Work Sanctity as a Primary Predictor of Students' Academic Achievement: A Comparative Study of Novice and Experienced Head Teachers

https://doi.org/10.5281/zenodo.17477893

Abstract

This study looked into what impact novice and experienced head teachers' work ethics had on the academic success of students in Pakistan's Okara District. The goals were to look at the link between work sanctity and academic performance, compare new and experienced head teachers in terms of work sanctity and students' academic results, and find out what effect work sanctity has on academic performance overall. Using a quantitative descriptive survey approach, information was gathered from 32 schools (22 high schools and 10 middle schools) with a total of 270 teachers and 32 head teachers chosen through cluster sampling. Work sanctity (t = –3.004, p =.006) and students' academic progress (t = –4.573, p <.001) were found to be significantly different between new and experienced head teachers. Head teachers with more experience did better on tests of leadership, guiding, training, and making decisions. A strong link was found between keeping work sacred and doing well in school (r =.682, p <.001). Leadership, training, and managing time were strong indicators of how well students would do in school. The study shows how important professional ethics and leadership experience are. It suggests training and growth programs to help new head teachers do their jobs better and keep schools getting better. These results give education officials useful information for making professional development plans for new head teachers. This will help leaders keep growing and students do better.

Keywords: Head teachers, Work sanctity, Educational management, Academic achievement, School leadership