Date of Award

2024

Degree Type

Dissertation

Degree Name

Master of Philosophy in Education (MPhil Ed.)

First Advisor

Dr Sajid Ali

Department

Institute for Educational Development, Karachi

Abstract

The COVID-19 pandemic severely disrupted the global education system, significantly impacting students preparing for external examinations. Students who have to appear in these exams faced immense uncertainty and anxiety, making it important for school leaders to provide timely and strategic support during this critical period in their academic careers. This study investigates How school Principals responded to Covid-19 disruption while preparing secondary school students for SSC AKU-EB examinations in Karachi Pakistan? This is a Qualitative research study with exploratory research design that explores the role of school principals in supporting students. A total of two schools affiliated with the Aga Khan University Examination Board have been selected with a total of 18 participants. Data was collected via semi-structured interviews, focused group interviews and document analysis to capture participants' real-life experiences and contextual responses. 
Findings reveal that school principals faced numerous challenges, including inadequate resources, a lack of teacher training to facilitate the sudden transition to online learning, administrative pressures, financial constraints affecting both students and staff, and limited technical expertise (Rahim & Chandran, 2021). Despite these challenges, principals played a critical role in ensuring the continuity of education by supporting both students and teachers.  Their role in overcoming these challenges, providing support to the students who were appearing for SSC examinations, collaboration with stakeholders and working along with examination board seen to be significant at times of crisis. The study also highlights the pivotal role played by the AKU Examination Board in mitigating the pandemic's impact. The board provided vital support to schools and students, serving as a model for other examination boards in times of crisis.
This research underscores the importance of policy interventions to enhance the preparedness of school leaders for future crises. Recommendations include initiating government-led programs to train teachers in hybrid and online teaching methodologies, as well as collaboration between policymakers and schools to address systemic challenges and support student needs effectively. 
Furthermore, for future studies, it is crucial to emphasize the role of school principals, as there is limited research on how school leaders influence students' success. Traditionally, the responsibility for students’ learning and academic achievements has been attributed primarily to teachers. However, this research highlights the significant contributions of school principals in enhancing students' learning experiences and fostering their success. Future studies should continue to explore the multifaceted contributions of school leaders, highlighting their significance in navigating educational challenges and ensuring student achievement.

First Page

1

Last Page

89

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