Impact of Head Teacher Participatory Management Practices on the Performance of Secondary Schools of Hyderabad Division

Abstract

This research illustrates the impact of school managers' at head teacher level on the school culture and students’ academic achievement. School culture encompasses several aspects such as communication, cooperation, empowerment, opinion, which delineate the environment to work for teachers and to learn for students. This study adopts a sequential explanatory mixed method approach integrating quantitative and qualitative data collection. The study used a descriptive research design to get information from government secondary schools in District Hyderabad. Stratified random sampling was used to choose participants, and self-made questionnaires were used to get feedback from teachers and students. The study found that teachers had low average scores in the areas of communication and decision-making. Teachers responded positively to feedback and recognition yet they wanted more constructive input despite valuing timely feedback. Students revealed academic performance concerns related to teaching methods and engagement which demonstrates a requirement for more interactive learning strategies. The research finds that head teachers need to enhance participatory management methods to establish an inclusive school environment and boost student learning results. The study emphasizes how crucial it is to improve school-level participatory leadership practices in order to promote a positive school climate and, eventually, improve student academic performance.