A COMPARATIVE ANALYSIS OF POLICY PROVISIONS IN SINDH, INFLUENCING THE ROLE OF THE PRIMARY TEACHER IN THE CONTEXT WITHIN THE OLD AND NEW SCHOOL HIERARCHIES

Abstract

The purpose of this study is to draw a comparative analysis of the policy provisions in primary education system of Sindh in an attempt to measure the implications of administrative hierarchy alteration to the professional role of the primary school teacher. Traditionally, ruling and Dominant systems have involved the reflective Primary teacher as in isolation model, which is exemplified by strict bureaucratic systems that disadvantaged teachers of agency, professional development possibilities and decision making (Lortie, 1975). As a solution to the institutional failures of the previous hierarchy system, the Government of Sindh implemented the Cluster-Based School Management (CBSM) policy focusing on decentralising the authority, ensuring equity in resources and offering academic support at localized levels. This paper uses a Qualitative Document Analysis (QDA) approach based on a Social Constructivist Framework to make a critical comparison of the particular policy texts of the old district-based hierarchy and the new cluster system. This analysis in particular examines how the language in such documents forms the identity and professional autonomy of the teacher. Results indicate that there is a major policy contradiction, namely; although the new system is effective in bringing mentoring mechanisms, the requirements about financial autonomy (DDO powers) only shift administrative power to the Principal of the Cluster Hub, instead of actually devolving power to the primary teacher. Such structural incompetence threatens to strengthen the role of a teacher as a mere implementer and can have a harmful impact on professional morale. The research ends with specific suggestions to the SELD and policymakers to amend the policy text, in such a way that the authentic empowerment initiatives can be implemented on the basis of a humanistic and an efficient implementation model.