Challenges Faced by Head Teachers During Interaction with Divisional Management in Secondary Schools at Hyderabad Region, Pakistan

Abstract

This research focuses on the issues that secondary school head teachers face when interacting with divisional management in the Hyderabad Region of Sindh, Pakistan. The entire population consisted of 730 headmasters and headmistresses from 9 districts in Hyderabad Division. A sample of 258 participants was obtained through stratified random sampling. Data collection involved a structured questionnaire that captured independent variables (challenges of bureaucracy, poor communication, resource allocation, and diminished autonomy) as well as a dependent variable (institutional effectiveness evaluated through school performance metrics including student achievement, teacher satisfaction, and operational efficiency). These relationships were tested with Hypotheses and Chi-Square analysis. The analysis revealed significant relationships (p<.05) suggesting that the stated challenges adversely influence institutional effectiveness. The major highlighted findings are that poor communication and bureaucratic hurdles are the dominating challenges, proposing the need for policy changes directed towards providing better administrative support and enhanced autonomy. This study advances the understanding of the dynamics of administration in the education system of Pakistan and suggests developed interaction training programs for head teachers and divisional managers.