Effect of Principals’ Instructional Management Practices on School Culture

Abstract

School principals are the key people who run the affairs of the school and have a direct link with all activities happening on the campus. The principal’s basic responsibility is to visit classes, observe teachers, check lesson plans, coordinate curriculum, and evaluate student’s results. Subsequently, developing school development plans. This study investigated the effect of principals’ instructional management practices on school culture. A causal-comparative research design was used to conduct this study. The population of the study was 400 secondary public and private school teachers. Data was collected from the district of Lahore, Pakistan.  For data collection, two tools were used: PIMRS by Phillip Hallinger, which consists of 50 questions with 10 subscales, and School Culture Survey by Steve Gruenert and Jerry Valentine, which consists of 35 questions. SPSS software was used to analyze the data, and regression, t-test, and independent sample t-test were applied. This study found that public sector secondary school principals are highly effective in school culture. This study will benefit the school principals, teachers, policymakers, and master trainers.