PEDAGOGIC LEADERSHIP PRACTICES OF A HEADTEACHER THAT FACILITATE TEACHING QUALITY ENHANCEMENT AT THE EEC LEVEL: A QUALITATIVE CASE STUDY

Abstract

This research paper has emanated from the Ph.D. thesis research conducted by the author at the Department of Education, University of Karachi. It focuses on investigating the pedagogic leadership practices of headteachers that are instrumental in teaching quality enhancement at the ECE level. The qualitative case study was conducted at a community-based school in Hunza. The data is collected through structured interviews with various stakeholders, school audit, classroom observation, and internal document review. The deductive thematic analysis highlights four key pedagogic leadership practices influencing teaching quality enhancement at the ECE level. It includes ECE curriculum adaptation and enrichment, teachers’ development, community engagement, and collaborative educational planning. The findings indicate the need to integrate a multitude of educational leadership theories and practices to make the ECE curriculum, teaching, planning and community participation developmentally appropriate. It highlights the importance of situational and contextual leadership to address the dynamics of challenges in rural areas of Gilgit-Baltistan, where the research site is situated. The research highlights the transformative potential of pedagogic leadership practices in enhancing teaching quality at the ECE level. It identifies the need to focus on developing the school as a learning community – where the headteacher may involve parents and community as pedagogic partners, involve them in customizing the ECE curriculum, develop the capacity of teachers in developmentally appropriate pedagogy, and engage multiple stakeholders in collaborative educational planning.