Education System in Pakistan, Developing Quality Assurance Model in Govt. Schools, Govt Schools in Pakistan, Teacher’s Perception of their professionalism in Govt. Primary schools in Karachi, Pakistan.
Education System in Pakistan, Developing Quality Assurance Model in Govt. Schools, Govt Schools in Pakistan, Teacher’s Perception of their professionalism in Govt. Primary schools in Karachi, Pakistan.
Semelhante a Education System in Pakistan, Developing Quality Assurance Model in Govt. Schools, Govt Schools in Pakistan, Teacher’s Perception of their professionalism in Govt. Primary schools in Karachi, Pakistan.
Semelhante a Education System in Pakistan, Developing Quality Assurance Model in Govt. Schools, Govt Schools in Pakistan, Teacher’s Perception of their professionalism in Govt. Primary schools in Karachi, Pakistan. (20)
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Education System in Pakistan, Developing Quality Assurance Model in Govt. Schools, Govt Schools in Pakistan, Teacher’s Perception of their professionalism in Govt. Primary schools in Karachi, Pakistan.
1. Topic: Developing Quality Assurance Model in Govt. Schools
Title:
Teacher’s Perception of their professionalism in
Govt. Primary schools in Karachi, Pakistan.
Journal:
Asia Pacific Journal of Teacher Education.
Presented By: Mr. ABBAS ALI
Department of Management Sciences
Comsats Institute of Information and Technology, Attock
2. About Writers
Meher Rizvi
Corresponding Author
(The Agha Khan University, B. area, Karimabad, Karachi, Pakistan)
Bob Elliot
Queensland University of Technology , Australia
Published online: 19 Oct 2010.
4. Background of Study
Overview of Education of Pakistan
In1947–1948, Pakistan’s entire educational infrastructure was
estimated:
10,000 Primary and middle schools,
408 Secondary schools,
46 Secondary vocational institutions,
40 Arts and Science colleges,
2 Universities.
There was not a single professional college in the country (Jalil, 1998)
According to the Internet Wing Ministry of Information,
Government of Pakistan (2000), Pakistan now has,
150,963 primary schools,
14,595 middle schools, 9,808 high schools,
708 Arts and Science colleges,
161 professional colleges
35 universities.
5. Conti…
Govt. Primary School teacher and Focus of
Study:
Teachers are struggling alone in classrooms to cover the content with large
group of learners, with limited resources and with little reward.
New Direction in School Reforms in Karachi:
various school improvement programs have begun at primary school
level
PEP:
Primary education program (PEP).
It aimed to involve decision-makers, principals, teachers, parents and
the community in improving and sustaining quality primary education.
6. Conti…
TRC:
Teachers’ Resource Centre was started in July 1997 and it was completed
in 2002. TRC is a non-profit, non government organization.
Book Group:
It was private book publishing organization. Initiated the ‘Government
School Project’. In 1995 Government of Sindh issued a notification to
transfer the management of a government girls primary school to the Book
Group. Book Group improved the quality of education in the school by
introducing more relevant curriculum in the school (The Book Group,
1996).
SEF:
Sindh Education Program was initiated in 1997.
It was semi govt. organization. SEF started ‘Adopt School Program’
SPEDP:
Sindh primary education development program. The main goals were
to improve access to primary education, especially for girls, with equity
and quality.
7. Dimensions
Teacher Efficacy
Teachers are more likely to adopt and implement new classroom
strategies if they have confidence in their own ability to control their
classrooms and affect student learning (Scribner, 1998).
Teacher Practice
Fullan (1982) argues,
educational change depends on what teachers think and do
Teacher Collaboration
How teacher collaborate with one another.
Teacher Leadership
They are problem solvers, staff developers and powerful influences in
their work with colleagues (Moller et al., 2000)
8. Research Methodology
Type of Scale
Description of the Questioner
Scale number 1-4
Data Collection
550 teachers, Urdu language,
450 responded, 35 school reforms has been made
Data Analysis
5 points, numeric values
9. Results of the Survey Research
Analysis of Teacher’s Efficacy scale:
The two-factor solution explained 42.79% of the variance,
Factor 1 (Belief that all aspects of work and change can be achieved)
contributing 32.36%
Factor 2 (Belief in executing responsibilities for achievement)
contributing 10.43%.
Analysis of Teacher’s Practice Scale:
The two factor solution explained 49.73% of the variance,
Factor 1 (Executing responsibilities with commitment) contributing
37.47%
Factor 2 (Applying professional knowledge for student learning)
contributing 12.26%.
10. Conti…
Analysis of Teacher’s Collaboration scale:
The two factor solution explained 51.80% of the variance,
Factor 1 (Collaborating for planning and teaching) contributing
40.68%
Factor 2 (Administrative collective work) contributing 11.11%.
Analysis of Teacher’s Leadership:
The three-factor solution explained 54.48% of the variance,
Factor 1 (School leadership) contributing 31.24%,
Factor 2 (Classroom leadership) contributing 13.55%
Factor 3 (Centralized leadership) contributing 9.69%