Leadership Practices and the Implementation of Assessment Policy Across Punjab: Awareness, Training, Preparedness, Monitoring, Restructuring Needs

Abstract

This study identified the effectiveness of leadership practices for the implementation of Assessment Policy Framework (APF 2019) in elementary schools in Punjab, Pakistan. Based on Fullan model of change in education, the study analyzes the main aspects of leadership; awareness, training, preparedness, monitoring, perception and needs of restructuring. Quantitative research design was applied with the help of a survey method to gather data from 210 school heads who were chosen through multistage sampling technique. Validity was assessed through panel of experts. Pilot study was conducted to identify the reliability of the instrument from the responses of 100 school heads that showed 0.94 Cronbach alpha that indicates high reliability of the instrument. IBM (SPSS version 24) were used for data analysis High mean scores of school head responses towards the Assessment Policy Framework (APF), implied that they were ready to implement it, but difference was identified on the basis of age- and experience related differences. These disparities coupled with scarcity of resources affected perceptions in urban and rural areas like awareness, vision building, satisfaction, and restructuring needs.  To address the gap and promote quality education for all students, policies should be implemented that specifically address resource disparities between schools.