A Comparative Study of Boys’ Public Primary School Performance of Male and Female Head Teachers in District Gujrat

Abstract

The scope of this research was to investigate and compare the general performance of the boys in the public primary schools headed by male and female teachers in District Gujrat. Quantitative research design based on descriptive research design was used. The sample was made up of 160 schools; 80 male head teachers and 80 female head teachers. A school performance observation checklist was used to collect data and a structured questionnaire, which included some of the key indicators of academic achievement, classroom practices, enrollment and retention, co-curricular activities, and school environment. T-tests were determined and means and standard deviations were calculated as descriptive statistics in order to compare the performance of male and female directed schools. These findings showed that female-led schools were slightly higher in the mean score in all indicators but the difference was not significant. On the whole, male and female head teachers showed similar performance in terms of school performance, which makes it apparent that the competencies of a leader, as opposed to gender, are defining success of schools. The policy, leadership development and resource allocation implications of the findings are related to the areas of public primary education.