Community Participation and Pedagogical Change: Assessing the Impact of School Management Committees on Teaching Practices in Pakistan

This study explores the role of School Management Committees (SMCs) in enhancing pedagogical practices in public primary schools in Pakistan. Using a quantitative correlational design, data were collected from 1,500 respondents, including school heads, teachers, and SMC members, through a structured questionnaire measuring six dimensions of SMC involvement: awareness, enrolment, teacher management, financial management, basic facilities, and school administration. Pearson correlation analysis revealed that SMC roles in school administration (r = .332), awareness (r = .308), teacher management (r = .284), and basic facilities (r = .299) showed statistically significant positive associations with pedagogical practices (p < .01), while enrolment and financial management did not. Multiple regression analysis confirmed that awareness (β = .172), teacher management (β = .151), school administration (β = .167), and basic facilities (β = .100) were significant predictors of improvements in classroom instruction, collectively explaining 18.2% of the variance in pedagogical practices (R² = .182, F = 55.42, p < .001). These findings highlight the importance of capacity building and strategic engagement of SMCs in areas directly affecting teaching and learning. The study underscores the need for policy reforms to strengthen SMC participation in instructional decision-making and teacher support for sustainable educational development.