Suman, and Prem Sunder
Darsh College of Education, Gohana, Sonipat
Pages:240-247
The present study examines the administrative behaviour of senior secondary school
principals with reference to institution type (public and private) and locality (rural and
urban). Education, as a dynamic social process, requires effective leadership for the
successful functioning of schools, and the principal plays a pivotal role in coordinating
institutional activities. School atmosphere, teacher morale, and overall institutional
success are all greatly impacted by administrative behaviour, which includes planning,
organisation, communication, and decision-making. The study aims to examine the
administrative conduct of principals in the Sonipat district of Haryana across various
management types and locales, acknowledging the contextual aspect of leadership.
For the study, a descriptive survey approach was used. Forty principals from public
and private senior secondary schools were selected at random to make up the sample.
Dr. Haseen Taj’s Administrative Behaviour Scale was used to gather data. The data
was analysed and the hypotheses tested using statistical methods such the t-test,
mean, and standard deviation. The results showed that principals of public and private
senior secondary schools differed significantly in their administrative behaviour, with
private school principals scoring higher. Locality-wise, there was no discernible difference
between public and private principals in remote regions, suggesting comparable working
circumstances and administrative limitations. However, a significant difference emerged
in urban settings, favouring private school principals, highlighting the influence of
competitive environments and heightened organizational demands. The study concludes
that administrative behaviour is context-sensitive and shaped more by institutional
environment and locality than by personal variables. The findings have important
implications for leadership training, policy formulation, and strengthening administrative
capacity, particularly in public and rural schools.