Investigating Student-Related Challenges: Insights from Principals and Teachers in Quetta’s Public Secondary Schools
DOI:
https://doi.org/10.70670/sra.v3i4.2464Keywords:
Student-related challenges, Public secondary schools, Principals' perspectives, Teachers' perceptions, Educational management, Comparative analysis, District Quetta.Abstract
This study investigates the perceptions of principals and teachers regarding student-related challenges in public secondary schools in District Quetta, Balochistan. Grounded in the need to bridge the administrative-classroom gap, this quantitative research utilized a descriptive design with a stratified random sample of 100 principals and 100 teachers. Data were analyzed using SPSS, with ANOVA employed to identify significant differences in stakeholder perspectives. Results indicate that while both groups share similar views on student responsiveness to teaching, part-time work prevalence, and the academic impact of time constraints, significant divergences exist regarding general student characteristics and behaviors. Specifically, ANOVA results revealed statistically significant differences (p < 0.05) in perceptions concerning student energy and intelligence (F=6.565, p=0.011), timely task completion (F=39.747, p=0.000), prevalence of problematic behaviors (F=13.935, p=0.000), and the burden of socio-economic backgrounds (F=14.756, p=0.000). These findings suggest that principals generally maintain a more optimistic outlook, whereas teachers’ perceptions are rooted in direct classroom experiences. The study underscores the need to foster collaborative communication channels between school leadership and teaching staff to create unified, effective support systems that address the multifaceted needs of students in public secondary education.
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