Declines Related to School Governance, Management and Ownership Structures in Semi-Government Schools of KP: Strategies for Revival and Sustainable Development

Abstract

This study examines the factors influencing the performance of semi-government schools in Khyber Pakhtunkhwa (KP), focusing on governance, management, and ownership structures. Using a descriptive research design, quantitative data were collected from 201 principals of government high schools across the districts of Peshawar, Mardan, and Charsadda through a structured questionnaire. The study investigated the relationships between school performance and key variables, including Funds Available to School, School Management, Teacher Job Satisfaction, Parents’ Dissatisfaction, and School Learning Environment. Chi-Square tests revealed statistically significant associations between all variables and school performance (p<0.001). Correlation analysis identified strong positive relationships with funding and teacher satisfaction, while parental dissatisfaction and poor learning environments negatively impacted performance. Regression analysis demonstrated that the final model accounted for 54.3% of the variance in school performance (R2=0.543, with funding and management emerging as the most critical predictors. The findings emphasize the need for increased funding, improved management practices, and teacher motivation to enhance school outcomes. Additionally, concentration on parental concerns and creating supportive learning environments are essential for sustainable development. This paper explores actionable insights for policymakers and stakeholders to develop targeted strategies for improving the performance and sustainability of semi-government schools in KP.