Impact of QEC Leaders Intellectual Competencies on Quality Enhancement of Higher Education Institutions
This study investigates the impact of QEC Leaders' intellectual competencies on Quality Enhancement of Higher Education Institutions - HEIs and Universities. Quantitative data from QEC Officials of public and private sector universities in Islamabad is collected. QEC Leaders' intellectual competencies were measured by adapting Leadership Dimension Questionnaire (LDQ) from Dulewicz and Higgs (2005, 2008). Quality Enhancement was measured by using Quality Enhancement Questionnaire (QEQ) developed by HEC QAA (2006). A survey questionnaire based methodology was used to collect data from QEC Leaders of public and private universities of Islamabad. Correlation and regression analyses were used to test research hypotheses. Findings imply that QEC Leaders' strategic perspective significantly contribute towards Quality Enhancement generally and specifically towards Implementation of SA Mechanism. Furthermore, QEC Leaders possessing strong vision and imagination competencies have significant influence on Empowering QEC and high ranked QEC to contribute in the Quality Enhancement. Leadership competencies are the basic elements contributing for betterment of performance of an organization and quality enhancement. A vital role is played by the QEC Leaders for achieving organizational objectives and goals to enhance quality of Institutions and provide conducive working environment which ultimately encourages the attitudes, behaviors and motivates the followers. This study was limited to examine relationship between QEC Leaders' intellectual competencies and Quality Enhancement of HEI's in Islamabad. Further research is suggested to validate this model all QECs of Pakistan. Findings provide implications for academicians and QEC professionals to formulate policies for improving Quality of Education in Pakistan. The study provides directions for future research.
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Quality Enhancement, QEC Managers, Leadership, Intellectual Competencies
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(1) M Iftikhar Ali
PhD Scholar (Education), Department of Education, Bahria University, Islamabad, Pakistan.
(2) Umbreen Ishfaq
Assistant Professor, Department of Education, University of Haripur, KP, Pakistan.
(3) Riaz Ahmed
Associate Professor, Department of Education, Bahria University, Islamabad, Pakistan.
Mentoring Effectiveness for Primary School Teachers' Competencies Through Continuous Professional Development (CPD)
The aim of the current study was to identify different competencies developed through Continuous Professional Development (CPD) and to evaluate the effectiveness of mentoring in developing different competencies among primary teachers. It was a descriptive and quantitative study in nature. Primary school teachers (PSTs)from the district of Lahore were the population of the study. The sample was selected randomly from 10Percent of the total population (N = 786). For the data collection, a 5-point Likert-type questionnaire was developed by the searcher. To answer the research questions, data were analyzed using SPSS version 21 with mean SD, t-test, and ANOVA. The identified professional competencies through the CPD program were classroom management, micro-teaching, reinforcement, planning and strategies, learning environment,human growth and development, assessment, communication skills, asking questions, and lesson planning. Mentoring is recommended to be done at the elementary and secondary levels to develop competencies
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Mentoring, Competencies, Continuous Professional Development, Primary Level
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(1) Muhammad Abbas
PhD Scholar, University of Education, Lahore, Punjab, Pakistan.
(2) Afshan Jabeen
Assistant Professor, Department of Sports Sciences and Physical Education, University of Haripur, KP, Pakistan.
(3) Saba Tariq
MPhil Graduate (Physics), University of Lahore, Punjab, Pakistan.
Exploring the Role of Artificial Intelligence in Enhancing Teachers' Competencies: A Comprehensive Review
This study was conducted to explore the role of Artificial Intelligence in enhancing the teachers' competencies. This was a theoretical study in nature conducted while using the secondary data collected from the available books, journals, and dissertations. The results revealed that AI has great potential to enhance teachers' competencies while helping them design relevant educational content aligned with learning objectives and providing feedback on their instructional strategies and practices. It also allowed to automate the student attendance and grading on the teacher's side. It will also assist the teachers in selecting suitable strategies and teaching aids for aiding a wide variety of students including those with special needs. Yet, it is also important to underscore that AI ought to act in support of and not replace with machine algorithms infallible virtues inherent to human education: sympathy; a creative spark; and the ability to individually adapt for each student.
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Artificial Intelligence, University Teachers, Competencies Enhancement
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(1) Asim Tanvir
Assistant Professor, IBIT (Institute of Business and Information Technology), University of the Punjab, Punjab, Pakistan.
(2) Samra Bashir
Assistant Professor, Institute of Education and Research, University of the Punjab, Punjab, Pakistan.
(3) Sidra Shahzadi
Lecturer, University Institute of Management Science, PMAS-Arid Agriculture University Rawalpindi, Punjab Pakistan.