SEARCH ARTICLE

43 Pages : 331-340

http://dx.doi.org/10.31703/gssr.2019(IV-IV).43      10.31703/gssr.2019(IV-IV).43      Published : Dec 2019

Practitioners' Perception about Professional Learning Practices at Higher Secondary Level in Public and Private Sector

    The study analyzed practitioners' perceptions about professional learning practices at higher secondary level in public and private sector. The components of professional learning practices were teaching learning process, students' development, teachers' professional relationship and service, institutional development and personal and professional growth. The objectives of this paper focused on checking practitioners' insights regarding above given components. The sample of the study were 633 practitioners. Major findings were that there was no major difference in perceptions of both sector teachers about teaching learning and students' development. The practitioners of private schools showed more interest in professional relationship, institutional development, personal and professional growth. It is recommended that institutional administration may make it mandatory for practitioners to prepare professional teaching portfolio and may design professional development courses about building their competency in classroom management. The administration of public schools may plan professional learning communities and knowledge sharing societies through launching collaborative campaigns.

    Professional learning practices, teaching learning process, students' achievements, institutional development, professional development
    (1) Farkhanda Tabassum
    Assistant Professor, Department of Education,National University of Modern Languages, Islamabad, Pakistan.
    (2) Shazia Zamir
    Assistant Professor,Department of Education, National University of Modern Languages, Islamabad, Pakistan.
    (3) Saira Nudrat
    Assistant Professor, Department of Education,National University of Modern Languages, Islamabad, Pakistan.

32 Pages : 250-256

http://dx.doi.org/10.31703/gssr.2019(IV-III).32      10.31703/gssr.2019(IV-III).32      Published : Sep 2019

Meta-Analysis Approach towards Importance of In-Service Training in Teacher's Professional and Social Development

    The paper highlights the significance of in-service training and establishes that its role cannot be denied in a teacher’s professional and social development. It plays significant role in enhancing teacher’s competencies and improves teacher’s teaching skills. Its role is of vital importance in achieving teaching and learning outcomes. In-service teacher training enables teacher to have awareness about the advanced instructional technologies used in the teaching-learning process. This equips teacher with modern teaching tools, enhancing a teacher’s efficiency and effectiveness. The in-service teacher training program is a systematic attempt to change teacher’s attitudes and beliefs and also bring changes in classroom practices. A teacher undergoes different experiences and practices after joining teaching profession. In-service teacher training improves these experiences and practices. Its role is also of vital importance in developing quality education.

    In-service Training, Professional Development, Teacher's Improvement
    (1) Zafar Saleem
    Assistant Professor , Department of Education ,Mohi-ud-Din Islamic University, Nerian Sharif, AJ&K, Pakistan.
    (2) Mohummad Ishaq
    Assistant Professor, Department of Education, Mohi-ud-Din Islamic University, Nerian Sharif, AJ&K, Pakistan .
    (3) Ziarab Mahmood
    Assistant Professor, Department of Education, Mohi-ud-Din Islamic University, Nerian Sharif, AJ&K, Pakistan.

12 Pages : 168-195

http://dx.doi.org/10.31703/gssr.2018(III-II).12      10.31703/gssr.2018(III-II).12      Published : Jun 2018

Classroom Observation: Linking Teacher Evaluation and Professional Development in TESOL

    This study examines the impact of increasingly challenging nature of classroom observation as part of teacher evaluation in English Language Teaching (ELT). This paper highlights the complex nature of evaluative classroom observation systems in various educational contexts. It also considers various issues that embody the challenging nature of classroom observation and teacher evaluation in connection to the professional development of teachers. In a small-scale study of Teaching of English to the Speakers of Other Languages (TESOL) professionals in Saudi English as a Foreign Language (EFL) context, it adopts an interpretive approach and utilizes semi-structured interviews to collect data. The results, presented in four major themes provide a detailed account of teachers’ perceptions of the role of classroom observation in their professional learning and development. However, this development has not occurred due to the observation as a tool to elevate teaching and learning standards, alternatively, the managerial demands and the fear of being fired or transferred to remote campuses have stimulated teachers to develop professionally and offset this challenge. Despite their personal drive to professionalize themselves in a collaborative and professional culture, the challenge of observation still prevails owing to the teachers’ lack of autonomy and some insufficiently trained observers’ subjective approach.

    Teacher Professionalism, Professional Development, Classroom Observation, Teacher Evaluation
    (1) Sayyed Rashid Shah
    Lecturer in English, English Language Institute, King Abdul-Aziz University, Jeddah, Saudi Arabia.
    (2) Roohul Amin
    Assistant Professor, Department of English, Gomal University, Dera Ismail Khan, KP, Pakistan.
    (3) Hussain Ahmad
    Lecturer in English, English Language Institute, King Abdul-Aziz University, Jeddah, Saudi Arabia.

44 Pages : 445-452

http://dx.doi.org/10.31703/gssr.2021(VI-II).44      10.31703/gssr.2021(VI-II).44      Published : Jun 2021

A Comparative Analysis of Administrative Problems and Job Performance: From Government College Principals and Faculty Members' Perspective

    The study aimed to compare the views of college principals and teachers regarding the various administrative problems faced by principals and how these problems affect their job. By using stratified random sampling technique 28 college principals and 140 faculty members were randomly selected from the six districts. A self-made validated questionnaire was used to collect data from the respondents. The Cronbach’s alpha values for administrative problems and job performanc were 0.73 and 0.85 respectively. Study results showed that both the parties have similar perceptions about the administrative problems and job performance of college principals. Both respondents agreed that due to massive administrative problems, college principals may not be able to achieve vision and mission of the college. It was recommended that providing capacity building and continuous professional development opportunities may be worthwhile strategies for improving the administrative roles of principals.

    Comparison, Administrative Problems, Job Performance, College Principal, Faculty Member, Professional Development
    (1) Sami ul Haq
    M. Phil Scholar, Department of Education, University of Malakand, Chakdara, KP, Pakistan.
    (2) Iqbal Amin Khan
    Lecturer, Department of Education, University of Malakand, Chakdara, KP, Pakistan.
    (3) Farid Ullah Khan
    Assistant Professor, Department of Education and Psychology, Kohat University of Science & Technology, Kohat, KP, Pakistan.

09 Pages : 92-104

http://dx.doi.org/10.31703/gssr.2021(VI-IV).09      10.31703/gssr.2021(VI-IV).09      Published : Dec 2021

Effect of Teacher's Professional Development on The Teachers’ Instructional Practices in Special Education

    The study was performed to see the effect of Teachers' Professional Development on the Teacher's Instructional Practices in Special Education. The aims of this research include exploring the use of special education teacher instructional practices in schools and studying the influence of professional development on instructional practices of teachers. The study was quantitative in nature and used a self-developed survey for the collection of data from respondents. Descriptive and inferential statistics were used to analyze data. The result indicates that instructional practices differ on the basis of gender; however, qualification has no influence on instructional practices. Moreover, the distance (division)of respondents, duration of training did not affect the professional development of respondents. Moreover, professional development had a direct relationship with the instructional practices in special education.

    Teachers' Professional Development, Instructional Practices
    (1) Fariha Gul
    Assistant Professor, Department of Education, University of Management and Technology, Lahore, Punjab, Pakistan.
    (2) Amna Jahangir
    MPhil Scholar, Department of Special Needs Education, University of Management and Technology, Lahore, Punjab, Pakistan.
    (3) Muhammad Saleem
    MPhil Scholar, Department of Special Needs Education, University of Management and Technology, Lahore, Punjab, Pakistan.

19 Pages : 196-207

http://dx.doi.org/10.31703/gssr.2021(VI-IV).19      10.31703/gssr.2021(VI-IV).19      Published : Dec 2021

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

    Mentoring, Competencies, Continuous Professional Development, Primary Level
    (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.

15 Pages : 145-154

http://dx.doi.org/10.31703/gssr.2024(IX-IV).15      10.31703/gssr.2024(IX-IV).15      Published : Dec 2024

The Impact of Teacher-Student Relationships and Professional Development at the Undergraduate Level

    The objectives of this research are to investigate the relationship between teacher-student and professional development at the University of Layyah. For this purpose, convenience sampling techniques were used to collect data. The data was compromised on two groups, teachers (n=15) and students (n=50). The result revealed that 62% of students and 60% of teachers believe that professional development exercises successfully provide concepts and tactics that are advantageous in the classroom. Overall, the findings suggest a positive and conducive university climate where both students and teachers value formality, supportiveness, respect for rules, and concentration in academic endeavours.

    Teacher-Student Relationship, Professional Development, Academic Performance, Educational Outcomes, Student Engagement, Teacher Engagement, University Education
    (1) Hania Amir
    Undergraduate, Department of English, University of Layyah, Punjab, Pakistan. ORCID:(https://orcid.org/0009-0006-9799-0646)
    (2) Abdul Rehman
    M.Phil, Department of. English Literature, Department of English, Islamia University of Bahawalpur, Punjab Pakistan.
    (3) Muhammad Basit Javed
    Undergraduate, Department of English, Muhammad Ali Institute of Science and Technology Layyah, Punjab, Pakistan.