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International Journal of Advanced Education and Research, 2019
Quality has become the global perspective in each field of development. Quality is defined as delighting the customer by continuous meeting and improving upon agreed requirement. India is a developing country in the world and providing the mass education at elementary and higher education. Teacher education system is an important vehicle to improve the quality of education. Therefore, teacher preparation needs to give more thinking into the different roles a teacher needs to meet the new challenges in the information society. After Independent the emerging socioeconomic and political situations influenced the national scenario of Teacher Education. The Government of India setup different Committees and Commissions for addressing to the specific issues of Teacher Education. A large number of teachers were found untrained and attempt was made to clear the backlog. The main concerns of teacher education were pertaining to both quality and quantity.
A. Introduction As a preparatory exercise for the World Teachers’ Day 2004 a study was carried out by the Institute of Social Sciences for UNESCO and UNICEF to answer the question “What makes a quality teacher?” The study involved a review of the literature and a quick survey of the views of various stakeholder groups in 10 rural and urban locations in 3 provinces of Pakistan. The key findings of the study and a summary of recommendations are presented in the following pages. B. Key Findings from Literature Review The following key findings emerge from the literature review: A quality teacher is a good human being, has good interpersonal skills and is an effective and dedicated teacher who enjoys teaching and being with children. The quality of a teacher is affected by the level and quality of his education, while the role of experience is less clear. Teacher competencies are critical to pupil learning. Pre-service training in government institutions is not improving teacher knowledge and skills because of a variety of reasons, while a number of non-government institutions are producing better results. There are a number of problems in both in-service training and especially the application of training in the classroom. However, a number of innovative projects in the government and non-government sector have improved teaching quality through on-going training, closely linked to classroom practice, and good classroom support. Pupil learning is higher in non-government as compared to government schools, mainly due to better management and supervision of teachers. Similar practices in government schools also produce good teaching and learning. Teachers help each other in academic work, and certain projects are employing mentors to provide on-going support to teachers. Physical facilities in schools are important, but do not in themselves improve learning. The government curriculum and textbooks are not based on the mental levels of pupils, creating problems in learning. The examination system encourages rote learning and selective study, while other examination systems are producing better results. A good government model of on-going pupil assessment has the potential for national replication. Education of family members and involvement in school affairs has a positive impact on child learning. Teaching is an attractive profession for women, and can be made more attractive to both men and women by removing restraining factors. C. Key Findings from Survey The survey identified the following as critical to producing quality teachers: personal qualities: basic human traits (commitment, focus on children, and tolerance); personal habits (punctuality, hard working and continuous learning); knowledge and skills (teaching skills and conceptual clarity), consider teaching a noble profession, enjoy teaching, and have a mission to spread knowledge teacher’s education: good content knowledge, positive attitudes and behaviours, good teaching and communication skills, use of teaching aids. trainer characteristics: mastery of subject, pedagogical and communication skills, a role model, positive attitudes training: skill-oriented, based on psychology of student-teacher and latest curriculum/ research, upgrades content knowledge and professional skills training institutes: quality trainers, good library, latest equipment and materials, opportunity for supervised teaching practice management/head practices: provide incentives, classroom observation/feedback, coaching/guidance, assist in content knowledge, involve in decision making collegial behaviour: consult each other, share ideas, meet on academic issues, assist in teaching, encourage them, solve problems, mutual respect, regular feedback/support pupil behaviours: respect teacher, ready to learn, do work diligently, good achievement, regular and punctual school facilities: teaching aids, library, laboratory, basic facilities, appropriate class size, pleasant environment supervisory behaviours: incentives, interest in problems, guidance, feedback, regular/ complete supervision self-development: read educative materials and newspapers, learn from colleagues and experts, watch/hear educational programmes, conduct research, attend lectures/seminars, attend and apply training, assess themselves or ask others to assess them home environment: family support/encouragement, absence of financial/marital problems, atmosphere of reading and writing at home, familial love/respect for children, time for preparing lessons, parental role model parental behaviour: child-focused (interest in pupil progress, ensure homework, punctuality/regularity, cleanliness of child); school-focused (regular contact, appreciate teacher performance, trust/respect teacher, attend programmes, give suggestions to teacher sustaining excellence: personal factors (desire for continuous learning, enjoy teaching/hard work, concern for quality and reputation persistence); school factors (good performance of children, supportive environment, on-going supervision, inspiring teachers/heads); system factors (incentives for good performance, on-going training, disincentives for bad performance, satisfactory economic support) D. Key Recommendations for Stakeholders Based on the findings of the literature review and the survey a set of actions were recommended for various stakeholders. One of the key objectives of the study was to generate ideas to promote teacher support networks. The report recommends that any effort in this direction should capitalize on the work of those teacher associations who are already playing a role in improving the quality of education in the country. It is recommended that the findings of this study are presented to these associations, and the associations should themselves decide on the kind of actions they would like to take in response to the findings. Any external agency should only play a facilitative role in the process. The approach should be evaluated after some time, and measures considered for improvement and replication.
Scholarly Research Journal, 2016
Teacher education is a crucial component of education. Through teacher education, school teachers, who are considered mentors of any society, are prepared and produced normally. Its importance in human life has been recognized for a long time. Teacher education is the main pillar of any established system of education and the custodian of the society’s culture. The quality of teacher education programme needs to be up graded. Now a days Teacher education has not come up to the requisite standards. Teachers are not able to think critically and solve the issue related to teaching methods, content, organisation etc. Teacher education programme needs a comprehensive reform and restructuring curriculum of teacher-education programme needs to be revised according to changing needs of society. This paper points out some major problems which is responsible for the deterioration of quality of teacher education and it also suggest some remedial measures for minimising these problems and thereby to enhance the quality of teacher education.
Effect of Teacher’s Quality on Academic Performance of Pupils in Private Secondary Schools in Hargeisa Districts, 2023
This study a risen issue from declined performance of pupils were well demonstrated in study an increasing the failure of students in recently years from 2018-2022; there was an increase of 6.1% in “ D ”grades which that reflect an increase of failure students in private secondary schools. Therefore; in this study investigated how take part or effect teacher‟s quality on academic performance of pupils in private secondary schools in Hargeisa districts.Guided by motivational theory developed by Maslow in 1954. The theory postulates When the deficiency needs are met people are likely to function at the higher level (that is growth needs level).Therefore, when deficiency needs are met ,self directed person (or those with the desire to know and understand ) would be engaged more easily. In additionally the research design was used in this study was a cross-sectional study because it was quick and relatively simple to conducted, also the sample sized collected from information were sample of 169 teacher includes principles and sample of 80 student‟s record mid-term examination from private secondary schools in Hargeisa districts. In lastly the study found that; teacher qualification; F( 2,166 )= 3.06;P = 0.00, Pedagogical process; F (2, 166) =3.06 ;P=.002, Knowledge of subject matter; F( 2,166) =3.06, P = 0.002 and teacher‟s attitude; F (2, 166) = 3.06; P = 0.001.Such that in those factors are statistical significance which that mean they affect the academic performance of pupils in private secondary schools in Hargeisa districts. Therefore the researcher recommends:(i) to recruit the qualified teachers in private secondary schools also create awareness programs to enhance the training programs for teachers and to improve the quality of the newly opened teachers in school; (ii) the researcher recommends the ministry of education and science to promote professional development opportunities concerning pedagogy courses in order to define the metric and standards of teachers as to achieve higher academic performance in pupils in secondary school (iii) lastly the study recommends that the whole private secondary schools must struggle to get more qualified teachers with strong knowledge to subject of matter ,well teacher pedagogical processes, well attitude teacher , and well qualification teacher;in order to promote the grade of students in general examination Somaliland certificates.
The Normal Lights, 2015
Journal of Social Work and Science Education, 2022
This study attempts to describe the teaching quality of teachers in learning in SD Negeri 24 Banyuasin III. The qualitative was used in this study. Informants in research were head of school and teachers. The data collection in this study using interviews. The results suggests that the quality of teachers faced lack of facility system, lack of funds, then it needs strategy to maximize resources which will run the learning well and the achievement of students gained.
"Quality Teachers for Quality Education and many events are taking place around the world to promote that ideal from the grassroots on up to the highest levels of government" — UNESCO Quality in systems improvement is an unending Journey. It needs deliberate and persistent attempt is an systematic way. Quality does not comes by chance. It is a continuous process. It comes through strategies of better Human Resource Development. It comes by comparison preferably with the best. It comes when everyone works in a right way
International Journal for Research in Applied Science & Engineering Technology (IJRASET), 2023
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Maǧallaẗ ǧāmiʻaẗ al-anbār li-l-ʻulūm al-ṣirfaẗ, 2013
Journal of the American College of Cardiology, 2009
Politics & Policy, 2012
ECLAC Books, 2014
Equine and Comparative Exercise Physiology, 2005
American Ethnologist, 2012
Phytocoenologia, 2017
Journal of Higher Education Theory and Practice, 2019