Teacher-Related Issues in the Public Secondary Schools: A Comparative Study of Principal and Teacher Perspectives

Abstract

This study investigates the perceptions of principals and teachers regarding teacher-related problems in public secondary schools within District Quetta, Balochistan. Utilizing a descriptive, quantitative research methodology, the study surveyed 200 participants—100 principals and 100 teachers—selected via stratified random sampling from 113 secondary schools. Data analysis revealed statistically significant differences in perceptions between the two groups regarding teacher cooperation, the tendency to create problems, and the use of audiovisual aids. Conversely, participants shared similar views concerning teacher commitment, timely course completion, engagement in personal work during school hours, and the impact of political pressure. The findings highlight both consensus and divergence in stakeholder perspectives, emphasizing a crucial need for improved institutional communication and targeted professional development to foster a more effective educational environment.