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5.1 INTRODUCTION
Schools make a remarkable impact in the progress of the society. They shape
the future of the humanity by accommodation the learners and provide them
with opportunities for total development of their personality. The effectiveness
of a society could be measured by the quality of education imparted in schools.
Hence schools lay a strong foundation for the progress and change in the
society.
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achievements ‘outputs’ but must also involve judgments about the goals (part
of ‘inputs’) Fraser (1994)
The definition of effective schools differs from one content to the next.
Clark, Lotto and McCarthy (1980) view school success “as positive changes in
any one, or a combination, of the following four variables:
1) Student achievement,
Lezotte (1991) in his study found out seven correlates of effective schools
which evolved the original correlates shared by Edmonds (1982) and added
two variables by actual research findings:
1) Instructional leadership,
According to Lee Baldwin, Freeman Coney, Diane Fridg and Roberta Thomas
School Effectiveness is determined by the following components.
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Effective instructional leadership
Clear and focused mission
Safe and orderly environment
Positive school climate
High expectations
Frequent assessment/monitoring of student assessment
Emphasis on basic skills
Maximum opportunity for learning
Parent/community involvement
Strong professional development
Teacher involvement in decision – making.
Effective schools include students, teachers, parents, and principals who are
willing to assume leadership roles and play a very important role in the
functioning of school. Since effectiveness of schools are measured in terms of
achievements of its objectives and learning outcomes of its students, the main
focus of its objectives the learning culture of the schools need to be focused. In
other words, the effective functioning of an organization lies in a strong School
Learning Culture and Leadership Behaviour of the head of the school.
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establish classroom culture, and encourage children to take concern to bloom to
their utmost potential. In other words, learning cultures refers to an educational
model designed to ensure learning of every student.
In other words, learning culture is the existence of a set of values and norms,
practices and attitudes, within a school which support and encourage the
continuing process of learning of every person in school and enables him to
become competent and effective.
The following factors determine the School Learning Culture and finds relation
between the learning environment and students’ motivation, affect, and
behaviour.
Healthy and sound School Learning Cultures correlate strongly with increased
student achievement and motivation, and with teacher productivity and
satisfaction. It correlates with teachers' attitudes toward their work. In an
environment with strong organizational ideology, shared participation,
charismatic leadership, and intimacy, teachers experience higher job
satisfaction and increased productivity. School Learning Culture could be
characterized as the beliefs, attitudes, and behaviours in terms of how
individuals consider and think about each other, the degree to which
individuals feel included and appreciated and rituals and traditions reflecting
collaboration. It also provides a concrete set of practices that teachers can use
to create strong classroom learning cultures characterized by equity,
engagement, achievement, cooperation, and distributed leadership
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School learning culture is seen as an interaction of the following three factors:
The attitudes and beliefs of persons (inside the school and in the external
environment);
The relationships between persons in the school;
The cultural norms of the school.
The above said factors may act as barriers to change or may act as a link to
long-lasting realization of school effectiveness. The interrelatedness of these
dimensions of the school strongly influences the effectiveness of schools.
School Learning Culture is perhaps one of the most fundamental aspects that
have far reaching influences on the School Effectiveness. A strong learning
culture of the school could be intensely influenced by the behavior if its head.
A leader and his behaviour play a vital role in establishing the School Learning
Culture and may promote high School Effectiveness.
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Whether managing a team at work, captaining a team or leading a major
corporation or educational organization, Leadership Behaviour is crucial to
success. Consciously, or subconsciously, one has to use some of the leadership
Behaviour featured, at least some of the time. By understanding these
Leadership Behaviour and their impact, one can become a more flexible, better
leader.
Transformational Leadership
Transactional Leadership
Laissez-faire (non-leadership)
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“To equip children of the State with specified knowledge, skills and values to
enable them to become good human beings and productive, socially
responsible citizens and to achieve excellence in whatever they do.”
Children in their formative years spend eight long hours every day at the
school. School is the basic foundation for the overall development of a child. It
is a place where children acquire knowledge on various aspects such as people,
literature, history, mathematics, politics, and other numerous subjects which
decide his/her future life and the future of the society. School life is highly
significant for a child to succeed and achieve his dreams and to get higher
education, a good job, acquire useful life skills and lead a better life. School
serves as a socializing agency and prepares the child for a good social life.
School is the first stepping stone in the life of a child, wherein he/she develops
hobbies, refines them, learns basic etiquettes, acquires skills at multi-tasking,
develop social skills. The school plays a significant role in equipping a child
for a quality life as an adult. School, is a channel of building confidence,
promoting team spirit and teaching life skills which make children competent
and courageous to dace the future. School through tits established schedule
guides the youngsters and enables them to become the effective and
productive members of society which is the utmost important goal of school
education in the present time.
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that establishes student conscientiousness for learning and consequently leads
to shared ownership, high expectations and pride in those concerned with the
school. School Learning Culture and Leadership Behaviours of their heads may
play a vital role in effective functioning of schools.
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would propel the teachers to teach innovatively and effectively and therefore,
would bring about an enhancement in the motivational level learning of the
learners.
Since secondary education stands as a bond between the elementary and higher
education, and takes a significant role in building up the personality of an adult
student and makes him or her responsible adult of the society. The future of a
child primarily depends upon the education it receives at the secondary level.
Secondary schools have a vital role in the making of the future generation of
our country. Apart from preparing the foundation and focus for the higher
education of a child, secondary education can be a channel to shaping and
determining a child’s future as a responsible and contributing citizen of a
nation. To make it reality, a deep understanding of school learning culture and
Leadership Behaviour of the Heads of institutions and their influence on school
effectiveness is desirable. Hence the researcher found a high scope for research
in this area. Significance of the present study lies in the fact that accurate
knowledge of the various aspects of a prevailing system leads to reforms and
enhances the effectiveness of schools. The review of related literature too has
shown that there are no studies in Indian conditions examining the influence of
School Learning Culture and Leadership Behaviour on School Effectiveness of
Secondary schools. Hence, this investigation is a modest venture in this
direction.
This research study is based on all of the relevant thinking and research that has
preceded it, and hence contributes to thinking and research in the field.
The studies reviewed have been classified into following three sections:
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2.4 Studies related to Studies Related to Leadership Behaviour and School
Effectiveness
2.5 Studies related to School Learning Culture and Leadership Behaviour
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Jansen,(1995); Levine and Lezotte,(1995); Cheng
and Wong,(1996); Baker and Colleahues,(1999);
Baker and Colleahues,(1999); Harber and
Muthukrishna,(2000); Farida and Madeeha,(2000);
Willms and Somers,(20010; Schaffer et al,(2002);
Walker and Dimmock,(2002); Baker, Brian and
Letendre, (2002); Niu and Sternberg,(2003);
Heyneman,(2004); Teddlie and Reynolds,(2005); De
Eardra Albert Green,(2005); Iqbal
Muhammad,(2005)
The present study intends to analyze the level of School Learning Culture and
Leadership Behaviour of Heads of the Secondary schools and also to find out
its influence on school Effectiveness.
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Hence the present study is entitled,
15. To assess the level of School Learning Culture with respect to the
following categories:
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18. To find out if there is a significant difference with respect to School
Effectiveness between/among the following categories of Secondary
Schools:
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There is no significant difference between/among the following categories of
Secondary Schools in School Effectiveness:
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Major Hypothesis HO.3
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5.7 VARIABLES OF THE STUDY
Main Variable
School Effectiveness
Criterion Variable
Background Variables
Type of School
Locality of School
School Effectiveness
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In this study School Effectiveness is represented by the scores on School
Effectiveness Questionnaire (SEQ) (1993) developed by Lee Baldwin,
Freeman Coney III, Diane Fardig, Roberta Thomas.
This refers to the mission of the school articulated throughout the school in a
manner that teachers, parents, and students understand. The school’s goals,
objectives and policies, and procedures, means of assessment and ways of
delivering services are clearly stated and the instructional goals are
communicated to students by the teachers.
This refers to the school climate which reflects an ambiance of trust, respect,
and caring amongst administrators, teachers, parents, and students. Cultural
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differences are celebrated and never cause a hindrance in the educational
process. Everyone is recognized for his or her accomplishments.
High Expectations
This refers to all students who are expected to learn and behave at high
standards. The school ensures that teachers, parents, and students are aware of
their respective roles and are knowledgeable of their expectations
This refers to the school which has well-defined basic skills within content
areas and has standards for all student achievement. Critical/higher-order
thinking skills such as problem solving are also emphasized. These basic skills
are evident in elective subjects as well.
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Parent/Community Involvement
This refers to the school keenly seeks parent and community participation in
the development of the school’s mission, policies, and procedures. In addition,
parents and community members support the school’s curricular and
extracurricular activities with resources and services. Parents have a voice
developing school policies.
..
This refers to teachers as a important component of the school team. They are
involved in decisions related to school planning and budgeting and developing
the school’s mission and goals as well as developing and implementing school
policies and procedures.
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Perceptions of teacher’s goals: This refers to students’ perceptions that
their teacher emphasizes engaging in academic work in order to
demonstrate competence
Perceptions of the goal structures in the classroom: This refers to
students’ perceptions of the purposes for engaging in academic work
that are emphasized in the classroom.
Achievement-related beliefs, attitudes, and strategies: This refers to
students’ perceptions of their competence to do their class work and to
strategies that are used by students so that if subsequent performance is
low, those circumstances, rather than lack of ability, will be seen as the
cause.
Perceptions of parents and home life. This refers to students’
perceptions that their parents want them to demonstrate their
competence and their concern or discomfort because their home life and
school life are different.
Perception of the goal structure in the school; refers to the perception
of teachers of what the school conveys to students the purpose of
engaging in academic work to demonstrate their competence.
Goal related approaches to instruction: This refers to the strategies
used by teachers that convey to students that the purpose of engaging in
academic work is to develop comp
etence.
Personal efficacy: This refers to the teachers’ beliefs that their
contributions to academic progress of the students are significant and
they teach all students effectively
The School Learning Culture in this study is represented by the scores on The
Patterns of Adaptive Learning Survey (PALS)(2000) developed byCarol
Midgley, Martin L. Maehr, Ludmila Z. Hruda, Eric Anderman,
LynleyAnderman.
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Leadership Behaviour
Transformational Leadership
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Display a sense of power and confidence
This refers to the Heads of Secondary schools to motivate the staff providing
meaning and challenge to their followers’ work. Individual and team spirit is
aroused. Enthusiasm and optimism are displayed. The Head of the Schools
encourages followers to envision attractive future states, which they can
ultimately envision for themselves.
This refers to the Heads of Secondary schools that stimulate their staff and
students’ effort to be innovative and creative by questioning assumptions,
reframing problems, and approaching old situations in new ways. There is no
ridicule or public criticism of individual members’ mistakes. New ideas and
creative solutions to problems are welcomed by the staff members.
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Individual Consideration (IC)
This refers to the Heads of secondary Schools who pay attention to each
individual’s need for achievement and growth by acting as a coach or mentor.
The staff members are developed to successively higher levels of potential.
New learning opportunities are created along with a supportive climate in
which to grow. Individual differences in terms of needs and desires are
recognized among the students.
Transactional Leadership
This refers to the Heads of the Secondary schools who display behaviours
associated with constructive and corrective transactions. The constructive style
is labeled contingent reward and the corrective style is labeled management-by-
exception. The Heads of the schools define expectations and promote
performance to achieve these levels.
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Focus attention on irregularities, mistakes, exceptions, and deviations
from standards.
Concentrate my full attention on dealing with mistakes, complaints and
failures
Keep track of all mistakes
Direct my attention toward failures to meet standards.
Passive/avoidant Behaviour
Management-by-Exception: Passive(MBEP)
Laissez-Faire (LF)
Type of Schools
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In this study the Secondary Schools are categorized in to three types namely:
Educational divisions
The state of Karnataka is divided into four educational divisions namely
Bangalore, Belgaum, Gulbarga and Mysore.
Locality of Schools
In his study Locality of Schools is divided into two types depending on the size
of the population in the area namely:
Urban
Rural
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The data was collected by the researcher personally by visiting the schools and
administered School Learning Culture scale namely The Patterns of Adaptive
Learning Survey (PALS), Multifactor Leadership Questionnaire (MLQ), and
School Effectiveness Questionnaire (SEQ) to the heads of secondary schools,
the teachers, the students and the parents. They were informed about the
purpose of this research study. They were instructed to fill in the tools and
necessary clarifications were given. Sufficient time was given to fill the three
tools.
5.10 SAMPLING
The sample for the study was selected using the proportionate stratified random
sampling technique.
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Figure No -5.1: Flow Chart showing the procedure of sample selection
Secondary Schools (31) Secondary Schools (28) Secondary Schools (30) Secondary Schools(31)
P.A (10) P.U.A (10) GOVT(11) P.A(11) P.U.A (8) GOVT (9) P. A (10) P.U.A (10) GOVT(10) P. A(10) P.U.A(11) GOVT(10)
31 31 31 31
Students Students Students Students Students Students Students Students Students Students Students Students
(150) (170) (131) (116) (120) (100) (64) (70) (55) (72) (85) (60)
Teachers
Teachers Teachers Teachers Teachers Teachers Teachers Teachers Teachers Teachers Teachers Teachers
(40)
(50) (30) (35) (43) (32) (35) (40) (25) (32) (38) (30)
Parents Parents Parents Parents Parents Parents Parents Parents Parents Parents Parents Parents
(150) (170) (131) (116) (120) (100) (64) (70) (55) (72) (85) (60)
Heads Heads Heads Heads Heads Heads Heads Heads Heads Heads Heads Heads
(10) (10) (11) (11) (8) (9) (10) (10) (10) (10) (11) (10)
P. A –Private Aided
P.U.A- Private Unaided
GOVT- Government
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Table No. 5.2: Table showing the Sampling According to Divisions
Heads
Type of Schools Students Teachers Parents of
Division
Schools Schools
Private
Bangalore
Aided 10 150 40 150 10
Private Un
Aided 10 170 50 170 10
Government
11 131 30 131 11
Total
31 451 120 451 31
Private
Belgaum
Aided 11 116 35 116 11
Private Un
Aided 8 120 43 120 8
Government
9 100 32 100 9
Total
28 336 110 336 28
Private
Gulbarga
Aided 10 64 35 64 10
Private Un
Aided 10 70 40 70 10
Government
10 55 25 55 10
Total
30 189 100 189 30
Private
Mysore
Aided 10 72 32 72 10
Private Un 11
Aided 85 38 85 11
Government
10 60 30 60 10
Total
31 217 100 217 31
GRAND
TOTAL 120 1193 430 1193 120
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Figure No 5.1 and Table No 5.1 show the sample drawn from the various unit s
and their number of sample selected for the study. The proportion of the sample
was selected according to Daryle W. Morgan’s table. Accordingly, 31
Secondary Schools from Bangalore, 28 from Belgaum, 30 from Gulbarga and
31 Secondary Schools from Mysore were selected and from the these schools
451 students from Bangalore, 336 students from Belgaum, 189 students from
Gulbarga and 217 students from Mysore divisions were selected.
120 teachers from Bangalore, 110 teachers from Belgaum, 100 teachers from
Gulbarga and 100 teachers from Mysore divisions were selected from the
selected schools.
451 parents from Bangalore, 336 parents from Belgaum, 189 parents from
Gulbarga and 217 parents from Mysore divisions of were selected.
Hence the sample included 120 Secondary Schools, out of which 1193
students, 430 teachers, 1193 parents and 120 Heads of Secondary Schools of
Karnataka were selected from four educational divisions.
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5.3 Tools Used for Collection of Data
The tools used to measure the variables and to collect the data are shown
in table no 5.1
Carol Midgley,
School
Learning Martin L. Maehr, Ludmila Z. Hruda,
Culture The Patterns of Eric Anderman, Lynley
Adaptive Learning Anderman,(2000)(modified by the
Survey (PALS) researcher)
(translated to Kannada by the
researcher
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5.12 STATISTICAL TECHNIQUES EMPLOYED TO ANALYZE THE
DATA
The Statistical Package for the Social Sciences (SPSS) version 17.0 was used
to analyse the collected data and all the hypotheses were tested at 0.05 and 0.01
levels of significance. The following statistical techniques were used for the
analysis of the data:
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5.13 LIMITATIONS OF THE STUDY
The major findings that emerged out of the present study are presented below.
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division possess high level of School effectiveness 90% of Secondary
Schools of Mysore division, 67.9% of Secondary schools of Belgaum
division, 58.1% of Secondary Schools of Gulbarga division and 39.4%
of Secondary Schools of Bangalore division possess average level of
School effectiveness.41.9% of Secondary schools of Gulbarga division
and only 10% of Secondary Schools of Mysore division possess low
level of School Effectiveness. None of the Secondary schools of
Bangalore and Belgaum division were found to have low level of School
Effectiveness.
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7. None of the Secondary Schools were found to possess strong School
Learning Culture in Gulbarga and Mysore division and none of the
Secondary Schools in Bangalore and Belgaum division were to found
with weak School Learning Culture. 66.7% of Secondary Schools in
Mysore division, 64.5% of Secondary Schools in Gulbarga division,
50% of Secondary Schools in Belgaum division and 45.5% of
Secondary Schools in Bangalore division were found to possess
moderate School Learning Culture. 54.5% of Secondary Schools in
Bangalore division and 50% of Secondary Schools in Belgaum possess a
strong School Learning Culture. 35.5% of Secondary Schools in
Gulbarga division and 33.3% of secondary Schools in Mysore division
possess weak School Learning culture.
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of Heads of Private Unaided Secondary Schools and only 2.5% Private
Aided Secondary Schools possess Transactional Leadership Behaviour.
A majority (70.5%) of the Heads of Government Secondary Schools
also were found to possess Passive Leadership Behaviour. None of the
Head of Private Aided Secondary Schools and Private Unaided
Secondary Schools were found possessing passive Leadership
Behaviour.
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13. A significant difference was found in the level of School Learning
culture of Government, Private Aided and Private Unaided Secondary
Schools. The study revealed that Private Unaided Secondary Schools
were found to possess stronger School Learning Culture when compared
to Government and Private Aided Secondary Schools.
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19. A significant difference was found in the level of School Effectiveness
of Government, Private Aided and Private Unaided Secondary Schools.
The Private Unaided Secondary schools were found possess higher level
of School Effectiveness when compared to Private Aided and
Government secondary Schools.
21. It was found that Private Aided Secondary Schools and Private Unaided
Secondary Schools do not significantly with respect to their School
Effectiveness and School Learning Culture.
23. The study revealed that School Learning Culture was found to be a
good predictor of School Effectiveness.
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the orientation and knowledge of the factors determining the School
Effectiveness are given. Programmes could be organized to improve
effective instructional leadership, have a clear and focused mission, to
provide a safe and orderly environment and a positive school climate,
develop high expectations, recognize the need for frequent
assessment/monitoring of student assessment, give emphasis on basic
skills, provide maximum opportunity for learning, improve
parent/community involvement, master a strong professional
development, and teacher involvement in decision –making. The ample
knowledge of these factors and creative ways and means of developing
these in schools will certainly bring about a positive growth in the
effectiveness quality of education in Government Secondary Schools.
The practice of measuring the School Effectiveness at regular intervals
should be made mandatory and incentives could be given by the
Department of Education for such schools which prove to show progress
in School Effectiveness.
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The training for strong professional development will help the teachers
to endeavor to maintain and boost their professional status. The other
assignments to teachers to during class hours could be minimized as to
avoid classroom disruption where teachers are enabled to spend their
time with students in teaching. This will help the teachers to concentrate
on their task of teaching, spend their time on instruction and students
will benefit from not only by their teaching but by the guidance of
teachers which would create a happy learning experience.
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promote positive School Learning Culture in their respective schools
which will result in high School Effectiveness.
It was found that none of the Secondary Schools were found to possess
strong School Learning Culture in Gulbarga and Mysore divisions and
none of the Secondary Schools in Bangalore and Belgaum division were
to found to possess weak School Learning Culture. The management of
the schools should strive to foster positive attitudes in staff inside the
school and in the parents and community. Regular parent teacher
meeting with input sessions on academic issues faced by schools could
be discussed and remedies could be sought with the suggestions of
parents and community involvement.
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promoting School Learning Culture among the students, teachers and
parents. The teachers of Government Schools face many challenges as
they are engaged in many other related programmes organised by the
department for which they have to be out of schools for a longer period
at times. The department should reduce the assignment of non-academic
tasks to teachers’ during school hours.
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Leadership building training programme to build transformational
leadership could be organized by the school management. The
managements of schools and education department should strive to
promote good and effective leadership in schools. The heads should
appraise the performance of teachers. Regular staff meetings, evaluation
of academic related programmes should be noted feature of a school.
The head should set achievement standards and monitoring of the same
should be done.
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Effectiveness. The management and government authorities could
organize leadership training to enhance the awareness of leadership task
importance and value. Continuous evaluation and supervision by the
BEO’s or DIET’s could also help the heads of schools to be more
conscious of the leadership role among the head of the school and would
enable them to discharge their responsible task promptly.
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