The objectives of study were: (1) To study the characteristics of highly performing, moderately performing, and less performing schools in unaided, aided and Government schools. (2) To study the personal characteristics of the head teacher relating to the performance status of their schools in unaided, aided and Government schools. (3) To study the administrative and academic performances of the head teacher in relation to the performance status of their schools.

The hypotheses of study were: (1) There exist an association between personal back ground variables and the performance status of the schools reported by the head teacher. (2) Infrastructure facilities reported by the head teacher may differ according to the performance status of the schools to which they belong. (3) General administrative practices reported by the head teacher may differ according to the performance status of the school. (4) Effectiveness of the supervision by the head teacher may differ according to the schools to which they belong. (5) Effectiveness of academic support reported by the head teacher may differ according to the performance status of the schools. (6) Effectiveness of developmental activities for students and teachers reported by the head master may differ according to the performance status of the schools. (7) Role performed by the head teachers may differ according to the performance status of the school to which they belong. (8) Participation in extra curricular and co-curricular activities reported by the head teacher which may differ according to the performance status of the school to which they belong.

The findings of study were: (1) From the point of view from various variables, it is the unaided schools, which are pre-dominant in their performance. (2) The criteria in students’ admissions and faculty selections are influencing the overall performance of the school. (3) Female head teacher managed the schools well and showed good performance of the schools (4) The schools which have good infrastructure facilities did well in all aspects of the development of the schools. (5) The schools that have more experienced head teacher showed excellent performance of the schools. (6) Those schools, which have undertaken various developmental activities, performed well. (7) Those schools that participated in extra curricular and co-curricular activities did well. (8) Those schools where the head teacher provided good leadership also did well in all aspects.