AN ANALYSIS OF TEACHERS’ COLLABORATIVE EFFORTS AS A DETERMINANT OF EFFECTIVE SCHOOL MANAGEMENT

Abstract

Teachers are key stakeholders in the education sector, entrusted with responsibilities encompassing teaching, leadership, and school management. This study examined the role of teachers’ collaboration in promoting effective management of secondary schools in Khyber Pakhtunkhwa, Pakistan. The objectives were to identify the impact of teachers’ collaboration on school management and to propose strategies for enhancing collaborative practices among school staff. A quantitative research design was employed, targeting a population of 3,419 secondary school teachers, from which a sample of 346 was selected through simple random sampling. A structured questionnaire was developed, validated, and piloted for data collection. Self-administered questionnaires were used, and the data were analyzed using mean scores, standard deviations, and chi-square tests. Findings indicated that teachers actively collaborate in managing academics, co-curricular activities, and school finances; overseeing material and human resources; maintaining school hygiene; and responding to emergencies. Based on these findings, the study recommends targeted professional development programs for both teachers and school heads to strengthen collaborative practices and enhance the management of secondary schools.