PERSONAL SKILLS OF SECONDARY SCHOOL PRINCIPALS: A COMPARATIVE STUDY OF PRINCIPALS' AND TEACHERS' PERCEPTIONS

Abstract

This quantitative study investigated the perceptions of public secondary school principals and teachers in District Quetta regarding the personal skills of school principals. Employing a descriptive quantitative research design, the study sampled 100 principals and 100 teachers from 113 government secondary schools. Data were collected via a structured questionnaire and analyzed using descriptive statistics and One-Way Analysis of Variance (ANOVA). Results revealed a pervasive and statistically significant perceptual gap across all eight examined aspects of principals' personal skills. Significant differences were found in perceptions regarding: establishing professional relationships with teaching faculty (Sig. = 0.000), enjoying good relationships with the local community (Sig. = 0.003), sharing and communicating relevant information (Sig. = 0.000), the regularity of staff meetings (Sig. = 0.000), incorporating inputs in administrative decisions (Sig. = 0.000), arranging gatherings with students (Sig. = 0.000), providing support for teacher decision-making (Sig. = 0.000), and consistently providing a conducive learning environment (Sig. = 0.000). In all instances, principals held more positive self-perceptions compared to the perceptions held by teachers. This consistent pattern of discrepancy highlights a critical need for attention to communication, relationship building, and shared understanding between school leadership and teaching staff in District Quetta's secondary schools. Addressing these perceptual gaps is crucial for enhancing overall school effectiveness, improving teacher morale, and ultimately benefiting student outcomes.