.org/10.5539/hes.v10n2p145.

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Leadership strategies of principals in educational institutes is considered an important factor in order to increase support and rewards. Universities in Pakistan suffer from the problems of low support and rewards, due to which most of the teachers and management staff members remain dissatisfied with their principals. This study investigated whether transformational or transactional leadership is better for providing support and rewards to teachers and management staff, along with evaluation of principles’ leadership qualities. For that, 5-point Likert scale questionnaire was utilised to assess the performance of principals by investigating 75 management and 75 teachers of 3 universities of Pakistan. Critical review approach was used for comparison between Pakistan and Australia. It was found that transformational leadership is much better as compared to transactional leadership, because it improves interaction and support, as observed in Australia. However, teachers and management staff members in Pakistan reported dissatisfaction, when asked about leadership role of their principals. They said that their principals never motivate them, support them nor reward them in contrast to leadership approaches in Australia.
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Torlak, N. Gökhan, and Cemil Kuzey. "Leadership, job satisfaction and performance links in private education institutes of Pakistan." International Journal of Productivity and Performance Management 68, no. 2 (February 11, 2019): 276–95. http://dx.doi.org/10.1108/ijppm-05-2018-0182.

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PurposeThe purpose of this paper is to get an insight into which form leadership either transactional leadership (TAL) or transformational leadership (TFL) is most effective in the educational sector of Pakistan and to determine the impact of each on the employee job satisfaction (EJS) and employee job performance (EJP). Given research site observation, appropriate leadership was essential to high-quality education in Pakistan.Design/methodology/approachData are collected through a survey based on e-mail/interview from 189 employees working at private education institutes in Pakistan. Analysis methodology includes frequency analysis, descriptive statistics, paired samplest-test, Pearson correlation analysis and regression analysis.FindingsOnly management by exception (MBE) and idealized influence (II), inspirational motivation (IM), intellectual stimulation (IS) and individualized consideration (IC) had significant positive association with both EJS and EJP. MBE had a positive significant effect on both EJS and EJP, while contingent rewards had no significant relation with EJS and weak positive significant association with EJP. Furthermore, II, IM, IS and IC had a positive significant impact on EJS and EJP.Research limitations/implicationsRespondents were from major private educational institutes in Islamabad and Lahore. The leadership style – TAL–TFL – was the sole variable to judge EJS/EJP. Multifaceted populations’ perspectives might enhance the attributes of TAL/TFL. This study might influence the authorities to adopt the right leadership style securing high-quality education system for both private and public education institutes in Pakistan.Originality/valueThe study filled the gap in the educational sector of Pakistan, where research works into leadership styles-satisfaction-performance links were few and far between.
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Farrukh, Muhammad, Jason Wai Chow Lee, and Imran Ahmed Shahzad. "Intrapreneurial behavior in higher education institutes of Pakistan." Journal of Applied Research in Higher Education 11, no. 2 (April 8, 2019): 273–94. http://dx.doi.org/10.1108/jarhe-05-2018-0084.

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PurposeThe dynamic business environment of all industries is forcing organizations to restructure their organizational philosophy and strategies to gain and maintain competitive advantage. To grapple with this rapidly changing environment, organizations are required to be more intrapreneurial in their operations. However, very few studies have been conducted on knowing the antecedent of intrapreneurship in organizations; thus the purpose of this paper is to fill this gap. This study strived to investigate the association among styles of leadership and intrapreneurial behavior (IB) of employees in the presence of psychological empowerment (PE) as mediator in higher educational institutes in Pakistan.Design/methodology/approachA deductive approach of logic was taken to formulate and test the hypotheses. A structured questionnaire was developed and sent to 350 Academic staff of Universities in Pakistan, out of which 280 responses were collected. A structured equation modeling technique was utilized to analyze the hypotheses.FindingsFindings revealed a positive impact of transformational leadership (TL) and authentic leadership on IB, while a negative association between transactional leadership and IB was found. Contrary to these results, no significant association was observed between IB and passive- avoidant leadership. In addition, mediation analysis was run using the bootstrapping function of SmartPLS. Results showed that the association among TL, authentic leadership and IB were mediated by PE; however, the association of transactional leadership, passive-avoidant leadership and IB was not mediated by empowerment.Originality/valueThis study contributed to the knowledge domain of leadership as well as intrapreneurship. The study may help practitioners and academicians understand organizational factors such as leadership behavior, which might foster IB.
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Et al., Hina Saleem. "A Journey to Cherish; How Transformational Leadership Affects Project Success through Team Performance." Psychology and Education Journal 58, no. 1 (January 29, 2021): 1156–66. http://dx.doi.org/10.17762/pae.v58i1.866.

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Purpose: The study aims to explain the role of transformational leadership style in mediating team performance and its affect on project success.Approach/Methodology/Design: The method of determining the sample used is random sampling. The study population is construction companies in Pakistan. The sample used was a size of230subordinates as respondents. Data collection is done through survey by distributing questionnaires offline that have been tested for validity and reliability. The data analysis technique used is the SEM-PLS Analysis.Findings: The results showed that transformational leadership variable positively and significantly affects project success.Transformational leadership has a positive relationship with team performance and team performance also has a positive relation with project success. This study also proves the direct and indirect affect of transformational leadership on project success.Practical Implication: Therefore, transformational leadership provides a clear understanding to improve rate of project success and team performance.Originality/Value:Increasing team performance strategy can significantly mediate the affect of transformational leadership on project success in construction sector of Pakistan.
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Dissertations / Theses on the topic "Educational leadership Pakistan"

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Zaidi, Atiya H. Education Faculty of Arts &amp Social Sciences UNSW. "Leadership behaviours of heads of schools and departments in Australian and Pakistani universities." Awarded by:University of New South Wales. School of Education, 2005. http://handle.unsw.edu.au/1959.4/23315.

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This study examines transformational and transactional leadership behaviours of heads of schools/departments, and the individual level cultural dimensions idiocentrism-allocentrism, as perceived by academic staff in Australian and Pakistani universities. The principal research aim was to investigate the relationships between academics??? attributions concerning leadership behaviours of heads of schools/departments and cultural norms in a collectivistic and an individualistic culture. Samples of academic staff were randomly selected from Australian and Pakistani universities. The Australian sample consisted of 117 academics, and the Pakistani sample comprised 120 academics. Analysis was carried out using exploratory factor analysis, multiple regression analysis, and discriminant analysis. Within the context of the research, the results suggested that Australian and Pakistani university academics had similar attribution patterns for entities related to transformational, transactional, and passive leadership behaviours, and the cultural dimension allocentrism. The results also suggested that the academics of both samples did not differentiate between various transformational leadership behaviours, and perceived the transactional leadership behaviour contingent reward as part of the transformational leadership behaviour proactive leadership. Further, the academics of both samples perceived the transactional leadership behaviour passive management-by-exception and laissez-faire leadership as a single dimension, passive leadership. Analyses identified some critical relationships between perceived leadership behaviours of heads of schools/departments and idiocentrism-allocentrism variables for the two samples. The transformational leadership behaviour participative leadership was positively related to allocentrism and self-reliance for the Australian sample. The transactional leadership behaviour active management-by-exception was positively related to positive-competitiveness and negatively related to negative-competitiveness for the Pakistani sample. Passive leadership was negatively related to leadership outcomes for the Pakistani sample. Moreover, active management-by-exception and positive-competitiveness discriminated between the two samples. Leadership of schools/departments in universities has been found to be a multifaceted phenomenon. The research suggests that academics??? perceptions of leadership behaviours, cultural norms, and context have important implications for school/department leadership in universities.
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Shah, Sahar. "An analysis of the interaction of the gender of head teachers with their leadership styles in secondary schools in Pakistan : a pragmatist perspective." Thesis, University of Cambridge, 2018. https://www.repository.cam.ac.uk/handle/1810/283493.

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This research study aims to investigate the significance of the gender of secondary school head teachers in influencing their leadership styles within the context of Pakistan. Pakistan's cultural milieu is characterized by patriarchal undertones that translate into low gender equality, particularly in terms of lower educational attainment and lesser professional opportunities for females as compared to males. Within this setting, this thesis views the relationship between gender and educational leadership through the feminist educational leadership perspective, while the contextual environment is analysed by employing an adaptation of Brofenbrenner's ecological development theory. A mixed-methods research design has been used to answer this study's research questions. The quantitative research method is based on a survey that was administered to a random sample of 350 secondary school head teachers belonging to the public and private sectors within nine districts of the Punjab province in Pakistan. The self-rater Multifactor Leadership Questionnaire was used to determine the self-perceptions of head teachers regarding their leadership styles. In addition, the qualitative research method utilizes semi-structured interviews of a purposive sample of 14 head teachers in order to obtain an in-depth understanding of how the contextual environment is perceived by head teachers and to investigate whether the head teacher's gender is a significant factor in influencing these perceptions within Pakistan's context. The survey generated 264 responses and the findings indicate that on average secondary school head teachers perceive their leadership style as being transformational; particularly private sector female head teachers have the highest mean score for the transformational leadership style, hence suggesting that the gender of secondary school head teachers does play an important role in terms of influencing how they assess their leadership styles in Pakistan's context. Furthermore, the qualitative analysis of the interviews reveals important gender-based differences in terms of how head teachers perceive their contextual environment and how they practice transformational leadership within their schools. This study's findings have implications for theory, practice and policy making in the field of educational leadership, as they emphasize the need for implementing gender-sensitive educational policies that may facilitate both male and female head teachers to perform their roles effectively as school leaders within Pakistan's context.
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Jaffery, Zafreen. "Making Education Accessible: A Dual Case Study of Instructional Practices, Management, and Equity in a Rural and an Urban NGO School in Pakistan." PDXScholar, 2012. http://pdxscholar.library.pdx.edu/open_access_etds/409.

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Two- thirds of Pakistan's primary aged children are enrolled in school and less than one-third complete fifth grade. Decades after the inception of the goal of primary education for all of its children, the state is unable to fulfill its promise of providing access to universal primary education. The failure of the government to provide for a system that ensures equitable opportunities for all of its children has resulted in individuals, for-profit organizations, and non-governmental organizations (NGOs) intervening to fill the void. In particular, international donor agencies (IDAs) have come forward to provide financial aid and personnel support for primary education. There is currently a dearth of research on the work of NGO schools in Pakistan, which leaves many unanswered questions about the role of NGO schools. Therefore, in this study, I examine the efficacy of not-for-profit, private schools managed by non-governmental organizations (NGOs) in providing quality education to primary school children in Pakistan. This study examined schools formed and supported by two NGOs in Pakistan and their impact on providing primary education. A dual case study approach involving a concentrated enquiry into two cases (a rural and an urban school) was used. The study focused on the following research question: How does an NGO school provide education to primary aged school children? Results corroborate previous key-findings that the NGO is the parent body which oversees management, provides training, mobilizes the community and generates the primary funds to run the schools. The study goes further to suggest that NGO leaders provide leverage and establish connections that are important for fund raising and creating opportunities for the schools to expand and work cost-efficiently. The rural NGO had created its own methodology for literacy instruction, which produced adult literate women who were then hired as primary teachers. In addition, it showed that the two schools use: (1) an eclectic approach to teaching which ranged from using public school's curriculum to local, contextually based materials to foreign British-based curriculum; (2) the shift in instructional strategies suggested movement from a behaviorist approach toward integrating constructivist methods of teaching; and (3) the flexibility in curriculum choices poses challenges as well as opportunities for growth for the teachers. These results help to frame future research by linking NGO school's instructional practices to those used in private and public school systems in Pakistan.
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Reza, Fawzia. "Experiences and expectations of immigrant Pakistani parents regarding parental involvement in schools." Thesis, California State University, Long Beach, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3571993.

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There is a significant body of research that establishes the benefits of early parental involvement in schools. However, very little attention has been devoted to exploring the experiences and expectations of immigrant Pakistani parents in this context. For this study, the researcher explored the experiences and expectations of immigrant Pakistani parents regarding parental involvement in their children's schools in the United States. The theoretical perspectives that guided this study were based on the teachings of Bronfenbrenner, Epstein, and Spry and Graham who explained how the environment and the surrounding community influence the child. A qualitative research design, using a phenomenological lens, was employed to interview eight Pakistani parents from diverse backgrounds. This ensured that a wide range of Pakistani parental experiences were observed and recorded. The primary data collection instruments were interviews, and publically available documents from the school websites.

Findings from the study demonstrate that Pakistani parents are very involved in their children's schooling. Their involvement includes the academic realm as well as

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Ameen, Kanwal. "Challenges of preparing LIS professionals for leadership roles in Pakistan: An analysis of the status." School of Communication & Information, Nanyang Technological University, 2006. http://hdl.handle.net/10150/105142.

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Library leadership is almost an unexplored area in LIS education and literature in Pakistan. All library education schools in the country offer management courses to impart skills needed for managing libraries but there hardly exists awareness regarding the importance of inducing leadership concept and traits—as distinct to managerial skills—among LIS academia, researchers and practitioners. The paper explores different aspects of the issue with specific reference to Pakistan by using triangular research method. The review of the literature was instrumental in developing data-gathering tools. Data was obtained from professionals through questionnaire, content-analysis, focus group, discussion and personal observation & experience. The paper identified fundamental leadership attributes required for LIS professionals and their status among professionals in Pakistan. General and specific barriers related to the profession were also identified as LIS education, poor working of professional associations, low profile among the public, low status among other colleagues in the same organization, low self-esteem and so forth. Findings suggest that emerging social, professional and technological scenario in the country requires information professionals, with leadership qualities, to foresee and create the future by timely planning and not become the victim of unforeseen changes. The role of the concerned quarters in this regard has also been suggested.
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Javed, Uzma. "Leadership for learning : a case study in six public and private schools of Pakistan." Thesis, University of Birmingham, 2013. http://etheses.bham.ac.uk//id/eprint/4393/.

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The study explores the practicability and usefulness of the Carpe Vitam Concept of Leadership for Learning (LfL) for schools in Pakistan, placing this project amongst the pioneering work that might bring a new insight for practitioners, policy makers and researchers in the South East Asian region and particularly in Pakistan. Data was collected from six public and private secondary schools with a case study approach through interviews, questionnaires and documentary analysis from six headteachers, thirty teachers, three hundred and sixty parents and three hundred and sixty students. Data was analysed with a constant comparison approach that looked for meanings through emerging themes. The study construes how leadership and learning are conceptualized and experienced differently by different stakeholders in public and private schools in Pakistan. The research highlights the importance of dialogue between all stakeholders to establish shared vision for effective learning outcomes where knowledge of self, others, organization and community supplement the entire process at all levels. The study places emphasis on an on-going process of reflection for better resilience, resourcefulness and reciprocity amongst stakeholders for effective outcomes.
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Naqvi, Tazeen Zehra. "Recipe Of Crucibles : The major antecedents that contributes in shaping the crucibles of Pakistani women to become a successful leader." Thesis, Linnéuniversitetet, Institutionen för organisation och entreprenörskap (OE), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-43768.

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Successful leadership is the dream of all the students of leadership for which various elements including personality, skills, vision etc. are mentioned by various scholars and researchers, but what is interesting to acknowledge is that all these elements are a manifest of the moment that alter the identity of an ordinary person into a successful leader. These moments are known to be called crucible of leadership.Crucible has a strong connection to the leadership but the mystery of what shapes these crucibles is an ever going process of research and narration. The fascination with studying the recipe of crucible is built on the foundation of my own crucible of leadership that shaped my skills and vision. Considering that, I decided to explore the recipe of crucible for what is close to me and for which I have the most knowledge about, I was ascertain to produce an informative piece of document for the readers with good authenticity and reality in my work. For this purpose I chose to explore the recipe of crucible for Pakistani female leaders.In the crucible of leadership, one of the most important element that plays role is the antecedents of a life story that builds a way to crucible and successful leadership. Thus, my focus of this study was to explore and narrate such antecedents that are the prime source of crucible of leadership for successful Pakistani female leaders. In order to do so, I had to get deep knowledge of the personal life of Pakistani female leaders, which I did by studying their biographies and testimonial accounts building a theory of antecedents as recipe of crucible through the approach of grounded theory.My qualitative analysis and sound coding, suggested a theory that, the most essential antecedents that hasn’t change in generation for Pakistani female leadership are the family antecedents (education, gender equality and a strong belief on principles) and social antecedents (lack of social acceptance), participating highest in shaping the crucible. Whereas, religion is a supportive antecedent but is not significantly impacting the crucible of leadership, as is widely perceived in the world. Furthermore, I concluded my study with highlighting the factor of patriarchy and role expectancy as the major hindrance in the successful female leadership in Pakistan.
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Khaki, Jan-e.-Alam. "Exploring the beliefs and behaviors of effective headteachers in the government and non-government schools in Pakistan." 2005. http://link.library.utoronto.ca/eir/EIRdetail.cfm?Resources__ID=232572&T=F.

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Books on the topic "Educational leadership Pakistan"

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Educational leadership in Pakistan: Ideals and realities. Karachi: Oxford University Press, 2010.

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Sir Syed Memorial Society (Islāmābād, Pakistan), ed. Crisis of leadership in the Islamic world: The reasons and the way out (with Pakistan as a case in point). Islamabad: Sir Syed Academy, 2012.

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Shafa, Mola Dad. Understanding how a government secondary school headteacher addresses school improvement challenges in the northern areas of Pakistan. 2003.

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Khaki, Jan-e.-Alam. Exploring the beliefs and behaviors of effective headteachers in the government and non-government schools in Pakistan. 2005.

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Book chapters on the topic "Educational leadership Pakistan"

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Showunmi, Victoria, and Maria Kaparou. "The Challenge of Leadership: Ethnicity and Gender Among School Leaders in England, Malaysia and Pakistan." In Cultures of Educational Leadership, 95–119. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-58567-7_5.

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Majocha, Elizabeth F., Marco Antonio Margarido Costa, Mamotena Mpeta, Nargis Ara, Catherine A. Whalen, and Terezinha Alves Fernandes. "Sustaining Growth of Novice Teachers to Leadership Through Mentorship Process: A Study of Praxis in Brazil, Canada, Pakistan, and South Africa." In Cultures of Educational Leadership, 195–219. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-58567-7_9.

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King, Fiona, Christine Forde, Jamila Razzaq, and Deirdre Torrance. "Systems of Education Governance and Cultures of Justice in Ireland, Scotland and Pakistan." In Cultures of Social Justice Leadership, 67–92. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-10874-8_4.

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Shahab, Palvasha. "The Land of Mourning: A Conversation with Adeela Suleman." In Interdisciplinary Studies in Human Rights, 121–28. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-73835-8_7.

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AbstractAdeela Suleman is a globally celebrated artist and sculptor. She was front and centre of the artists’ response to the Ali Enterprises Factory Fire of 2012. Under her leadership, the Vasl Artists’ Association sent out a call for submissions to artists across Pakistan and the overwhelming response was curated in the form of the exhibition titled: ‘Awaaz Baldia Factory Inferno: Artists Respond’ which was hosted by the Arts Council of Pakistan in February 2013. Her monument dedicated to those who lost their lives in the fire was also part of the one year anniversary of the fire has been placed at the Pakistan Institute of Labour Education and Research (PILER). She also facilitated several international collaborations and artists intending to engage with the fire. Palvasha Shahab sat down with her to explore her thoughts about the role that art and artists play in the face of calamities and social injustices, her relationship to Karachi and her own response to the fire.
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Butt, Atif Ikram. "Ideational Leadership and Legislation: The Right to Free and Compulsory Education in Pakistan." In Public Policy Research in the Global South, 271–91. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-06061-9_15.

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Khalily, Muhammad Tahir. "Distinctive Leadership Styles in a Collaborative Strategy for Mental Health Care Delivery in Pakistan." In Leading Research and Evaluation in Interprofessional Education and Collaborative Practice, 237–51. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-53744-7_12.

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Hoti, Amineh Ahmed, and Zahid Shahab Ahmed. "Peace Education in Pakistan." In Advances in Educational Marketing, Administration, and Leadership, 323–37. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-5225-0078-0.ch017.

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Context last year brought deep sadness and great grief to many people - including and especially the students, parents and staff in schools across Pakistan and across the world in response to children being massacred brutally at a school in KPK, Pakistan. Schools, colleges, and universities, as a result, have been converted into fortresses and a thriving business for security-wallas. A case study of this program will be prepared through both qualitative and quantitative data examining the impact of FCCU's peace education program. We are hoping that this work would initiate the process of introducing peace education interventions in Pakistan at regional and global levels. This chapter will also help other peace education programs to learn from FCCU's approach of peacebuilding.
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Anwer, Bushra, Waseem Ul Hameed, Shafqat Ali Niaz, Sitara Bibi, Muneeba Saleem, and Shazma Razzaq. "Challenges Faced by Women Leaders in Higher Education During Global Crises and Effectiveness of Their Decisions and Strategies." In Advances in Educational Marketing, Administration, and Leadership, 91–106. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-6491-2.ch006.

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In the modern societies, an increasing number of women are providing their services in different sectors of the economy such as business and industry, entrepreneurship, and more specifically in health and education sectors. Women are also serving their remarkable contributions as leader as men do. This study investigates the potentially competitive relationship between women and their leadership competencies and the challenges that women face during their professional responsibilities especially in case of any global disaster like pandemic COVID-19. Where the global crisis of the COVID-19 pandemic has greatly affected all fields of life at the same time, it has wide-ranging impact on the higher educational sector in South Asia, specifically in Pakistan. Due to the pandemic, all governments have either had to close HEIs or have transited their system to virtual learning. Countries like India, Pakistan, and Afghanistan realized that they are ill prepared for remote classes and online learning. In COVID-19, they need to manage HEIs effectively for the continuity of academic and research work.
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Iqbal, Asima. "Race, religion and school leadership: The experience of Muslim-Pakistani head teachers." In Race, Education and Educational Leadership in England. Bloomsbury Academic, 2019. http://dx.doi.org/10.5040/9781350068629.ch-010.

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Shahnaz, Ambreen, and Abdul Qayyum Khan. "COVID-19 and the Digital Identity of Faculty." In Advances in Educational Marketing, Administration, and Leadership, 235–54. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-8279-4.ch014.

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Based on Bennett's theoretical framework, “The Digital Practitioner,” rooted in Maslow's Hierarchy of Need, this mixed-method study investigated the digital identity of the Pakistani universities' faculty in the COVID-19 context. The data revealed that the faculty is willing to adopt digital identity with modesty, empathy, and positivity while the negative feelings like fear, risk, and mistakes have been accepted with optimism. The implications of the study guide the policymakers in academia to reflect on the teachers' digital identity and address their fears and challenges through institutional support and proper professional development opportunities.
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Reports on the topic "Educational leadership Pakistan"

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Baloch, Imdad, and Abeba Taddese. EdTech in Pakistan: A Rapid Scan. EdTech Hub, June 2020. http://dx.doi.org/10.53832/edtechhub.0035.

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EdTech Hub country scans explore factors that enable and hinder the use of technology in education. This includes policies, government leadership, private-sector partnerships, and digital infrastructure for education. The scans are intended to be comprehensive but are by no means exhaustive; nonetheless, we hope they will serve as a useful starting point for more in-depth discussions about opportunities and barriers in EdTech in specific countries and in this case, Pakistan. This report was originally written in June 2020. It is based primarily on desk research, with quality assurance provided by a country expert.
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