Abstract
The leading purpose of the existing paper was to explore the role of Head-teachers in sustaining
institutional change at the elementary level. The study was quantitative and survey method was
used to reconnoitre the role of head-teachers in sustaining change at the elementary level. All the
elementary head-teacher of division Lahore was constituted the population of the study. Through
multistage sampling techniques, 373 head teachers were selected to the sample. The instrument
was self-developed (factors were adopted from literature) with the alpha level .95.The results
revealed that head-teachers hold a key role in sustaining change at the elementary level. All the
four factors significantly correlated. The results exposed that capacity building (r=.045*) and
institutionalizing (r=.117*) has positively correlated with gender. Change execution (r=-.104*) has
negatively correlated with gender. The total change management by heads (r=.90**) data was
significantly correlated with gender. There was statistically significant difference p<.5 was
calculated in the mean scores (p=.04) of gender on sustaining organizational change
(Male=Mean123.55, SD=43.31, Female=Mean=186.11, SD=39.26) and managing change by
heads.
Ayaz Muhammad Khan, Amna Ramzan, Madeha Ahmad. (2017) Role of Head-Teachers in Sustaining Institutional Change at Elementary Level, Journal of Elementary Education, Volume-27, Issue-2.
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