EXPLORING SCHOOL EFFECTIVENESS OF SECONDARY SCHOOLS IN THE PROVINCE OF PUNJAB, PAKISTAN

Abstract

School effectiveness remains a critical concern in educational systems worldwide, particularly in developing countries where quality education is essential for national development. This study explores the school effectiveness of secondary schools in the Punjab province, Pakistan, examining five key dimensions: safe and orderly environment, opportunities to learn, frequent monitoring of student progress, home-school relations, and clear school mission. The study employed a quantitative correlational research design with a sample of 443 teachers from public and private secondary schools across three districts (Okara, Sahiwal, and Faisalabad). A self-administered questionnaire was used to collect data, and analysis was conducted using SPSS version 27 and Mplus version 8.3. Results revealed that schools demonstrated high levels of effectiveness across all dimensions, with opportunities to learn receiving the highest ratings. Significant differences were found based on the gender of the principal and the type of school, with male principals and private schools reporting higher levels of school effectiveness. However, no significant differences were observed based on school locality, principal education level, or principal age. Exploratory and confirmatory factor analyses confirmed the five-factor structure of the school effectiveness instrument. These findings provide valuable insights for policymakers and school leaders seeking to enhance educational quality in Punjab's secondary schools.