Abstract
This study explored head teachers’ (HTs’) job satisfaction in the devolved educational system in Punjab, Pakistan.
Government schools were controlled academically, administratively and financially by the provincial government before
devolution in education from provinces to district. When Devolution Plan 2000 was materialized by the promulgation of
Local Government Ordinance 2001, all these powers were devolved from provinces to district government. On one hand,
HTs became accountable to district bureaucracy and on the other hand, to the political leadership at the three levels in the
district (union council, town council and district councils). Accountability of the HTs increased many fold. Moreover,
parents’ involvement in school matters increased due to school councils. The study employed ex-post-facto cross sectional
quantitative survey design supplemented with an open ended question. Job Descriptive Index (JDI) was used as the
instrument to measure job satisfaction. Results of JDI and their open ended responses have shown that HTs were significantly
more satisfied with their work on ‘Work on Job’, ‘Opportunities for Promotion’, ‘Supervision’, ‘Co-workers’ and ‘Job in
General’ subscales of JDI during pre-devolution period. Devolution in education has no significant effect on the pay on ‘Pay
sub scale of JDI’ of the HTs before and after devolution. HTs were highly dissatisfied with their pay before and after
devolution periods.
Ayaz Muhammad Khan, Munawar S. Mirza. (2012) Impact of Decentralization in Education on Head Teachers’ Job Satisfaction in Public Schools of Punjab, Journal of Research and Reflections in Education, Volume 6, Issue 1.
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