A Study of the role of Administrative Indictors in enhancing the professional performance of teachers at Secondary Level in Public Sector Secondary Schools of District Quetta

Abstract

This study investigates how administrative indicators influence the professional performance of secondary school teachers in public sector institutions of District Quetta. Teachers in this region frequently encounter administrative constraints, including limited professional development opportunities, inadequate resources, weak supervisory support, occupational stress, inequitable practices, and insufficient recognition. These issues collectively reduce motivation, job satisfaction, and instructional effectiveness. Using a qualitative case study design, data were collected through purposive sampling from teachers and administrators across selected public secondary schools. Semi-structured interviews, focus group discussions, document analysis, and field observations served as the primary data sources, while thematic analysis was used to interpret the findings. The results reveal that supportive administrative practices—such as effective leadership, mentoring, constructive feedback, fair disciplinary measures, provision of resources, and opportunities for continuous professional development—significantly enhance teachers’ performance. Conversely, factors such as unjust use of authority, lack of equality, professional abuse, and high workload-related stress were found to hinder professional productivity. The study concludes that strengthening administrative structures, improving human-relation approaches, ensuring fair practices, and enhancing professional development systems can substantially improve teacher performance in public sector schools. Recommendations include institutionalizing CPD programs, establishing mentorship systems, promoting transparent administrative procedures, and ensuring equitable facilitation for all teachers.