Abstract

Whether schools are located in public or private sectors, offering job-related training is not a common phenomenon in the educational landscape of Pakistan; still, a very small number of head teachers are exposed to such kinds of interventions. This study was about four secondary school principals (two public and two private) who received multiple training opportunities related to their positions. The study particularly examined whether the training helped the four principals, located in two different educational systems, to transform the organizational cultures in terms of teaching and learning, or if the organizational cultures shaped their practices. While using comparative case study methods, the study exclusively documented the supervisory roles of four principals in terms of their engagement in visiting classes, observing teaching methodologies, and providing feedback. The study noted wide variations between the practices of the four principals.