Influence of Monitoring and Evaluation by Principals on Teachers' Performance in Public Sector Secondary Schools of District East, Karachi

Abstract

ABSTRACT
 

This research investigated the “Influence of Monitoring and Evaluation by Principals on Teachers' Performance in Public Sector Secondary Schools of District East, Karachi." Teachers' effectiveness significantly impacts students' learning outcomes, and the pivotal role of principals in enlightening an environment conducive to effective teaching practices is widely acknowledged. School Heads Monitoring and Evaluation practices and teachers' performance were identified as the independent variables and as the dependent variable. The study adopted a mixed research design, employing both qualitative and quantitative methodologies. The research population was all district East Karachi, comprising a total sample of sixty-six participants—sixty teachers and six principals. Quantitative data was analyzed using SPSS, encompassing descriptive, MANOVA, and multiple regression analyses. Additionally, qualitative data were analyzed thematically by coding. Ethical considerations in this study prioritize the rights, privacy, and informed consent of the participants. The overarching goal of this research was to bridge the gap between the theoretical ideals of monitoring and their practical implementation, offering valuable insights and recommendations for a more proactive approach. Quantitative findings highlighted high internal consistency in the questionnaire (Cronbach's alpha = 0.936) and varying teacher perceptions. While a positive correlation existed between classroom observations and teacher performance indicators (r = 0.185), MANOVA exhibited a significant influence of evaluation rubrics on teachers' performance with a value of 0.961. Regression analysis identified that the frequency of classroom observations and the principal's educational leadership significantly influenced teachers' beliefs, while perceived feedback effectiveness did not. Qualitative insights from interviews with principals revealed diverse approaches, emphasizing the importance of structured evaluation frameworks in enhancing teaching quality in Public Sector Secondary Schools. Ultimately, the study aims to contribute towards enhancing educational outcomes within District East, Karachi, by proposing measures to improve the implementation of Monitoring and Evaluation practices in Public Sector Secondary Schools.

          KEYWORDS

          Monitoring and Evaluation (M&E), Teachers' Performance, Public Secondary Schools