Perception of Head Teachers regarding the Current practices of Monitoring and Evaluation at Primary School Level in District Kech Balochistan

The purpose of the study was to find out the Perception of Head Teachers regarding the current practices of monitoring and evaluation at Primary School Level in District Kech Balochistan. It was quantitative study. The nature of the study was descriptive and survey type. The population is comprised of 85 primary Schools heads, DEO and Divisional Directors of Primary School Level in District Kech Balochistan. There are total 92 Girls and Boys Secondary School in Kech. Pilot testing was done in 10 schools out of 92. Questionnaire was used as research tool. Tool development is a most important part of the study. In this process, experts was consulted and previous research and appropriate literature was studied and reviewed to construct the tool. For collecting data, questionnaire used as data collection tools. The five point rating scale as strongly agree, disagree, not sure, agree and strongly disagree was used to collect data. It was improved in consultation with the experts in the field and through pilot testing by head teachers of secondary schools. The reliability of these tools were calculated through SPSS. After finalizing and pilot testing, the questionnaire was distributed to the respondent for collecting data. The questionnaires were served through postage, email by hand in face-to-face meeting by the researcher to the respondent. The questionnaire was scrutinized for errors and omission, ambiguity and relevance. The reliability was calculated through SPSS (Version, 24) by using Cronbach Alpha. The data obtained through questionnaires and observations were interpreted and analyzed by using, Chi square, percentage and mean.


Introduction
In the year, 2000 Pakistan introduced devolution of power program with due legislative Perception of Head Teachers regarding the Current practices … [ 115 ] www.irjei.com support. Under the devolution program the district management and community has been empowered at the grass roots level in planning, management, resource mobilization, utilization, implementation, monitoring and evaluation of the education system. Decentralization of educational administration in Pakistan is a major innovation and reform in the political and educational system. It not only shortens the distance between the citizenparent and policymaker but also shortens the distance between policymaker and the school. Let us discuses some important decentralization practice of head teachers that are often accompanied for the improvement of education such as accountability framework, community/parental involvement, budgeting/ tendering etc. Monitoring and evaluation (M&E) have gained more attention recently as a way to ensure and improve the quality of higher education. While performing faculty duties, monitoring is the constant and systematic collection of data, whereas evaluation is the periodic and methodical collection of data to draw conclusions about the faculty (Njenga & Kabiru, 2009 Tozoglu, 2016). The connection to employee motivation, however, has not been extensively covered. Any endeavour to build internal evaluation processes serves as a tool for assessing external accountability, according to Brauckmann and Pashiardis' (2019) observation. Additionally, the process of continuous quality improvement requires institutions to be able to critically assess both their own and their workers' performance. The implementation of a successful quality management system in higher education is a dynamic process of monitoring, continual improvement, and change, according to O'Mahony and Garavan (2012). It follows that M&E at the school level necessitates proper management of the faculty, students, and other stakeholders to continuously develop. The education system of Pakistan faces with multiple challenges such as how to interpret national goals through local authority and how to ensure the quality of learners' through addressing local needs (Asad, 2018). In order to cope with these challenges, Norway moved towards some appropriate decentralized measures such as formation of monitoring and evaluation team with the consultation of school head teachers. The team assigned with some responsibilities such as to investigate how school follow and implement plan. Then after, quality assurance cell was formed through national testing, monitoring and providing guidance and support for curriculum development and resources. These measures improved the students' achievement level and made head teachers to feel better about their schools and their learning environment (Winkler, 2015). It also aims at expansion and strengthening of centre/cluster school scheme for making management and supervision of schools more effective. District Education Officers

Perception of Head Teachers regarding the Current practices …
[ 116 ] www.irjei.com planning, management, monitoring and evaluation for achieving policy targets. It also focuses on the decentralization of selected management functions in elementary education towards the district, the school, and the community, and on effective organization of efforts of local bodies and communities (Government of Pakistan, 1998). The administration of education had been reviewed from time to time to achieve this vital objective of quality education as well as for creating relationship between education and environment. The major objective of the devolution plan is to empower the community at the grassroots level in planning, management, resource mobilization and utilization, implementation, monitoring and evaluation of the education system to improve the service delivery at that level. The main inherent issues of education systems are: teacher absenteeism, high dropout rates particularly at primary level, high repetition rates, low completion rates, inequalities by gender, location and social groups, low literacy rate and unsatisfactory performance of schools. These issues have been addressed under D.O.P through empowerment of local communities (Shah, 2003).

Purpose of the Study
The purpose of this study was to find out the Perception of Head Teachers regarding the current practices of monitoring and evaluation at Primary School Level in District Kech Balochistan.

Research Methodology
The nature of the study was descriptive and survey type. The population is comprised of 85 primary Schools heads, DEO and Divisional Directors of Primary School Level in District Kech Balochistan. There are total 92 Girls and Boys Secondary School in Kech. Pilot testing was done in 10 schools out of 92. Questionnaire was used as research tool. Tool development is a most important part of the study. In this process, experts was consulted and previous research and appropriate literature was studied and reviewed to construct the tool. For collecting data, questionnaire used as data collection tools. The five point rating scale as strongly agree, disagree, not sure, agree and strongly disagree was used to collect data. It was improved in consultation with the experts in the field and through pilot testing by head teachers of secondary schools. The reliability of these tools were calculated through SPSS (Version, 24). After finalizing and pilot testing, the questionnaire was distributed to the respondent for collecting data. The questionnaires were served through postage, email by hand in face-to-face meeting by the researcher to the respondent. The questionnaire was scrutinized for errors and omission, ambiguity and relevance. The reliability was calculated through SPSS (Version, 24) by using Cronbach Alpha. The data obtained through questionnaires and observations were interpreted and analyzed by using, Chi square, percentage and mean.  Table 1 shows that 79.4% teachers strongly agreed, 7.4% agreed, 2.9% undecided, 2.9% disagreed and 7.4% strongly disagreed with the statement that proper checking of teaching and learning process. Value of mean score was (1.51), the value of X 2 was (150.676), which was greater than table value (0.00) at significant level (0.05). Therefore, it is concluded that it is opined that keep proper checking of teaching and learning process.  Table 2 shows that 61.8% teachers strongly agreed, 11.8% agreed, 7.4% undecided, 4.4 % disagreed and 14.7% strongly disagreed with the statement that strong monitoring and evaluation has led you to higher efficiency in the use of resource. Value of mean score was (1.99), the value of X 2 was (76.265), which was greater than table value (0.00) at significant level (0.05). Therefore, it is concluded that it is opined that it is opined that strong monitoring and evaluation has led you to higher efficiency in the use of resource.  Table 3 shows that 60.3% teachers strongly agreed, 14.7% agreed, 19.1% undecided, 5.9 % disagreed and 0.00% strongly disagreed with the statement that you think that effective exercise of administrative and financial powers are dependent on strong monitoring and evaluation system. Value of mean score was (1.71), the value of X 2 was (47.647), which was greater than table value (0.00) at significant level (0.05). Therefore, it is concluded that you think that effective exercise of administrative and financial powers are dependent on strong monitoring and evaluation system.

Perception of Head Teachers regarding the Current practices …
[ 118 ] www.irjei.com * Significant df =4 X 2 at P-value 0.05=0.00 According to Table 4 shows that 63.2% teachers strongly agreed, 16.2% agreed, 8.8% undecided, 8.8 % disagreed and 2.9% strongly disagreed with the statement that you think that monitoring and evaluation have enhanced the performance of both teacher and students. Value of mean score was (1.72), the value of X 2 was (82.441), which was greater than table value (0.00) at significant level (0.05). Therefore, it is concluded that you think that monitoring and evaluation have enhanced the performance of both teacher and students.  Table 5 shows that 76.5% teachers strongly agreed, 5.9% agreed, 2.9% undecided, 11.8 % disagreed and 2.9% strongly disagreed with the statement that you think that monitoring and evaluation is a progressive approach and only viable if head teacher is proficiently skilled. Value of mean score was (1.59), the value of X 2 was (137.294), which was greater than table value (0.00) at significant level (0.05). Therefore, it is concluded that you think that monitoring and evaluation is a progressive approach and only viable if head teacher is proficiently skilled.  Table 6 shows that 75.0% teachers strongly agreed, 10.3% agreed, 5.9% undecided, 5.9% disagreed and 2.9% strongly disagreed with the statement that You think that strong monitoring and evaluation can best be achieved through record keeping, and proper reporting system. Value of mean score was (1.51), the value of X 2 was (129.500), which was greater than table value (0.00) at significant level (0.05). Therefore, it is concluded that you think that strong monitoring and evaluation can best be achieved through record keeping, and proper reporting system.

Conclusion
Most of the respondents agreed that Monitoring and Evaluation (M&E) is a process that helps improve performance and achieve results. Its goal is to improve current and future management of outputs, outcomes and impact. The credibility and objectivity of monitoring and evaluation reports depend very much on the independence of the evaluators. The monitoring procedure aided in raising student academic achievement as well as teacher www.irjei.com performance evaluations. Improvement in academic performance, the monitoring method, and teacher effectiveness all showed a favourable association. 3. The current monitoring method did not completely locate the teachers. The main causes of the teachers' unhappiness with RTSM were their academic credentials and their unrelated experience. Additionally, the teachers guarantee their attendance on the designated days of visits to RTSM, but their attendance declined after the visit. The monitoring procedure in educational institutions, according to the study's findings, is concentrated on the teaching-learning process and aids in raising teacher performance. Additionally, it raises the standard of instruction, which benefits students' academic performance. To get better outcomes from the monitoring process, the monitoring team should be made up of academic experts.

1.
Monitoring and Evaluation Assistants (MEAs) must be university graduates and should possess professional training to monitor the schools effectively. Two different RTSM Team member should visit a school once a month on different dates to overcome the absenteeism among teachers in schools.

2.
Performance Evaluation Performa (PEP) may be developed and used in order to check and improve the performance of DDOEs, RTSM and LC 3.
Future researchers may work to explore the same phenomenon at secondary and higher secondary levels in public as well as private sector schools. The results of studies may be compared to find a meaningful difference between these.

4.
Policymakers should focus on enhancing the professional skills of the monitoring team.

5.
RTSM should bring under District Education Officer rather Deputy Commissioner. 6.
There should be strong coordination between RTMS and Learning Coordinators for better monitoring. 7.
The data/report of mentoring should be linked with policy planning process