A Comparative Study of Educational Contributions of a Private and Government District Level Educational Administrators in Northern Pakistan
Keywords:
District level educational administrators; Public education: Private education; Instructional developmentAbstract
The twenty-first century provided an enabling space for global community to vouch the provision of equitable quality education to every member of the planet earth. Public-private partnerships are forged to achieve these objectives under Sustainable development goals. To learn the impact assessment of quality contribution of quality education, it is important to assess instructional contributions as well. Through the application of qualitative methods, this study examines the instructional contributions of private and government District Level Educational Administrators in Pakistan. The study maintains that factors such as professional development opportunities, accountability mechanism, and nature of support played an important role in the instruction-oriented behavior of the private District Educational Administrator. The government District Educational Administrator, who was more inclined to take care of administrative related tasks, seemed less instrumental in promoting instruction in government schools. The study suggests that proper orientation, as well as a system of checks and balances, might enable the government administrators to adopt a course of action that could contribute to the qualitative improvement of government schools.