LEADING WITHIN LIMITS: PRIVATE SCHOOL HEADS’ EXPERIENCES OF AUTONOMY, CONTROL, AND PROFESSIONAL CONFLICT

Abstract

This study intends to interpret the experiences of private school heads regarding school autonomy. This study used a phenomenological research design based on an interpretative approach. Purposive sampling was done to reach participants. The researcher collected data from eight school heads and teachers of private chain schools of Lahore, Pakistan. Thematic data analysis was done to draw codes. Overall analysis highlighted the experiences of private school heads regarding school autonomy. The extent of autonomy is different across schools and even across different domains within the same school. School heads are allowed administrative autonomy to a good extent. Pedagogical autonomy is partially practiced in schools and pedagogical creativity is compromised. Financial and personnel autonomy are recognized as the most limited and externally controlled areas. Budget and resource allocation decisions are made by external authorities. School heads play an advisory role as they put up the resource demands, while the provision of funds and resources is subject to approval from authorities. School heads’ experiences indicate the emotional, professional, and value-based conflicts they face while exercising autonomy in schools. Transparent policies should be designed to explicitly define the extents of autonomy for school heads and teachers to seek psychological and professional stability. Future researchers may conduct a comparative analysis of autonomy in public and private schools to explore how governance structure influences autonomy.