Analysis Of Discrepancies Between Skills Acquired By The Teachers During B.ed & M.ed And Skills Required In Actual Class
ABSTRACT
This research paper has been designed to cover the following objectives. (1) To obtain the conceptions of teachers about classroom skills. (2) To identify the essential classroom skills being stressed during teacher training program. (3) To identify the problems in attaining and implementing the essential classroom skills.
Technique of multistage sampling was used. Three districts from Punjab were randomly chosen from the first stage. Ten percent secondary schools were chosen from each district. Ten percent teachers as sample were chosen from each district.
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A questionnaire was designed to get the response of the teachers about the required and acquired skills during the teacher training program B.Ed & M.Ed. Data collected through research instruments was analyzed by using mean score and t-test.
It was concluded that the teachers possessed good planning skills they prepared the lesson objectives before going to class and had the ability to plan the lesson according to the needs of the students. The teachers had command over the skills of presenting the material effectively they introduced the lesson in a very interesting way; they involved the students in interesting activities and built relationship between learning experiences and affective instructions. The teachers managed and organized the lesson well they taught the new lesson with relation to student previous knowledge, clearly and carefully chose and presented the course material and arranged the learning material in proper sequence.
It was recommended that the teacher training institutions be equipped with the latest technologies to equip with latest techniques and teaching methodologies, and the teachers be provided such training in the area of classroom management and evaluation.
1: INTRODUCTION
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Teachers are the backbone of the education system. Without the best trained teachers, society and country can acquire targets in every field of life to succeed in the world. Through a standardized education system, nations cannot only make them strong in the field of economy, but they also can communicate their cultural heritage to the coming generations. So the quality of education imparted is directly related to its teachers.
The Commission on National Education (1959) put it as under:
"No education system can rise above the teachers, who serve it and its quality depends ultimately upon the quality and efforts of the teachers. Education is direct nation building activity and if leader of thought and action, on various walks of life are to be produced; the country's best teacher must be used in the teaching profession" (p.219)
Teachers constitute the major school input. Teaching skills are positively related to student performance. Although teachers qualifications, certifications, educational attainments and knowledge are the most frequently used measures of their class-worthiness, one factor that has not been given due attention specially in the developing countries is the content and method of teacher training. The education commission 1959 observed:
"Of all the different factors which influence the quality of education and its contributions to national development, the quality, the competence and character of teachers is undoubtedly the most significant. Nothing is more important than securing a sufficient supply of high quality recruits to the teaching profession, providing them with the best possible professional and creating satisfactory conditions of work in which they can be fully effective."(Pp.102-103)
Teaching is one of the most important components of the education process. Teaching is used as a way of making something known to others, usually in the routine of school. Teaching is a sacred profession. It has been the profession of the Prophets. Those who teach are teachers and teachers have been and are respected in all religions and societies. According to Webster dictionary, teaching is to communicate knowledge or skill or to give insight by example or experience. A teacher will be best defined as the organization of learning and successful teaching seeks to organize learning for authentic results.
Farris, (1996) A teacher provides service for society because no one can become a doctor, lawyer, police officer etc without first going to elementary and secondary schools. Perhaps, no other profession is as rewarding and challenging as teaching (p21).
Stronge, (2002) Teachers have a powerful, long lasting influence on their students. They directly affect how students learn, what they learn, how much they learn and the ways they interact with one another and the world around them (1-15).
Yasmeen Akhtar, (2006) Good training can help teachers to cope with the complex demands of teaching a large number of students for five or more periods per day. Improper training, on the other hand, interferes with teaching and learning which causes interruptions, delays and waste of time. Infact good teacher trainings are necessary for healthy learning environment in schools. Better-trained and qualified teachers may make a difference for student achievement and learning at classroom and school. (Pp-11-12)
Highly trained teachers work differently with groups in their classrooms because they posses new knowledge about teaching and learning. So it is rightly said that the quality of education system is directly related to the quality of the teacher. A teacher is considered a more crucial factor in implementing all educational reforms at grassroots level.
1.1 TEACHER:
To Iqbal (1996), "The quality of education imparted depends to a large extent on the quality of teachers" (P-9).
It is a fact that a teacher is a change-beginning agent of the society. Challenges of the present society can be responded if the teachers are dedicated to their profession and are well equipped with the modern teaching techniques.
The teacher shows a pivotal role in any educational system and maintains a standard. It also matters a great deal how far teachers are knowledgeable, professionally trained and committed to their profession. Today the task of the teacher has become really challenging.
Because, teachers are now not only required to integrate theory and practice to improve schooling but are also required to teach a diverse population because of many factors such as rural/urban and province to province migration. (Pp-12-14)
1.2 THE IMPORTANCE AND ROLE OF TEACHERS:
God gave one of the most precious gifts to the teacher, the gift of teaching, and alongside gave the teacher the authority to exercise that gift for the students benefit. Good teachers, like artists, have their own individual styles of performing. A teacher is like a candle, which lights others in consuming itself.
DuBois, (1993) Teachers' through their talent and charisma, motivate their students' intellectual growth, evoke their students' emotions, and improve their students' self-esteem. These talented teachers encourage the students to find meaning in their lives, a sense of purpose, a vision. The teacher possesses a unique form of altruism, an unselfish commitment to the welfare of the student. Teaching is an ongoing passion (P-8)
1.3 QUALITIES OF A GOOD TEACHER:
(Mohan, 1992) defines the qualities of a good teacher which are as under
- 1. Pleasant Personality:
Pleasant, kindly disposition, with a sense of humor, cheerful and inclined to keep the class cheerful. Keeping pleasant atmosphere in the classroom.
- 2. Encourages the Students:
Interested in pupils, eager to render help in difficulties, keen to encourage them in their enthusiasm and interest.
- 3. Explains the Lesson in Simple Form:
Ready to clarify things whenever approached, tolerant of pupil's faults, willing to repeat and simplify parts of lessons not understood.
- 4. Keeping the Class Alert:
Alert, active and full of enthusiasm for the task and the company of pupils. Uses proper questioning to keep the class engaged and alert.
- 5. Having no bias:
Has no favorites and is not prejudiced against any. Deals with the students in the same manner and does not allow biases.
- 6. Maintains Discipline:
Maintain discipline, is firm but not harsh.
- 7. Teacher like Personality:
Is presentable in health, appearance and dress. (p262)
(Borich, 2000) In the last few decades, a revolution has occurred in the definition of good teaching. Defining good teachers by the community ideals proved unrealistic on the job and in the preparation of teachers. Similarly teacher's psychological characteristics proved to be poorly related to what teachers actually did in the classroom. This directed researchers to study the impact that specific teacher behavior had no the specific cognitive and effective teaching behavior of their students. The term good teaching changed to effective teaching and the research focus shifted from exclusively studying to include their effect on students. These new ways of studying classroom behavior have made the student and teacher-student interaction in the classroom the focus of modern definitions of effective teaching.
These changes have influenced the profession of teaching so dramatically that their effects now are felt in the reform of teacher training curricula, in the competency testing of the teachers, in the education of the teacher trainers and the textbooks on teaching methods. Perhaps most responsible for this change are the new ways in which classroom researchers have come to study the nature of teaching. These new ways of studying classroom behavior have made the students and teacher - student interaction in the classroom the focus of modern definitions of effective teaching. (P-25)
1.4 TEACHER EDUCATION:
Arshad (2005) The objectives and characteristics of teaching clearly show that it is a highly technical career and demands skills on part of the teacher.
For effective teaching, a teacher should have clarity of thoughts and concepts as well as clarity in communication and knowledge of the basic principles of teaching. They include ability to create curiosity to learn, to exemplify, and to recapitulate at suitable intervals, to avoid boredom, to move from easy to difficult, to move from known to unknown and to teach according to the mental caliber of the students.
In school, the teacher has instructional counseling, administrative, supervisory and public relations responsibilities. The instructional responsibilities include:
- Determining the objectives
- Diagnosing learners
- Planning instructional activities
- Implementing programs
- Evaluating learning outcomes
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Training and professional development includes imparting knowledge about content and skills in instruction, classroom management, assessment, and developing teacher knowledge and skill. It enables teachers to reflect critically on their practice and approach new knowledge and beliefs about content, pedagogy, and learners. It includes a direct instruction/lecture component, skill demonstration, modeling, workshop, presentations and other types of in-service activities. (P-3)
1.5 NEED OF TEACHER TRAINING:
Teaching is not something that anybody can do without any kind of training. For efficient teaching it is necessary that the educator must have education of the highest level accompanied by the training in techniques of teaching, principles of teaching, solution of educational problems, curriculum, organization of the school, etc. Different kinds of training are required for teaching at the different levels of education, and with this end in view, the kind and nature of training required for teaching at the primary, secondary and higher levels of education, have been determined. The teacher once trained for any level is not enough for that level forever in the changing patterns of time. The global changes insist the teacher to change himself with knowledge and teaching methodology. For this in-service training besides pre-service training with intervals is very necessary. The main aim of training is effective teaching.
Ranga 2005 has discussed the need of training in the teaching profession:
- Teacher training is necessary to develop the qualities of truthfulness, non-violence and dignity of labour
- To perceive the role as an agent of social change in the community
- To act as a leader of community and as a guide of the community
- Establish a liaison between the school and the community
- Develops the warm and positive attitude towards growing children
- Develops the competencies (P-20)
1.6 TEACHERS EDUCATION IN PAKISTAN
In Pakistan, teacher's education program focuses solely on the development of teachers, knowledge enhancing, teaching strategies, techniques of tests and measurement, evaluation procedure, school administration and physical skills in teaching.
It is of importance, as well that the teacher training should not only be effective but it should also be compatible with the value system and culture of the society. In this regard the effectiveness of teacher training and its relevancy with social setup both are equally important.
According to Iqbal, (1996)
In the country like Pakistan, which owes its very existence to an ideology based on religious faith. It is even more important that the teacher education is planned and directed in accordance with the tenants of its faith. The teacher training should produce teachers who fear God comply with Shariah, possess sound personal character and are of modest personality for the student. (P-125)
1.7 OBJECTIVES OF TEACHER TRAINING IN PAKISTAN NATIONAL EDUCATION POLICY (1998-2010)
The Teacher Training Program is undoubtedly a significant program aiming at the continuous development of the teachers in the desired direction. Following are the chief objectives of the Teacher Training Program:
- To provide incentive to the teachers to function more efficiently.
- To help the teachers to know their problems and to solve them by pooling their resources and wisdom.
- To help the teachers to employ more effective work and wisdom.
- To help teachers to get acquainted with modern techniques in education.
- To broaden the mental outlook of the teachers.
- To increase the professional efficiency of the teachers.
1.8 TEACHING SKILLS
Ranga (2005): The teacher should possess such skills and competencies so that his task may be easy, useful and effective. He should know the techniques and procedures which should be adopted in his profession. He should think about the active performance of his duties.
Many teachers personally believe that their job is to develop certain basic skills at a given level of achievement. The teacher of tomorrow should be the one who can design a teaching program which is conducive for the growth of the pupil's mental health and develops in them a commitment to a set of values, that is creativity and enquiry skill.
Now a days, a teacher is in need of certain skills and competencies to develop and he is in need of new type of knowledge so that he may be in a position to make his task easy. The teachers of today are in need of such an education which is new, constructive, spontaneous and which is based on a new philosophy of life. (Pp-17-18)
Darling Hammond (2004) has presented the various teaching skills:
- General Academic Ability and Intelligence:
There is a positive correlation between teaching performance and measures of teacher's intelligence or academic ability.
- Subject Matter Knowledge:
Subject matter knowledge is another skill and teaching variable.
- Knowledge of Teaching and Learning:
Knowledge of teaching and learning is also an important variable and an important teaching skill.
- Teaching Experience:
Teacher's experience about the teaching and learning and learning difficulties are also the important variables.
- Teacher Behavior and Practice:
Teacher's personality, traits and behavior like teacher's "flexibility", "creativity", or "adaptability" also influence student achievement and learning. (P-6)
Hustle & McIntyre (1996) have identified some teaching skills which are as under:
- Planning and Preparation:
The teacher should plan the lesson according to the needs of the students and should prepare the lesson objectives before going to the class.
- Lesson Presentation:
The teacher should present the new lesson in an interesting way so that the objectives of the lesson can be achieved.
- Lesson Management:
The teacher should split the learning material into sequence and clearly formulate the learning content.
- Classroom Climate:
The teacher should keep the classroom environment good and pleasant for the teaching and learning process.
- Class Discipline:
The teacher should show quick response to the behavior of the students and maintain good discipline in the class.
- Assessing Pupils:
The teacher should use proper questioning techniques during the lesson to assess the pupils and gauge their progress.
- Evaluation:
The teacher should use proper evaluation technique to find out the strengths and weaknesses of the students.(http.)
Chris Kyracou (1997) has given some essential teaching skills which are as under:
- Management of Material:
The teacher should organize the material in sequence and according to the level of the students.
- Guided Practice:
The teacher should provide opportunities to the students to practice the lesson learnt and the teacher should act as a guide during their practice.
- Structured Conversation:
The teacher should prepare the lesson objectives, and plan the lesson according to the student's needs and level and should provide some time for conversation.
- Monitoring:
The teacher should monitor the students continuously during teaching-learning process so that all the students take proper interest in the subject.
- Use Natural Language:
The teacher should use natural language during teaching because use of natural language during the lesson can be easily understood by the learners and it will help them in understanding the lesson.
- Management of Order:
The teacher should maintain order and discipline in the class room and deal with misbehavior effectively.
- Flexible Material:
The teacher should present the flexible material which can be changed during the lesson according to the student's level.
- Planning and Preparation:
The teacher should plan and formulate the lesson objectives according to the level of the student.
- Written Evaluation:
The teacher should conduct the written test to judge that how much the students perceive the knowledge given by the teacher.
- Knowledge about the Subject Taught:
The teacher should have full knowledge and command over the subject taught to the students.
- Organization and Management of Class:
The teacher should organize and manage the class in a proper way.
- Teaching Experience:
The teacher should have teaching experience because this will help the teacher to enhance the teaching methodology.
- Teacher Personality:
The teacher should possess teacher like personality and should have the experience about teaching and learning.
- Knowledge of Teaching and Learning:
The teacher should have a strong knowledge about teaching and learning. The teacher should have the ability to use learning activities that require students to practice higher order thinking.(http)
2: OBJECTIVES OF THE STUDY
The following were the objectives of the study:
- To obtain the conceptions of teachers about classroom skills.
- To identify the essential classroom skills being stressed during teacher training program.
- To identify the problems in attaining and implementing the essential classroom skills.
3 RESEARCH QUESTIONS:
- What are the teaching skills required for effective teaching?
- How far the teacher education institutions are helping the teachers in acquiring these skills?
- How far are the teachers actually using these skills in classroom institution?
4 PROCEDURE OF THE STUDY
The study was delimited to the teachers of the secondary schools in three districts of Punjab. A survey was conducted to investigate the views of teachers of secondary schools through specially constructed questionnaire.
4.1 POPULATION:
The population of the study consisted of 9471 Govt. Sec. Schools and 167696 teachers of Secondary Schools.
4.2 SAMPLE:
Technique of multistage sampling was used. Three districts of Punjab were randomly chosen from first stage. 10 percent teachers as sample were chosen from each district.
The following table shows the details of the sample.
Sample Table:
DISTRICT
TOTAL SCHOOLS
SCHOOLS TAKEN
NO. OF TEACHERS
Rawalpindi
266
27
65
Attock
244
24
60
Lahore
275
28
70
Total
785
79
195
4.3 INSTRUMENTATION:
One questionnaire for secondary school teachers was developed. Each statement provided the descriptions of five levels namely strongly disagree, disagree, uncertain, agree, strongly agree.
The language and concept of a questionnaire was drafted in such a manner that these statements may be clear and meaningful to the reader.
4.4 PILOT TESTING:
A pilot testing of the research instrument was carried out on members of the population not included in the sample. The pilot survey helped in refining the research instrument.
4.5 DATA COLLECTION:
The questionnaire was delivered personally to the teacher.
4.6 DATA ANALYSIS:
Data collected through research instrument was analyzed by using mean score and t.test.
5 ANALYSIS OF THE TEACHERS PERCEPTIONS:
Table 1 Lesson Planning Skills
S.No
Statement
S D
D
U N
A
S A
Total
Mean
1
The teacher possesses good planning skills
Frequency
1
17
16
146
70
250
4.07
Score
1
34
48
584
350
1017
Percentage
0.4
6.8
6.4
58.4
28.0
100.0
2
The teacher prepares the lesson objectives before going to class.
Frequency
1
34
52
99
64
250
3.76
Score
1
68
156
396
320
941
Percentage
.4
13.6
20.8
39.6
25.6
100.0
3
The teachers have the ability to plan the lesson according to the needs of the students.
Frequency
7
30
32
93
88
250
3.91
Score
7
60
96
376
440
979
Percentage
2.8
12.0
12.8
37.2
35.2
100.0
4
The teachers have the ability to identify intended learning outcomes.
Frequency
0
76
127
37
10
250
2.92
Score
0
152
381
148
50
731
Percentage
0
30.4
50.8
14.8
4.0
100.0
Mean of means=3.66
Table 1 shows that 86% teachers agreed that the teacher possesses good planning skills and mean score is 4.07, 65% agreed that the teacher prepares the lesson objectives before going to class and mean score is 3.76, 72% agreed that the teachers have the ability to plan the lesson according to the needs of the students and mean score is 3.91, 18% agreed that the teachers have the ability to identify intended learning outcomes and mean score is 2.92.
On all the four statements of lesson planning skills, majority of the teachers agreed and mean of means is 3.66. So, it can be concluded from the above table that the teachers agreed and are satisfied with the performance of teachers on lesson planning skills. Mean of means lies between uncertain and agree showing positive response.
Table 2: Lesson Presentation Skills
S.No
Statement
SDA
DA
U N
A
S A
Total
Mean
1
The teachers have the ability to present the material effectively.
Frequency
0
36
15
111
88
250
4.00
Score
0
72
45
444
440
1001
Percentage
0
14.4
6.0
44.4
35.2
100.0
2
The teachers have the ability to introduce the lesson in a very interesting way.
Frequency
6
29
32
99
84
250
3.90
Score
6
58
96
396
420
976
Percentage
2.4
11.6
12.8
39.6
33.6
100.0
3
The teachers have the ability to involve the students in learning activities.
Frequency
0
18
33
117
82
250
4.05
Score
0
36
99
468
410
1013
Percentage
0
7.2
13.2
46.8
32.8
100.0
4
The teachers have the ability to build the relationship between the learning experiences and effective instructions.
Frequency
0
25
58
116
51
250
3.77
Score
0
50
174
464
255
943
Percentage
0
10.0
23.2
46.4
20.4
100.0
Mean of means=3.93
Table 2 shows that 79% teachers agreed that the teachers have the ability to present the material effectively and mean score is 4.0, 72% teachers agreed that the teachers have the ability to introduce the lesson in a very interesting way and mean score is 3.90, 78% agreed or strongly agreed that the teachers have the ability to involve the students in learning activities and mean score is 4.05, 66% agreed that the teachers have the ability to build the relationship between the learning experiences and effective instructions and mean score is 3.77.
On all the four statements of lesson presentation skills majority of the teachers agreed and Mean of means is 3.93. So, it can be concluded from the above table that the teachers agreed on lesson presentation skills. The Mean of means lies between uncertain and agree showing positive trend.
Table 3: Lesson Management Skills
S.No
Statement
SDA
DA
U N
A
S A
Total
Mean
1
The teachers have the ability to manage and organize the lesson.
Frequency
0
10
25
130
85
250
4.16
Score
0
20
75
520
425
1040
Percentage
0
4.0
10.0
52.0
34.0
100.0
2
The teachers have the ability to teach the new lesson on the basis of the student's previous knowledge.
Frequency
0
9
20
136
85
250
s4.19
Score
0
18
60
544
425
1047
Percentage
0
3.6
8.0
54.4
34.0
100.0
3
The teachers have the skill to clearly and carefully formulate the course material.
Frequency
0
32
70
99
49
250
3.66
score
0
64
210
396
245
915
Percentage
0
12.8
28.0
39.6
19.6
100.0
4
The teachers have the ability to split the learning material into sequence.
Frequency
1
16
76
104
53
250
3.77
Score
1
32
228
416
265
942
Percentage
.4
6.4
30.4
41.6
21.2
100.0
Mean of means= 3.79
Table 3 shows that 88% teachers agreed that the teachers have the ability to manage and organize the lesson and Mean Score is 4.16, 88% teachers agreed that the teachers have the ability to teach the new lesson on the basis of the student's previous knowledge and mean score is 4.19. 58% agreed that the teachers have the skill to clearly and carefully formulate the course material and mean score is 3.66 and 62% teachers agreed that the teachers have the ability to split the learning material into sequence and mean score is 3.77.
On all the four statements of lesson management skills majority of the heads agreed and Mean of means are 3.79. So, it can be concluded from the above table that the heads agreed and are satisfied with the performance of teachers on lesson management skills. The Mean of means lies between uncertain and agree showing positive trend
Table 4: Classroom Climate
S.No
Statement
SDA
DA
UNC
A
SA
Total
Mean
1
The teachers have the ability to maintain good climate in the class.
Frequency
0
17
25
94
114
250
4.22
Score
0
34
75
376
570
1055
Percent
0
6.8
10.0
37.6
45.6
100.0
2
The teachers have the ability to maintain pleasant atmosphere for learning.
Frequency
0
23
26
123
78
250
4.02
Score
0
46
78
492
390
1006
Percent
0
9.2
10.4
49.2
31.2
100.0
3
The teachers have the ability to develop strong interaction between students and teacher.
Frequency
0
24
51
93
82
250
3.93
Score
0
48
153
372
410
983
Percent
0
9.6
20.4
37.2
32.8
100.0
4
The teachers have the ability to develop trust of the students.
Frequency
1
13
20
144
72
250
4.09
Score
1
26
60
576
360
1022
Percent
.4
5.2
8.0
57.6
28.8
100.0
5
The teachers have the ability to develop the student's interest in learning.
Frequency
0
13
40
100
97
250
4.12
score
0
26
120
400
485
1031
Percent
0
5.2
16.0
40.0
38.8
100.0
6
The teachers have the ability to make the classroom climate effective for teaching and learning.
Frequency
0
53
22
91
84
250
3.82
Score
0
106
66
364
420
956
Percent
0
21.2
8.8
36.4
33.6
100.0
Mean of means=3.65
Table 4 shows that 82% teachers agreed that the teachers have the ability to maintain good atmosphere in the class and Mean score is 4.22. 69% teachers agreed that the teachers have the ability to maintain pleasant atmosphere for learning and Mean score is 4.02, 69% teachers agreed that the teachers have the ability to develop strong interaction between students and teacher and Mean score is 3.93. 85% teachers agreed that the teachers have the ability to develop trust of the students and Mean score is 4.09, 78% teachers agreed that the teachers have the ability to develop the student's interest in learning and the mean score is 4.12. 69% teachers agreed that the teachers have the ability to make the classroom climate effective for teaching and learning and the Mean score is 3.82
On all the four statements of classroom climate skills majority of the teachers agreed and Mean of means is 3.65. So, it can be concluded from the above table that teachers agreed with the performance of teachers on the skills of maintaining good classroom atmosphere. Mean of means lies between uncertain and agree showing positive trend
Table 5: Command over the Subject
S.No
Statement
SDA
DA
UNC
A
SA
Total
Mean
1
The teachers have full command over the subject.
Frequency
0
34
69
54
93
250
3.82
Score
0
68
207
216
465
956
Percent
0
13.6
27.6
21.6
37.2
100.0
2
The teachers have knowledge beyond the prescribed syllabus.
Frequency
3
18
84
90
55
250
3.70
Score
3
36
252
360
275
926
Percent
1.2
7.2
33.6
36.0
22.0
100.0
3
The teachers have the ability to provide latest information about the subject.
Frequency
5
70
50
60
65
250
3.44
Score
5
140
150
240
325
860
Percent
2.0
28.0
20.0
24.0
26.0
100.0
Mean of means=3.65
Table 5 shows that 58% teachers agreed that the teachers have full command over the subject and Mean score is 3.82. 58% agreed that the teachers have knowledge beyond the prescribed syllabus and Mean score is 3.70. 50% agreed that the teachers have the ability to provide latest information about the subject and Mean score is 3.37.
All the three statements of the skills of command over the subject majority of the teachers agreed that the teachers have full command over the subject they taught and mean of means is 3.65.
So, it can be concluded from the above table that teachers are not fully satisfied from the performance of teachers on the skills of command over the subject. Mean of means lies between uncertain and agree showing positive trend
Table 6: Appropriateness of Teaching Methodologies
S.No
Statement
SDA
DA
UNC
A
SA
Total
Mean
1
The teachers have the ability to choose the teaching method according to the situation.
Frequency
7
35
40
86
82
250
3.80
Score
7
70
120
344
410
951
Percent
2.8
14.0
16.0
34.4
32.8
100.0
2
The teachers have the ability to teach the students by using appropriate teaching method.
Frequency
0
34
25
132
59
250
3.86
Score
0
34
25
132
295
966
Percent
0
13.6
10.0
52.8
23.6
100.0
3
The teachers have the ability to see the relevance of their work.
Frequency
1
18
32
163
36
250
3.86
Score
1
36
96
652
180
965
Percent
.4
7.2
12.8
65.2
14.4
100.0
4
The teachers have the skills to make active efforts to improve instructional effectiveness.
Frequency
21
45
33
115
36
250
3.40
Score
21
90
99
460
180
850
Percent
8.4
18.0
13.2
46.0
14.4
100.0
5
The teachers have the ability to use modern techniques and useful skills in the classrooms.
Frequency
7
58
30
85
70
250
3.61
Score
7
116
90
340
350
903
Percent
2.8
23.2
12.0
34.0
28.0
100.0
6
The teachers have the ability to make active efforts to improve instructional effectiveness.
Frequency
0
41
74
106
29
250
3.49
Score
0
82
222
424
145
873
Percent
0
16.4
29.6
42.4
11.6
100.0
7
The teachers have the ability to use modern techniques and useful skills in the classrooms.
Frequency
0
63
69
64
54
250
3.44
Score
0
126
207
256
270
859
Percent
0
25.2
27.6
25.6
21.6
100.0
8
The teachers have the ability to improve instructional effectiveness.
Frequency
0
34
60
104
52
250
3.70
Score
0
68
180
416
260
924
Percent
0
13.6
24.0
41.6
20.8
100.0
9
The teachers have the ability to use learning activities that require the students to practice higher order thinking.
Frequency
27
57
44
78
44
250
3.22
Score
27
114
132
312
220
805
Percent
10.8
22.8
17.6
31.2
17.6
100.0
10
The teachers have the ability to use different strategies for problem solving.
Frequency
0
14
31
154
51
250
3.97
Score
0
28
93
616
255
992
Percent
0
5.6
12.4
61.6
20.4
100.0
11
The teachers have the ability of inspiring confidence in the students.
Frequency
1
11
17
147
74
250
4.13
Score
1
22
51
588
370
1032
Percent
.4
4.4
6.8
58.8
29.6
100.0
12
The teachers have the ability of relating the previous lesson with the current lesson.
Frequency
0
17
36
105
92
250
4.09
Score
0
34
108
420
460
1022
Percent
0
6.8
14.4
42.0
36.8
100.0
13
The teachers have the ability of arousing student's interest in lesson.
Frequency
1
10
51
131
57
250
3.93
Score
1
20
153
524
285
983
Percent
.4
4.0
20.4
52.4
22.8
100.0
14
The teachers have the ability to provide plenty of opportunities to students for practice.
Frequency
1
38
62
90
59
250
3.67
Score
1
76
186
360
295
918
Percent
.4
15.2
24.8
36.0
23.6
100.0
15
The teachers have the ability to motivate the students towards learning.
Frequency
0
8
31
120
91
250
4.18
Score
0
16
93
480
455
1044
Percent
0
3.2
12.4
48.0
36.4
100.0
16
The teachers have the ability to use learning activities that require students to practice higher older thinking
Frequency
15
46
47
95
47
250
3.45
Score
15
92
141
380
235
863
Percent
6.0
18.4
18.8
38.0
18.8
100.0
Mean of means=3.73
Table 6 shows that 66% teachers agreed that the teachers have the ability to choose the teaching method according to the situation and Mean score is 3.80. 78% teachers agreed or strongly agreed that the teachers have the ability to teach the students by using appropriate teaching method and the mean score is 3.86. 79% agreed that the teachers have the ability to see the relevance of their work and mean score is 3.86. 60% agreed that the teachers have the skills to make active efforts to improve instructional effectiveness and the Mean score is 3.40. 62% agreed that the teachers have the ability to use modern techniques and useful skills in the classrooms and the Mean score is 3.67. 53% agreed that the teachers have the ability to make active efforts to improve instructional effectiveness and the Mean score is 3.49. 46% agreed that the teachers have the ability to use modern techniques and useful skills in the classrooms and the Mean score is 3.44. 61% agreed that the teachers have the ability to improve instructional effectiveness and the mean score is 3.70. 48% agreed that the teachers have the ability to use learning activities that require the students to practice higher order thinking and the Mean score is 3.22. 81% agreed that the teachers have the ability to use different strategies for problem solving and the Mean score is 3.97. 87% agreed that the teachers have the ability of inspiring confidence in the students and the mean score is 4.13. 78% agreed that the teachers have the ability of relating the previous lesson with the current lesson and the Mean score is 4.09. 74% agreed that the teachers have the ability of arousing student's interest in lesson and the Mean score is 3.93. 59% agreed that the teachers have the ability to provide plenty of opportunities to students for practice and the Mean score is 3.67. 84% teachers agreed or strongly agreed that the teachers have the ability to motivate the students towards learning and the Mean score is 4.18. 56% agreed that the teachers have the ability to use learning activities that require students to practice higher older thinking and the Mean score is 3.45.
All the sixteen statements of the skills appropriateness of the teaching methodologies, the teachers agreed that the teachers are using appropriate teaching methodologies according to the demand of the subject they taught and Mean of means is 3.73
So, it can be concluded from the above table that teachers are satisfied with the performance of teachers on the skills of appropriateness of teaching methodologies. Mean of means lies between uncertain and agree showing positive trend
Table 7: Class Discipline
S.No
Statement
SDA
DA
UNC
A
SA
Total
Mean
1
The teachers have the ability to maintain good order in the classroom.
Frequency
0
7
24
125
94
250
4.22
Score
0
14
72
500
470
1056
Percent
0
2.8
9.6
50.0
37.6
100.0
2
The teachers have the ability to deal the misbehaviors effectively.
Frequency
1
28
35
94
92
250
3.99
Score
1
56
105
376
460
998
Percent
.4
11.2
14.0
37.6
36.8
100.0
3
The teachers have the ability to identify disruptive behavior.
Frequency
0
2
40
128
80
250
4.14
Score
0
4
120
512
400
1036
Percent
0
.8
16.0
51.2
32.0
100.0
Mean of means=4.11
Table 7 shows that 87% teachers agreed or strongly agreed that the teachers have the ability to maintain good order in the classroom and Mean score is 4.22. 73% agreed that the teachers have the ability to deal the misbehaviors effectively and Mean score is 3.99. 83% agreed that the teachers have the ability to identify disruptive behavior and Mean score is 4.14.
From the three statements of class discipline skills majority of the teachers agreed and Mean of means is 4.11. So, it can be concluded from the above table that teachers agreed and are satisfied with the performance of teachers on class discipline skills.
Mean of means lies between agree and strongly agree showing strongly positive trend.
Table 8: Teacher like Personality
S.No
Statement
SDA
DA
UNC
A
SA
Total
Mean
1
The teachers possess teacher like personality.
Frequency
0
17
25
111
97
250
4.15
Score
0
34
75
444
485
1038
Percent
0
6.8
10.0
44.4
38.8
100.0
2
The teachers have the experience about teaching and learning.
Frequency
0
14
26
121
89
250
4.14
Score
0
28
78
484
445
1035
Percent
0
5.6
10.4
48.4
35.6
100.0
3
The teachers have the qualities of flexibility, creativity and adaptability to influence the student's achievements.
Frequency
28
31
24
85
82
250
3.65
Score
28
62
72
340
410
912
Percent
11.2
12.4
9.6
34.0
32.8
100.0
Mean of means=3.98
Table 8 shows that 82% teachers agree or disagree that the teachers possess teacher like personality and Mean score is 4.15. 83% agreed or strongly agreed that the teachers have the experience about teaching and learning and Mean score is 4.14. 66% agreed that the teachers have the qualities of flexibility, creativity and adaptability to influence the student's achievements and Mean score is3.65.
From all the three statements of teacher's personality majority of the teachers agreed and Mean of means are 3.98. So, it can be concluded from the above table that teachers agreed and are in favor that the teachers possess teacher like personality. Mean of means lies between uncertain and agree showing positive trend.
Table 9: Formulation of Appropriate Questions
S.No
Statement
SDA
DA
UNC
A
SA
Total
Mean
1
The teachers have the ability to use proper questioning during the lesson.
Frequency
0
17
25
111
97
250
4.15
Score
0
34
75
444
485
1038
Percent
0
6.8
10.0
44.4
38.8
100.0
2
The teachers have the ability to use lower cognitive and higher cognitive questions to check student's understanding.
Frequency
0
14
26
121
89
250
4.14
Score
0
28
78
484
445
1035
Percent
0
5.6
10.4
48.4
35.6
100.0
3
The teachers have the ability to properly handle the student's questions.
Frequency
28
31
24
85
82
250
3.65
Score
28
62
72
340
410
912
Percent
11.2
12.4
9.6
34.0
32.8
100.0
4
The teachers have the ability to use regular questioning to gauge pupils progress.
Frequency
0
1
43
103
103
250
4.23
Score
0
2
129
412
515
1058
Percent
0
.4
17.2
41.2
41.2
100.0
5
The teachers have the ability to use questioning to stimulate the students thinking during instructions.
Frequency
7
19
73
117
34
250
3.61
Score
7
38
219
468
170
902
Percent
2.8
7.6
29.2
46.8
13.6
100.0
Mean of means=3.95
Table 9 shows that 82% teachers agreed that the teachers have the ability to use proper questioning during the lesson and Mean score is 4.15. 83% agreed that the teachers have the ability to use lower cognitive and higher cognitive questions to check the student's understanding and Mean score is 4.14. 66% agreed that the teachers have the ability to properly handle the student's questions and Mean score is 3.65. 82% agreed that the teachers have the ability to use regular questioning to gauge the pupils progress and the Mean score is 4.23. 59% agreed that the teachers have the ability to use questioning to stimulate the students thinking during instructions and Mean score is 3.61.
From the five statements it can be concluded from the above table that the teachers agreed and are satisfied that the teachers have the skills to formulate the appropriate questions and Mean of means is 3.95. Mean of means lies between uncertain and agree showing positive trend.
Table 10: Checking Of Homework
S.No
Statement
SDA
DA
UNC
A
SA
Total
Mean
1
The teachers give homework regularly.
Frequency
0
27
19
116
88
250
4.06
Score
0
54
57
464
440
1015
Percent
0
10.8
7.6
46.4
35.2
100.0
2
The teachers check the homework regularly.
Frequency
1
43
74
67
65
250
3.61
Score
1
86
222
268
325
902
Percent
.4
17.2
29.6
26.8
26.0
100.0
Mean of means=3.83
Table 10 shows that 81% teachers agreed that the teachers give homework regularly and Mean score is 4.06. 52% agreed that the teachers' check the homework regularly and Mean score is 3.61.
From the two statements it can be concluded from the above table that teachers agreed and are satisfied that the teachers give and check the homework regularly and mean of means is 3.83. Mean of means lies between uncertain and agree showing positive trend.
Table 11: Checking Of Class Work
S.No
Statement
SDA
DA
UNC
A
SA
Total
Mean
1
The teachers give class work regularly.
Frequency
0
16
13
111
110
250
4.26
Score
0
32
39
444
550
1065
Percent
0
6.4
5.2
44.4
44.0
100.0
2
The teachers check the class work regularly.
Frequency
1
43
46
69
91
250
3.82
Score
1
86
138
276
455
956
Percent
.4
17.2
18.4
27.6
36.4
100.0
Mean of means=4.04
Table 11 shows that 88% teachers agreed that teachers give classwork regularly and Mean score is 4.26. 63% agreed that the teachers check the classwork regularly and Mean score is 3.82.
From the two statements it can be concluded from the above table that teachers agreed and are satisfied that the teachers give and check the class work regularly and Mean of means is 4.04. Mean of means lies between agree and strongly agree showing strongly positive trend.
Table 12: Inspiring Confidence in Students
S.No
Statement
SDA
DA
UNC
A
SA
Total
Mean
1
The teachers have the ability to inspire confidence in students.
Frequency
0
12
25
119
94
250
4.18
Score
0
24
75
476
470
1045
Percent
0
4.8
10.0
47.6
37.6
100.0
2
The teachers have the ability to appreciate the student's efforts.
Frequency
0
0
36
113
101
250
4.26
Score
0
0
108
452
505
1065
Percent
0
0
14.4
45.2
40.4
100.0
3
The teachers have the ability to reinforce the correct behavior of the students.
Frequency
0
8
62
109
71
250
3.97
Score
0
16
186
436
355
993
Percent
0
3.2
24.8
43.6
28.4
100.0
Mean of means = 4.13
Table 12 shows that 84% teachers agreed that the teachers have the ability to inspire confidence in students and Mean score is 4.18. 85% agreed that the teachers have the ability to appreciate the student's efforts and Mean score is 4.26. 71% agreed that the teachers have the ability to reinforce the correct behavior of the students and Mean score is 3.97.
From the three statements it can be concluded from the above table that the heads agreed that the teachers inspire confidence in the students regularly. The Mean of means is 4.13. Mean of means lies between agree and strongly agree showing strong positive trend.
Table 13: Evaluation Skills
S.No
Statement
SDA
DA
UNC
A
SA
Total
Mean
1
The teachers have the ability to use evaluation techniques.
Frequency
0
16
28
143
63
250
4.01
Score
0
32
84
572
315
1003
Percent
0
6.4
11.2
57.2
25.2
100.0
2
The teachers evaluate the students properly.
Frequency
0
41
37
126
46
250
3.71
Score
0
82
111
504
230
927
Percent
0
16.4
14.8
50.4
18.4
100.0
3
The teachers have the ability to conduct classroom test for evaluating the student's performance.
Frequency
1
1
36
115
97
250
4.22
Score
1
2
108
460
485
1056
Percent
.4
.4
14.4
46.0
38.8
100.0
4
The teachers have the ability to use evaluation skills for judging the student's achievements.
Frequency
1
28
33
127
61
250
3.88
Score
1
56
99
508
305
969
Percent
.4
11.2
13.2
50.8
24.4
100.0
5
The teachers have the ability to use diagnostic evaluation skill to identify the problems in learning.
Frequency
6
54
55
90
45
250
3.46
Score
6
108
165
360
225
864
Percent
2.4
21.6
22.0
36.0
18.0
100.0
6
The teachers have the ability to use evaluation skills to identify the strengths and weaknesses of the students.
Frequency
1
23
43
125
58
250
3.86
Score
1
46
129
500
290
966
Percent
.4
9.2
17.2
50.0
23.2
100.0
Mean of means=3.86
Table 13 shows that 82% teachers agreed that the teachers have the ability to use evaluation techniques and Mean score is 4.01. 68% agreed that the teachers evaluate the students properly and Mean score is 3.71. 84% agreed that the teachers have the ability to conduct classroom test for evaluating the student's performance and Mean score is 4.22. 74% agreed that the teachers have the ability to use evaluation skills for judging the student's achievements and the Mean score is 3.88. 54% agreed that the teachers have the ability to use diagnostic evaluation skills to identify the problems in learning and the Mean score 3.46. 73% agreed that the teachers have the ability to use evaluation skills to identify the strengths and weaknesses of the students and the mean score is 3.86.
From the six statements it can be concluded from the above table that the teachers agreed and are satisfied that the teacher has the skills to use the evaluation skills properly and Mean of means is 3.85. Mean of means lies between uncertain and agree showing positive trend.
DISCUSSION:
The teacher constitutes the major school input. The teacher at different levels needs different types of training. Because good education represents good teacher and good teacher need not only sufficient knowledge of the subject matter to be imparted to students but techniques and methods should be taught both in theory and practice.
The study was descriptive in nature. For this purpose the research reviewed the related documents, educational policies and Teacher Training Programs. The main objective of the study was the analysis of skills acquired in the Teacher Training Programs and required in the actual classroom. A study was conducted to investigate the needs, teacher and teacher trainers.
Technique of multistage sampling was used. 3 Districts of Punjab were the sample of the study. In each district ten percent teachers were selected as a sample. For data collection the researcher prepared a questionnaire for the teacher.
Data collected through research tool was analyzed by using t-test. It was concluded that majority of the teachers prepared the lesson objectives before going to class. Majority of the teachers lacked the skills of identifying misbehaviors. The teachers were trained in the traditional methods and the teacher training programs are heavily loaded with theoretical information and the teachers are unable to use modern methodologies.
It was recommended that the teacher training institutions be equipped with the latest technologies to equip with latest techniques and teaching methodologies, and the teachers be provided such training in the area of classroom management and evaluation.
6: FINDINGS
- 86 percent teachers strongly agreed or agreed that the teachers possessed good planning skills
- 65 teachers strongly agreed or agreed that the teachers prepared the lesson objectives before going to class but the classroom
- 72 percent teachers strongly agreed or agreed that the teachers had the ability to plan the lesson according to the needs of the students. But the classroom observation showed that only 27 percent teachers possessed this skill.
- 15 percent teachers agreed that the teachers had the ability to identify intended learning outcomes but the classroom observation showed that only 27 percent teachers possessed this skill.
- 79 percent teachers agreed that the teachers had the ability to present the material effectively.
- 72 percent teachers agreed that the teachers have the ability to introduce the lesson in a very interesting way but the classroom observation showed that only 56 percent teachers possessed this skill.
- 78 percent teachers agreed that the teachers had the ability to involve the students in learning activities but the classroom observation showed that only 27 percent teachers possessed this skill.
- 66 percent teachers agreed that the teachers had the ability to build the relationship between the learning experiences and effective instructions but the classroom observation showed that only 43 percent teachers possessed this skill.
- 88 percent teachers agreed that the teachers had the ability to manage and organize the lesson but the classroom observation s
Tehseen Akhter, PhD scholar at International Islamic University Islamabad (IIUI) Pakistan
Article Source: ArticlesBase.com
