Governance to Outcomes: How School Management Committees Shape Primary School Activities in Tehsil Sialkot

Hafsa Riaz

doi:10.5281/zenodo.17995913

Authors

Hafsa Riaz Department of Education, University of Sialkot, Sialkot, Pakistan Author

DOI:

https://doi.org/10.5281/zenodo.17995913

Abstract

Community participation is a practical lever for widening access and improving day-to-day school functioning, formalized in Pakistan in 1994 through the establishment of School Management Committees (SMCs). This study examines SMC influence on academic and non-academic activities in government primary schools in Tehsil Sialkot, using a cross-sectional survey with parallel questionnaires for teachers and SMC members (primarily parents), analyzed through descriptive statistics. Results indicate a positive association between active SMC engagement and stronger academic routines—lesson planning support, attendance monitoring, and timely provision of learning materials—as well as improvements in non-academic domains, including school climate, discipline, hygiene, minor facility upkeep, and co-curricular activity participation. These findings, while descriptive, underscore the potential of well-functioning SMCs to strengthen school–community partnerships. For Pakistani society, enhancing SMC capacity and clarifying their roles with school leadership can support equitable access, improve educational quality, and foster parental ownership of schooling. Regular feedback and monitoring mechanisms can further institutionalize community engagement, making primary education more responsive to local needs. The study highlights the broader significance of participatory governance in schools as a pathway to educational improvement, social cohesion, and community empowerment in Pakistan.

Keywords:

Community, Primary level, School Administration, School Management Committee

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