Head Teachers' Perspectives on School Drop-Out in Secondary Schools in Rural Punjab, Pakistan

Autor/inn/en	Mughal, Abdul Waheed; Aldridge, Jo
Titel	Head Teachers' Perspectives on School Drop-Out in Secondary Schools in Rural Punjab, Pakistan
Quelle	In: Educational Studies: Journal of the American Educational Studies Association, 53 (2017) 4, S.359-376 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1946
DOI	10.1080/00131946.2017.1307196
Schlagwörter	Principals; Administrator Attitudes; Secondary Schools; Rural Schools; Secondary School Students; Interviews; Dropout Rate; Socioeconomic Influences; Student Characteristics; Tests; Student Promotion; School Policy; Language of Instruction; English (Second Language); Academic Failure; Teacher Role; Relevance (Education); Foreign Countries; Gender Differences; Educational Quality; Intervention; Qualitative Research; Pakistan + Suchen Sie Ihr Suchwort? Principal; Schulleiter; Sekundarschule; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Sekundarschüler; Interviewing; Interviewtechnik; Sozioökonomischer Faktor; Examination; Prüfung; Examen; Support of studies; Studienförderung; Schulpolitik; Teaching language; Unterrichtssprache; English as second language; English; Second Language; Englisch als Zweitsprache; Lehrerrolle; Relevance; Relevanz; Ausland; Geschlechterkonflikt; Quality of education; Bildungsqualität; Qualitative Forschung
Abstract	This study investigates head teachers' perspectives of the school dropout problem at public secondary schools in rural Punjab, Pakistan. The study is based on qualitative methods and included interviews to collect primary data. Sixteen districts of the Punjab where secondary school dropout rate is above 20% were purposively selected for the study. The findings indicate that--other than some socioeconomic and individual factors--different exam patterns at primary, elementary, and secondary levels; easy promotion policy in early classes; English medium syllabus; substandard educational background of students; high failure rate in class 9; and top-down pressures on teachers to perform nonacademic duties are major causes of children dropping out from school. The findings of the study suggest that only through implementation of a socio-culturally compatible syllabus--a corresponding examination system for all levels--allowing students to repeat class 9 in case they fail, setting teachers free from nonteaching duties and providing extra financial support to economically underprivileged students can significantly prevent school dropout at secondary level. The study further argues that easy promotion policy in early classes may retain more children at school but it causes high rates of dropout from secondary classes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01