Professional Development and School Head–Teacher Collaboration in Secondary Schools: Evidence from Sukkur Division, Sindh, Pakistan

Abstract

The study was concerned with determining the relationship between professional development and collaboration among school heads and teachers at the secondary level of Sukkur Division, Sindh Province, Pakistan. Collaborative efforts by school heads and teachers are crucial in ensuring improvements in school leadership, teaching, and effectiveness of the school system as a whole. Quantitative research design along with a descriptive survey approach were used in conducting the research. The respondents in the study included 333 secondary school teachers and 152 school heads, selected through the stratified random sampling technique. Data was gathered using a structured five-point Likert scale questionnaire while SPSS was used in analyzing the data using descriptive statistics and simple linear regression. Results showed that there was a positive and statistically significant influence of professional development on collaboration between school heads and teachers. Collaboration was found to be a significant predictor of a more collaborative school setting (β = .282, t = 3.595, p < .001). Thus, a greater collaboration among school heads and teachers results in enhanced collaborative practices in secondary schools. The study also reveals that professional development is very vital in ensuring that collaboration among school leaders and teachers is enhanced through improved communication, cooperation, trust, and decision-making processes. Moreover, the favorable perceptions held by school leaders and teachers suggest that professional development is an important tool that fosters collaboration in the schools. It is therefore suggested that the education authorities should develop professional development programs that foster collaborative leadership in secondary schools.