Geographical Variations in Implementing Result-Based Management to School Improvement Plans in Punjab's Public Secondary Schools

Abstract

This study examines geographical variations in the implementation of School Improvement Plans (SIPs) utilizing a Results-Based Management (RBM) approach in public secondary schools across Punjab. The study aims to identify differences among districts, focusing on the practices and perceptions of head and senior school teachers regarding using RBM in SIPs. Data was collected through surveys, employing a descriptive research methodology. The findings reveal significant success in central Punjab, where schools’ physical and co-curricular environments have benefitted markedly from the application of RBM, fostering a positive perception of SIP achievements among educators. The study suggests enhancing alignment between RBM and SIP indicators and improving communication among schools, communities, and stakeholders, advocating the use of ICT technologies to facilitate these improvements.