SCHOOL PERFORMANCE OF BOYS’ PUBLIC PRIMARY SCHOOLS WITH MALE HEAD TEACHERS: EVIDENCE FROM PUBLIC SECTOR SCHOOLS IN DISTRICT GUJRAT

Abstract

This research investigated the overall performance of boys' primary schools in the district of Gujrat, headed by male teachers, particularly in urban and rural schools. The research design was quantitative and descriptive, and a sample of 80 schools (40 urban and 40 rural) was selected using stratified random sampling. The information was gathered on a school performance observation checklist using a structured set of questions and analyzed using descriptive statistics (mean, standard deviation) and independent-samples t-tests to compare urban and rural schools. The findings showed that schools overall scored well in academic achievement, classroom practices, enrolment and retention, and school environment, with slightly lower performance in co-curricular activities. Urban schools consistently outperformed rural schools across all performance indices, and statistically significant differences were observed in academic achievement, classroom practices, enrolment and retention, co-curricular activities, school environment, and overall performance. The results indicate the significance of male head teachers' leadership in improving school performance and propose that specific interventions are required to increase resources, co-curricular activities, and the overall learning environment in rural schools.