Abstract

This study endeavors to find quality assurance in schools monitoring measured by the Independent Monitoring Unit (IMU) which covered critical areas of interventions and requires independent monitoring on monthly basis to track progress. This plan also sets out a series of interventions and reforms that will support the attainment of the objectives like teacher’s attendance and enhancing teaching skills. The main objectives of the study were; 1) To find out the quality assurance of school monitoring by this Independent Monitoring Programme. 2) To assess the teaching effectiveness and effective use of ICT. 4) To assess the physical facilities of schools. 5) To assess the Support establishment of performance monitoring mechanisms. 6) To assess the increase retention and reduction of dropout with improved teaching, learning and with less teacher absenteeism. Null Hypothesis entail that there is no significant effect of IMU Programme in promoting effective teaching by teachers whereas Alternate Hypothesis reflects that there is a significant effect of IMU in promoting effective teaching by teachers. The study was perception based work whereas three stakeholders i.e. Head Masters, Teachers and Students were selected for this research study. The population of the study was all Government High schools Boys and Girls of the Khyber Pakhtunkhwa. Total six girls and boys schools were selected, out of these, sample of 50 (40 from Students, 08 from teachers & 02 from Head Masters) taken from each school. Thus total numbers of sample was 300. Name of selected schools were:- 1) GHS Boys Kirri Khesure lie at most northern part of D.I.Khan. 2) GHS Boys Parova lie at the most southern part of D.I.Khan. 3) GHS Boys Kachi Paind Khan situated in D.I.Khan city. Whereas three selected GGHS were:-1) GGCMHS No.1 lie in the heart of City. 2) GGHS Wanda Madad 35 Kilometer away from D.I.Khan City at North side. 3) GGHS Behari Colony, Zafarabad, D.I.Khan. It is concluded that IMU is a systematic and planned monitoring programme. Main focus was given to teacher’s absenteeism. This programme may also extend to measure other dimensions like school physical facilities, teacher’s competencies, students drop out and their retention etc.