Factors Affecting The Performance of Teachers at Higher Secondary Level in Punjab

FACTORS AFFECTING THE PERFORMANCE OF
TEACHERS AT HIGHER SECONDARY LEVEL

IN PUNJAB
MUHAMMAD JAVAID AKRAM
04-arid- 30
University Institute of Education and Research

Pir Mehr Ali Shah Arid Agriculture University
Rawalpindi, Pakistan
2010
FACTORS AFFECTING THE PERFORMANCE OF
TEACHERS AT HIGHER SECONDARY LEVEL
IN PUNJAB
By
04-arid- 30
A thesis submitted in partial fulfillment of

the requirement for the degree of
Doctor of Philosophy
In
Education
University Institute of Education and Research

Pir Mehr Ali Shah Arid Agriculture University
Rawalpindi, Pakistan
2010
CERTIFICATION
I hereby undertake that this research is an original and no part of this thesis falls
under plagiarism. If found otherwise, at any stage, I will be responsible for the
consequences.
Student’s Name: Muhammad Javaid Akram Signature:
Registration No: 04- arid - 30 Date:
Certified that the contents and form of thesis entitled “Factors Affecting The
Performance of Teachers at Higher Secondary Level in Punjab” Submitted by
Muhammad Javaid Akram have been found satisfactory for the requirements of the
degree.
Supervisor:
(Dr.Lt.Col.(R) M.H.Arif
Member:
(Dr. Aleem Iqbal)
Member:
(Dr. Saeed- ul- Haq Chishti)
Director UIER:
Director, Advance Studies:
ii
I humbly dedicate this effort to my
LOVING FATHER MUHAMMAD AKRAM
who brought me upto the doctorate level,
he furnished my ideas toward the dignity of
labour and creativity.
Repeated humble gratitude to
MY LOVING MOTHER
whose prayers uplift me to the
completion point of the thesis.
iii
CONTENTS
Page.
ACKNOWLEDGEMENT xi
ABSTRACT xiii
1 INTRODUCTION 1
2 REVIEW OF LITERATURE 10
2.1 HIGHER SECONDARY LEVEL OF EDUCATION
IN PAKISTAN 10
2.2 TEACHER AND TEACHING 12
2.3 TEACHER EDUCATION 13
2.4 CRISIS IN TEACHER EDUCATION 18
2.5 JOB PERFORMANCE 19
2.6 STUDENT EVALUATION OF TEACHERS’ PERFORMANCE 21
2.7 FACTORS AFFECTING THE PERFORMANCE
OF TEACHERS 22
2.7.1 Teachers’ Attitude 23
2.7.2 Subject Mastery of Teachers’ 30
2.7.3 Teaching Methodology 34
2.7.3.1 Teacher Directed Methods 34
2.7.3.2 Student Directed Methods 35
2.7.3.3 Interactive Methods 36
2.7.3.4 Discussions 36
2.7.3.5 Group Projects 37
iv
2.7.3.6 Problem Solving Methods 37
2.7.4 Personal Characteristics 37
2.8 THE CHARACTERISTICS OF TEACHING ENVIRONMENT 39
2.9. MOTIVATIONAL SKILLS 47
2.10. PREPARATION AND PLANNING 51
2.11 TEACHING STYLES 56
2.12 RELATIONS WITH STAFF, ADMINISTRATION
AND PARENTS 58
2.13 RESEARCH STUDIES ON JOB PERFORMANCE 60
3 RESEARCH METHODOLOGY 64
3.1 POPULATION 64
3.2 SAMPLE 64
3.3 RESEARCH INSTRUMENT (Part-I) 65
3.3.1 Cronbach’s Alpha Coefficients 68
3.3.2 Split Half Reliability 68
3.3.3 Inter Correlations on Teachers’ Job Performance (N=12) 69
3.3.4 Cross Language Validity Correlation 71
3.3.5 Inter Rater Reliability 72
3.4 PILOT STUDY (Part-II) 73
3.5 MAIN STUDY (Part-III) 75
4 RESULTS AND DISCUSSION 77
5. DISCUSSION 89
5.1 CONCLUSIONS 100
5.2 RECOMMENDATIONS 102
SUMMARY 104
LITERATURE CITED 107
v
LIST OF TABLES
Table No. Page
1. Alpha reliability coefficient of total and subscales of teachers’ 68

job performance (N=12).
2. Split half reliability coefficient for scores on total and 69
subscales of teachers’ job performance (N=12)
3. Inter correlations for scores on teachers’ job performance 69
scale (N=12)
4. Items total correlation on teachers’ job performance scale 70
(N=12)
5. Correlations of Urdu instrument and English instrument 71
(10,10).
6. Inter-correlations of the ratings by students, principals and 72
teachers themselves on teachers’ job performance scale
(N=12,12,12)
7 Mean and standard deviation of principals perception scores 77
about teachers’ performance on each factor
8. Mean and standard deviation of teachers perception scores 78
9. Mean and standard deviation of students perception scores 78
10. Significance of difference between mean teachers’ 79
performance scores on the factor of attitude toward students as
perceived by the principals, their students and teachers’
themselves
performance scores on the factor of subject mastery as
perceived by the principals, their students and teachers’
themselves.
vi
performance scores on the factor of teaching
methodology as perceived by the principals, their
students and teachers themselves
performance scores on the factor of personal
characteristics as perceived by the principals, their
students and teachers themselves
14. The average rating of principals, teachers themselves and 81
students mean on factor attitude toward students of
teachers’ performance.
students mean on factor subject mastery of teachers’
performance.
students mean on factor teaching methodology of
students mean on factor personal characteristics of
18. Mean and standard deviation of principals perception 83
scores about teachers’ performance on each factor.
19. Mean and standard deviation of teachers perception 83
20. Mean and standard deviation of students perception 84
performance scores on the factor of attitude toward
students as perceived by the principals, their students and
teachers themselves.
vii
performance scores on the factor of subject mastery as
perceived by the principals, their students and teachers
themselves.
performance scores on the factor of teaching
methodology as perceived by the principals, their
students and teachers themselves.
performance scores on the factor of personal
characteristics as perceived by the principals, their
students and teachers themselves.
25. The average rating principals, teachers themselves and 86
students mean on factor attitude toward students of
students mean on factor subject mastery of teachers’
performance.
students mean on factor teaching methodology students
of teachers’ performance.
students mean on factor personal characteristics of
viii
LIST OF APPENDICES
APPENDIX Page
Appendix-I 119
Appendix-II 122
Appendix-III 125
Appendix-IV 128
Appendix-V 131
Appendix-VI 134
Appendix-VII 137
Appendix-VIII 138
ix
LIST OF ABBREVIATIONS
Words Abbreviations
SD standard deviation
SS Sum of squares
MS Mean square
F Ratio of mean square between and mean square within
P probability
Df Degrees of freedom
ANOVA Analysis of variance
Rank Ordinal Numbering
x
ACKNOWLEDGEMENTS
Entire praise and gratitude be to ALLAH and countless complements to
Hazrat Muhammad (Peace Be Upon Him), ALLAH is most gracious, merciful and
powerful the Lord of mankind, jinns and all that exists in the universe, without whose
consent researcher could not even ponder to accomplish this laborious work.
Researcher expresses his humble gratitude to his supervisor Prof. Lt. Col (R).
Dr. M.H.Arif, University Institute of Education and Research, Pir Mehr Ali Shah,
Arid Agriculture University Rawalpindi, Pakistan for his scholarly guidance and
perpetual encouragement. My thanks toward the Prof. Dr. Muhammad Iqbal Director
University Institute of Education and Research, Pir Mehr Ali Shah, Arid Agriculture
University Rawalpindi, for ensuring highly appreciated solid arrangements during the
admist tenure and also for his sympathetic and scholarly guidance.
Repeated thanks to Prof. Dr. R.A.Farooq, Associate Prof. Dr. Rabia
Tabassum, Dr. Aleem Iqbal Choudary, and Dr. Saeed-ul-Haq Chishti the honourable
members of the supervisory committee, for their overall requisite assistance in this
laborious process.
Acknowledgements will be incomplete without profound regards to the
following great helping hands, without whose cooperative vision, technical assistance,
scholarly guidance and prayers, the researcher would not have been able to reach the
point of completion as; Dr. Muhammad Naseer-ud-Din, Dr. Abdul Rehman Khaleeq,
Dr. Imran Yousaf, Dr. Ahmad Raza, Dr. Samrana Atika, Dr. Kausar Perveen, Dr.
Asma-Tuz-Zahra, Dr.Rubina Kausar, Dr.Jabeen Fatima, Mr. Sher Afghan Niazi, Dr.
Imran Niazi, Dr. Masood Akhtar. Researcher conveys his appreciation to his friends
Mr. Maqsood Ahmad, Mr. Faheem Iqbal Choaudary, Mr. Zaka-Ullah-Khan, Amjad
xi
Hussain Waraich, Qazi Muhammad Naseem Asghar, Mirza Muhammad Anees,
Muhammad Sajid, Dr.Noor Alam, Mr Nazir Ahmed and Mr. Muhammad Zaheer.
Researcher presents humble gratitude to his parents’ brothers and sisters
especially to Mr. Muhammad Sohail Akram who always helped the researcher
without any reward. Researcher is especially thankful to his wife and children for
their cooperation, affection and prays for the success of this research.
xii
ABSTRACT
The purpose of this study was to improve the job performance of teachers by
measuring the factors affecting the performance of teachers at higher secondary level.
Main objectives of the study were to measure and summarize the perceptions of
principals, teachers themselves and students about the factors that influence teachers’
performance, to compare teachers’ performance on each factor in the light of
perceptions of principals, teachers themselves and students, to determine the rating of
principals, teachers themselves and their students on each factor, to discover the level
of presence of each factor on teachers’ job performance in the light of perceptions of
principals, teachers themselves and students and to recommend improvement of the
existing situation.
The study was descriptive in nature. All the principals, teachers and students at
higher secondary level in Punjab constituted the population of the study. The
principal, five teachers and ten students were included in the sample from each
institution, thus the sample consisted of 1920 individuals i.e. 120 principals, 600
teachers and 1200 students. Three types of closed ended questionnaires on five point
rating scale were prepared separately for principals, teachers and students. The data
obtained were tabulated, analyzed and interpreted by using statistical techniques as,
mean, standard deviation, average rating and analysis of variance (ANOVA). The
main conclusions of the study were that the factor of subject mastery was perceived
by the principals, teachers themselves and students to be at the highest level among
the four factors of teachers’ job performance. The factor of attitude toward students
was viewed to be at the lowest level among the four factors of teachers’ job
performance. Teaching methodology and teachers’ personal characteristics were
factors considered to be present in teachers’ performance at intermediary level.
xiii
The average rating of teachers was the highest whereas that of students was the
lowest on all the four factors, namely the attitude toward students, subject mastery,
teaching methodology and personal characteristics of teachers’ job performance. The
rating of the principals was at intermediary level.
There was no real difference among the views of principals, teachers
themselves and students about teachers’ performance on the factors of attitude toward
students, subject mastery and teaching methodology. However, the views of
principals, teachers themselves and students were found different on the factor of
teachers’ personal characteristics.
On the basis of analysis of the study, it was recommended that though the
factor of teachers’ job performance was found on the highest level in the present
study, yet teachers should continue their attention and improve their command on the
content through self study and by attending in service refresher courses.
The attitude toward students, as a factor of teachers’ job performance as
analyzed was perceived at the lowest. So teachers need to improve their approach
toward the students in order to improve their performance.
Teachers are required to continually improve their teaching methodology by
consulting internet media, new informatory literature to bring innovation in their
teaching methodology.
The factor of personal characteristics of teachers’ job performance was given
the third position among the four factors, thus teachers should give specific attention
toward this factor by improving their personality characteristics such as use of easily
understandable language, removal of potential blocks to communication, use of key
vocabulary, use of different channels of communication to facilitate the students and
xiv
also speak clearly and vary the tone pitch and inflection of the voice to all areas of the
classroom.
In the light of above mentioned conclusions, it can be suggested that if teachers
improve their performance on the four factors attitude toward students, subject
mastery, teaching methodology and personal characteristics, a significant
improvement can be made in teachers’ job performance.
Due to few research studies conducted in Pakistan, there is a need to conduct
more studies in this area in the future. The present study was conducted in the
province of Punjab, the future researchers may expand it to other provinces of the
country in order to measure the factors affecting the teachers’ job performance at
national level.
The present study was delimited to four factors only as attitude toward
students, subject mastery, teaching methodology and personal characteristics, whereas
the literature indicates a number of other factors such as the classroom environment,
general mental ability, personality, relations with students, preparation and planning,
effectiveness in presenting subject matters, relations with other staff, self
improvement, relations with parents and community, poise, intellect, teaching
techniques, interaction with students, teaching competence demonstrated,
motivational skills and fairness in grading etc.
xv
1
Chapter 1
INTRODUCTION
Education is the training and instruction designed to give knowledge to children
and young people in schools and colleges (Cowie, 1989). Education is the social
instrument through which we can guide nation’s destiny and shape its future (Panda,
1988). The purpose of education is not merely to contribute to the continuity of culture
but also change peacefully and rationally the material foundations of civilization
(Pervaiz et al., 1994). The traditional goal of education is transmission of the culture, the
preservation of the past and the present and the development of intellect (Farooq, 1994).
Education should help in improving the capabilities and skills of the students and
introduce new ideas and values among them (Khalid, 1983). Education is the process
through which knowledge is transmitted from one individual or section of society to
another individual or section.
The teacher is the most important factor of the teaching-learning process. The
school’s most important influence is the teacher. He sets the tone of the classroom and
establishes the mood of the group. He is the authority figure providing the direction for
behavior. He is a model and is consciously imitated (Bernard, 1972). The Government
of Pakistan (1970) says that the teacher is the pivot of any education system. In fact,
teachers are the strength of a nation. Teachers continue to retain their influence and it is
difficult to bypass them in the process of teaching learning. The importance of teacher is
recognized throughout the world (Panda and Mohanty, 2003). Good teachers are
essential for the effective functioning of education system and for improving the quality
of learning process. Job satisfaction enables teachers to put their best to do the assigned
work. The maintenance of high satisfaction and morale has long been an important
objective for educators. However, recent reports in educational journals and in the
2
popular press about teachers’ stress and burnout indicate that teachers’ job satisfaction
and morale merit has increased attention.
Teachers develop performance style characteristics to their ways of relating to
the world, perceptually as well as cognitively. A person is, therefore, likely to act in a
way that maximizes the use of his aptitudes. Similarly, teacher’s positive attitude
towards teaching and higher aspiration level determines his positive perception of the
environments.
An effective teacher development design should have an exhaustive measure of
these factors so as to foster necessary skills and attitudes amongst prospective teachers.
The exclusive weight age to knowledge alone should be dispensed with in favour of
more activity oriented programs which have direct bearing on actual classroom situation
(UNESCO, 2002).
The teacher should realize that it is not only necessary to be honest but one must
make attempts to make others honest for a better society. On the other hand the
discussion induced most of the teachers to love honesty which is a hidden value for
developing positive attitude towards the profession of teaching (Kumar, 2005).
Teaching is an arrangement and manipulation of a situation in which a learner
tries to overcome the learning problems (Iqbal, 1996), comprises as series of actions
intended to facilitate learning as teaching is a multidimensional set of activities
(Torrington et al., 2003). The teachers, therefore, need to be competent in the content as
well as in the way to deliver that content (Smith et al, 2002) in order to facilitate
learning. Thus knowing ‘how’ of teaching is as important as what of teaching (Parson et
al., 2001).
As teaching is considered to be a complex activity (Medley, 1982), the scholars
and researchers in the field of education have since long been exploring into and
3
analyzing the teaching phenomenon. However it is universally recognized that teachers’
instructional performance plays a key role in students’ learning and academic
achievement (Panda and Mohanty, 2003).
Performance is actions of a person or group during the task (Taneja, 1989). Job
performance is the product of a combination of an individual’s motivation and ability
(Kreitner, 1995). In 1976 the term students evaluation of teachers’ performance was
firstly gained familiarity in the ERIC system. From 1976-1984 there were present 1055
studies on students’ evaluation of teachers performance. Remmers (1928) initiated the
systematic research program into student’s evaluation of teaching effectiveness.
Remmers and Wykoff (1929) identified the reliability of students’ rating among the
students of the same teacher.
There are many factors that influence the teachers’ job performance such as
aptitude, attitude, subject mastery, teaching methodology, personal characteristics, the
classroom environment, general mental ability, personality, relations with students,
preparation and planning, effectiveness in presenting subject matters, relations with
other staff, self improvement, relations with parents and community, poise, intellect,
teaching techniques, interactions with students, teaching competence demonstrated,
motivational skills, fairness in grading and teachers’ attitude toward the students etc.
Swartz et al., (1990) judged the teachers’ performance on five teaching
functions: instructional presentations, instructional monitoring, instructional feedback,
management of instructional time and management of students’ behavior.
Ferris et al., (1988) identified teachers' job performance on seven performance
dimensions. These were preparation and planning, effectiveness in presenting subject
matter, poise, relations with students, self-improvement, relations with other staff and
relations with parents & community.

4
Jahangir (1988) evaluated teachers' performance on four categories of teaching
behavior, namely, intellect, teachers’ personality, teaching techniques and interaction
with students. Riaz (2000) measured teachers’ performance on such factors teaching
competence demonstrated, motivational skills, teachers’ attitude toward students and
fairness in grading.
Aptitude is used to refer to a potential rather than an attainment. Special abilities,
such as mathematical or sporting powers, are often referred to as aptitudes. Specialized
area of performance may also be referred as aptitude. An aptitude is an innate inborn
ability to do a certain kind of work. Aptitudes may be physical or mental. Aptitude and
intelligence quotient are related and in some ways opposite. Intelligence quotient sees
intelligence as being a single measurable characteristic affecting all mental ability;
aptitude breaks mental ability down into many different characteristics, which are
supposed to be more or less independent of each other (Wikipedia, 2007).
Attitudes are habitual ways of reacting to situations. The term ‘attitude’ is
generally reserved for an opinion which represents a person’s overall inclination towards
an object, idea or institution. Attitudes can be positive, negative or neutral and also
dormant & more generalized.
Attitude measurement has very wide currency, particularly in social psychology.
Scales have been created for attitudes to almost every aspect of our lives from soap
powders to school subjects. Measures attempt to detect one of three kinds: the cognitive
attitude which is what we actually know about an object or event: the affective attitude,
which is what we feel about and object or event: and the behavioral attitude, indicating
how we behave towards and object or event.
The attitude of the teacher toward teaching is an important variable. The primary
attribute of a good teacher is the ability to create a warm, friendly atmosphere in the
5
classroom. Teaching should be geared to the needs of the child. The teacher must have a
positive attitude toward teaching. He must have sympathetic attitudes toward children.
The teacher must try to locate the causes of antisocial behaviour and help the children to
improve their personality (Chouhan, 1984).
Competent teachers apply broad, deep, and integrated sets of knowledge and
skills as they plan for, implement, and revise instruction. Technology proficiency is but
one dimension of teacher competence (Siddiqui, 2004).
Underlying these categories is teachers' personal characteristics: what they
believe about school subjects and how they are best taught, and how they themselves are
trained. As all these characteristics influence the delivery of curricula, they allow insight
into the types of alignment that exist between teacher training and practice and national
curriculum objectives. Coupled with achievement data they will help identify the best
towards the delivery of challenging curricula to students throughout the system (Roy,
2001).
There are four categories in which methods of teaching can be divided. Those are
teachers’ directed methods, student-directed methods, interactive methods and problem
solving method. If the teachers divert full attention to these methods and apply in their
classes, the results of their job performance can be improved.
There are many personal characteristics to adopt the teachers to present a
confident role image in the classroom atmosphere and also develop a relaxed style of
communication in the classroom. Students respond well to teachers who smile readily
and demonstrate ease and assurance in interpersonal communication. Demonstration of
confidence on the part of a sender reflects sureness and authority and stimulates the
attention of receivers. On the other hand, nervousness, hesitation, or lack of confidence
frequently creates unease or uncertainty in receivers. Admittedly, it is sometimes

6
difficult for teachers to project an image of confidence and adopt a relaxed style of
communication if the topic is difficult. In such situations, nervousness can often be
overcome by demonstrating special enthusiasm for the subject matter being taught.
The second personal characteristic of the teachers’ is to talk with the students in
a language they understand. Students appreciate teachers who use ordinary language and
avoid technical jargon. Teacher should use appropriate verbal, diagrammatic or
symbolic forms, as demanded by the subject discipline, in ways that are familiar to their
classes. Skilled teachers interpret subject matter using ordinary language to make sure
that messages are understood. They avoid the use of technical language, except when it
is absolutely necessary to do. When technical terms are used they should be introduced
systematically and a teacher should always ensure that new and unfamiliar terms are
clearly explained.
It should be the characteristics of every teacher to explain key concepts and
vocabulary and give precise directions to students. Students are often confused by
teachers who use vocabulary in imprecise ways or give hurried or incomplete directions.
Teachers can avoid the possibility of ambiguity by giving special attention to the precise
encoding of essential messages. Key vocabulary should be explained. Directions should
be clearly and precisely stated so that students understand exactly what they are required
to do. Ambiguous directions almost always lead to confusion and uncertainty. If several
directions need to be given, it is good practice to deliver these one at a time. This is
particularly true when dealing with students who have difficulty in grasping basic
concepts.
Speaking clearly is a special personal characteristics of the teachers and for this
action they vary the tone, pitch and inflexion of the voice when communicating in class.
Students respond well to teachers who speak clearly and emphasize the mood and
7
meaning of messages. Teachers should learn voice projection skills and vary the pace,
volume and tone depending on the demands of the situation. A monotone voice almost
always causes students to become uninterested in what a teacher has to say. On the other
hand, a controlled and well-modulated voice helps to convey meaning and maintain the
interest and attention of students. The effective teacher is always conscious of the use of
voice and the way it is being used to control attention and student responses. Many
teachers use a very quiet voice in class so that the students need to attend carefully if
they are to hear what is being said. A teacher who says “Listen carefully” in a soft voice
is often urging students to attend or they may miss the essential subject matter of
message that are being delivered (Roy, 2001).
Some psychologists define personality in terms of its social stimulus value.
Personality, from this point of view, becomes identical to reputation and impression,
mostly in terms of physical appearance, clothing, conversation and etiquette. Generally,
we use this concept of personality in selecting applicants for various jobs and courses.
The interviewers take into consideration the total picture of an individual’s organized
behaviour (Chouhan, 1984).
The concept of learning style can be confusing. It describes a cognitive quality,
but it may also be seen as a personality variable. In essence, it is a preference for a
particular way of thinking about an issue, even when alternative ways are possible. Style
differs from aptitude in the sense that overall there is no right or wrong way, although in
a specific context one mode of thinking might be more appropriate. Aptitudes can be
seen as being one-way, starting from a zero position of having no competence and
moving upwards with increasing ability. There is no benefit from not possessing ability.
Styles are usually postulated in bipolar terms with each alternative conferring some
advantages and some disadvantages (Frandsen, 1961).

8
Silberman (1970) studied four teachers’ attitudes: attachment, concern,
indifference, and rejection, he found that not only are children aware of the teacher’s
attitude toward them but their actions are colored by how they see teachers dealing with
their peers. The personality of the teacher is a powerful factor in the learning habits and
personality development of pupils (Bernard, 1972).
The present study was significant because it would provide a base to improve the
teaching learning process. If we control the factors, that influence teachers’ performance
at higher secondary level, the quality of education and teaching learning process as a
whole would become more effective.
The study was designed to identify factors affecting the performance of teachers
at higher secondary level in the province of Punjab as perceived by principals, teachers
and students in order to improve the teachers’ job performance at this level.
The main objectives of the study were to measure the perceptions of educators
and students about the prevalence of these influencing factors on teachers’ performance,
to compare teachers’ performance on each factor in the light of the views of educators
and the students, to determine the rating of the educators and their students on each
factor of teachers’ job performance, to discover the level of presence of each factor on
teachers’ job performance in the light of perceptions of educators & students and finally
to recommend improvement of the existing situation.
Little research appears to have been carried out on factors that improve teachers’
job performance, especially at higher secondary level in Pakistan. The present study was
thus carried out to judge teachers’ performance on the factors of subject mastery,
teaching methodology, attitude toward students, and personal characteristics.
Research hypothesis of the study was that attitude toward students, subject
mastery, teaching methodology and personal characteristics differentially affect

9
teachers’ performance. The above hypothesis was tested through the null hypothesis
which was that the attitude toward students, subject mastery, teaching methodology and
personal characteristics equally affect teachers’ performance. The level of significance
selected for testing the null hypothesis was .05 level.

10
Chapter 2
REVIEW OF LITERATURE
As the present study aimed at discovering about the factors affecting the
performance of teachers at higher secondary level in Punjab, the literature related to the
topic is organized as below.
2.1 HIGHER SECONDARY LEVEL OF EDUCATION IN PAKISTAN
Government of Pakistan (1979) envisaged to make education a three tier system
as: Elementary (I-VIII); Secondary (IX-XII) and tertiary (XIII above), Three tier system
could not be implemented effectively but as a result of this exercise, we have higher
secondary classes in the secondary schools having large enrolment. Presently the
education system in Pakistan comprises the following tiers: Primary (I-V); Secondary
(VI-X); College education (XI-XIV); and higher education (XV-onward). Secondary
education is considered to consist of grades IX and X. Education policies introduced
from time to time urged that grades XI and XII, presently known as higher secondary
education, should be included in secondary education (Farooq, 1994).
The Government of Pakistan (1959) suggested that the secondary education
should bring the full development of the child (a) as an individual (b) as a citizen (c) as a
worker and as a patriot to enable him to understand and enjoy the benefits of social
progress, scientific discovery and (d) invention, and to participate in economically useful
activities.
Secondary education play very crucial role in education .It is a terminal stage
from where the students go to higher and professional education and is major
determinant of the quality of higher and professional education. It is therefore essential
that secondary school curriculum provides a number of meaningful options to enable the
students to select courses suited to their aptitude, interest and requirement.

11
Practically in all the countries of the world, the secondary education is of 12
years duration and B.A/B.Sc. of 4 years duration after secondary education. Even in our
country, the Intermediate Classes (xi-xii) are not university classes. The courses of
studies and examination of these classes are controlled by boards of intermediate and
secondary education. Our Bachelor’s degrees in professional subjects is also of 4 to 5
years duration. But our ordinary B.A/B.Sc courses are of 2 years duration which is an
anomalous situation. It is, therefore, necessary to re-structure the entire education
system.
Secondary education holds a very important position in every system of
education. It is a link between primary and higher education, which keeps balance
between them. Thus it is obvious that socio-economic and culture uplift mostly depends
on the purposeful secondary education. Besides this, the secondary education provides
those human resources, which are necessary for the economic development of the
country. The output of primary education is the input for the secondary schools.
Secondary education is, indeed, a vital component of the entire education system
(Government of Punjab, 1987).
The present four-tier system: primary, secondary, college and university will be
replaced by a three-tier system of elementary (I-VIII), secondary (IX-XII) and university
education in a phased manner. The interests of the college teachers will be protected.
In the first phase, classes IX and X will be added to intermediate colleges and XI
and XII will be added to selected high schools. These selected high schools bearing
classes from IX-XII will be called higher secondary schools.
The existing lecturers of the Intermediate College will be shifted to degree
colleges in a phased manner and new teachers will be recruited for 12 years school
system.
12
The degree Colleges will be gradually converted into 4 years, B.A/B.Sc degree
colleges. The students who will be admitted to IX class in 1979 will complete their
secondary education after 4 years and these students will complete their B.A/B.Sc
courses in 4 years after secondary education (Government of Pakistan, 1979).
2.2 TEACHER AND TEACHING
Teachers the world over appear dissatisfied with their remuneration and perceive
themselves as poorly paid in comparison with similarly qualified staff in other
occupations. If teachers are asked what might be done to encourage them to work harder
and to improve the quality of their work, their first suggestion is likely to be to raise
their salaries. Education services differ from some other categories of public service in
that they are, or should be less hierarchical in nature (Thompson, 1995).
During the colonial period teachers were known by various names the most
common was master although there were also school dames, governmesses, tutors, and
others. Largely self explanatory, the different terms denote the different types of
activities involved. They also suggest the social status and authority afforded to teachers
prior to the nineteenth century.
Differences in how teachers are perceived, based on what they are called,
continue into our own era. Think for a minute about those who teach at the university
and college level versus those who teach in elementary or secondary schools. A college
or university instructor is called a professor, an elementary or secondary instructor is
called a teacher, the difference may not seem important at first, but in fact it may
represent significantly different perceptions by society of the teachers expected roles and
function (Merrill, 1986).
Teacher’s background variables include age, gender, education, subject taught
and teaching experience. Teacher’s beliefs about subject matter can affect instructional
13
practices and students’ achievement. Teacher’s pedagogical beliefs on the other hand
refer to their notions about the best way to teach a particular topic within a discipline.
The engagement of teachers with the ideas and activities will promote the teachers’
development (Bell, 1996).
Teaching is a challenging profession; and as such the teachers need adequate
preparation for shouldering the heavy responsibilities of nation building. Moreover, in
the increasingly complex pattern of living, the task of teachers and of teacher educators
is becoming ever more difficult. Teacher educators have a tremendous impact on the
nation through the teachers whom they educate and the students who subsequently
receive education from these teachers (Sharafuddin and Howard, 1969).
Teacher is the organizer and controller of the classrooms. He builds future
citizens of the country. As he moulds the children, so the country will be molded. From
this point of view, a lot of responsibilities lie with the teacher to execute in his day to
day activities. But teachers must be properly equipped to deal with children. They
should develop necessary knowledge, skill, abilities and attitude to perform their duties
effectively (Chauhan, 1984).
2.3 TEACHER EDUCATION
Education is a process through which a nation develops its self-consciousness by
developing the self-consciousness of the individuals who compose it. It is not mere
public instruction; it is a social institution which provides mental, physical, ideological
and moral training to the individuals of the nation so as to enable them to have full
consciousness of their mission, of their purpose in life and equip them to achieve that
purpose (Iqbal, 1996).
The quality of teachers that determines the overall effectiveness of a system of
education depends upon their education that is popularly known as teacher education. If
14
a teacher educator does not possess the required abilities and skills, he may lack
motivation. In reality, the teachers’ education is the main cassette in all the educational
development (Chouhan, 1984).
Education is clearly one such social activity as it is directed towards certain
goals. Modern education involves the concerted efforts of several types of contributors
policy makers, curriculum planners, material designers, teachers, administrators, etc.
(Mamidi and Ravishankar, 1986).
s should monitor teachers’ education programs with a view to:
a) Targeting teachers as prime candidates for continuing education from
recruitment to retirement;
b) Re-designing the shape and content of pre-service education for teachers in a
changing world and ensuring articulation between pre and in service education;
c) Ensuring that teachers are provided with lifelong education adequate to meet the
demands placed on them for teaching in a changing society (UNESCO, 1996).
To bring about greater harmony in the entire system of education and to achieve
the desired national goals, teachers’ education of various levels should have the
opportunity to meet for free and frank discussion with a view to finding solutions to
various problems confronting them (Sharafuddin and Howard, 1969).
In service training comprehends the whole range of activities on which teachers
can extend their professional education, develop their professional competence and
improve their understanding of educational principles and techniques (Singh and Shan,
2005).
Most teacher educators have little recent knowledge and training in the skills,
and there is an urgent need to develop the programs that would enable teacher educators
to improve their knowledge and practice in areas such as decision making, use of
15
different management styles, counseling and the development of leadership and
headship qualities. While in some countries, there will be a few educators who are
qualified in counseling and educational management like Malaysia and Singapore, most
countries will not have this luxury. Therefore, what is being argued for is a level of
general training for all educators in these and other social skills.
Many teacher education programs in industrialized and non industrialized
countries make some reference to the need for research training in teacher preparation.
However, there are wide differences of opinion as to the likely objectives and content of
a research training program for educators. The issue becomes even more critical in the
context of developing countries, where both human and material resources are scarce
(Avalos, 1991).
The Government of Pakistan (1972) suggested that in order to meet the massive
requirements of the teachers at all stages, facilities for teachers’ education would be
increased by re-organizing teachers’ education programs and by introducing innovative
techniques. As a result, the teachers’ education curricula for elementary teachers and
secondary school teachers were revised.
The Government of Pakistan (1998) calls the teacher the pivot of the entire
educational system and has suggested to strengthen teacher education by orientating
large numbers of teachers at all levels. The policy further stresses that effective teaching
demands that besides possessing adequate knowledge of the subject matter and
techniques of teaching, our teachers must also exhibit full commitment to the ideology
of Pakistan.To promote pre-service teacher education, all the primary teacher training
institutions and normal schools were upgraded to Colleges of education to train the
elementary teachers. Education Policy (1992) remarks that the teacher, who carried the
major responsibility of imparting education, was neither equipped nor motivated to bring
16
about the required change. This could be done through a system of rewards, incentives,
career opportunities, training facilities and prominent status in society. The Policy
further says that there is little hope of advancing the quality aspects of education unless
the teacher revives commitment to his profession and is also given a place of honour and
recognition in the society (Ahmed, 2000). Continuous in-service education is needed to
keep the profession abreast of new knowledge and release creative abilities (Dasgupta,
2004).
For almost a decade now, teaching and teacher education have been pivotal
issues in state and national elections and legislation. In addition, there have been dozens
of reports, surveys, blue ribbon panels, research syntheses, professional initiatives, and
new empirical studies examining the presumed relationships among teacher
qualifications, teachers’ preparation, teaching performance, and educational outcomes.
Training areas such as subject content, pedagogical skills, assessment and
reflective practices, the need to find out more about these subjects requires researchers
who are qualified to carry out the research effectively. Even in the most resource-sparse
conditions, it is possible, given basic research training, for educators to carry out
essential fact finding and other data gathering activities. Research training does not need
to be a costly or highly sophisticated Educators’ training in research skills should not
only aim to introduce basic quantitative research procedures, but should also include
substantial 'action type' research training, employing interpretive and other qualitative
methods in collecting, observing, comparing and analyzing data in schools and
classrooms, identification of the relevant research, problems in primary education and
selection of the most appropriate research methods for use in solving the problems are
skills which a educator needs to have and be able to pass on to her trainees (Smith,
2006).
17
Before examining the current status and policy options for initial teachers’
training, there is a need to establish a conceptual basis for the discussion of the teachers’
training process itself. In this respect, it is useful to distinguish between (a) discussions
that refer to teaching and teaching theory and that in a sense form part of the outside
perspective from which to examine a training theory and (b) discussions which are
related to elements within the training process itself, the inside perspective.
The use of educational technology is an effort to renovate teachers’ education.
The level of sophistication of educational technology ranges from simple indigenous
materials, to “operational Blackboard”, and also the use of radio and television
(including video recording systems) and computer technology. The use of sophisticated
technology has proven to enhance the teaching-learning process. However, in many
countries the use of sophisticated educational technology is confined to elite schools,
one then wonders if the fortunate children of the small elite group are not in fact being
afforded accelerated intellectual development hence distancing them further from
children in disadvantaged socio-economic conditions. Is educational technology then
being used as a systematic means for stratifying society in many countries (APEID,
1998).
Technology is accessible almost everywhere in the world, the areas where this is
not the case are becoming more isolated than ever before. However it is beyond the
scope of this study to analyze the reasons behind such isolation or to provide possible
solutions to this problem. The purpose of this section is to explore new technology as a
factor in developing, designing and implementing professional development
opportunities (Reimer, 2003).

18
2.4 CRISIS IN TEACHER EDUCATION
Crisis is our point of consideration. This evocative word has often been heard in
Britain when education is mentioned. The generous amount of space devoted to
education in newspapers and magazines in England is used to draw readers' attention to
the different priorities being canvassed and the changes & revisions that are constantly
being introduced. In Germany, recently the period of teachers' professional preparation
is extended upto two years.
Crises occur when there is incompatibility between the different elements
involved. For example, in the education system of a nation state, inadequate
mathematics-teaching methods may be seen as putting the workers of that country at a
disadvantage when seeking Jobs, thus reducing its economic standing. In the same way,
poor foreign-language teaching provision is often mentioned in education debates in the
United Kingdom (Adams and Witold, 1995).
Medley (1982) distinguished between teachers’ effectiveness, teachers’
competence and teachers’ performance. Haertel (1991) claimed that the professional
model should involve assessment based on control methods. Scriven (1996) referred to
the professional orientation as the correct approach. Moss (1994) distinguished between
psychometric and hermeneutic approaches.
Medley and Shannon (1994) pointed out, the main tools used in assessing
teachers' competence are paper-and-pencil tests of knowledge, the main tools for
assessing teachers' performance are observational schedules and rating scales, and the
main tools for assessing teachers' effectiveness involve collecting data about the
teachers’ influence on the progress a specified kind of student makes toward a defined
educational goal.
19
The performance of individual staff member needs to be most responsive to
change and improvement through in-service education. In-service education or in-
service training is used to mean any planned programme of learning opportunities to
staff members of schools, colleges or other educational agencies for purposes of
improving the performance of the individual in already assigned positions. The purposes
of in-service training or education are clearly restricted to learning outcomes related to
the improvement of performances of the staff (Roy, 2001).
2.5 JOB PERFORMANCE
The performance is not defined by the action itself but by judgmental and
evaluative processes (Motowidlo et al., 1986). Thus the actions, which can be scaled, or
measured, are considered to constitute performance (Campbell et al., 1993).
Job performance, which refers to the degree to which an individual executes his
roles with reference to certain specified standards set by the organization, is central to
any organization (Nayyar, 1994).
The ‘term teaching performance’ refers to the conduct of instruction: posing
questions, providing explanations, giving directions, showing approval, engaging in the
myriad instructional acts that a teacher performs in the classroom (Rao, 2001).The
definition of teaching performance has not been attained universally. Within this
context, opinions of students are being recognized as most important in determination of
teaching excellence (Perry, 1990 and Abrami et al., 1990).
Boreman and Motowidlo (1993) differentiated between task and contextual
performance. However, somewhat variability in performance is present due to changes
in an individual’s psycho-physiological condition. This situation does not decrease the
performance essentially, but may increase the individual’s efforts intensively (Casccio,
1995).
20
Waldman and Spangler (1989) arranged a model of job performance stressing on
characteristics of the individuals’ outcomes and immediate work environment.The
changes that occurred in the previous 10-15 years are in the performance concepts and
performance requirements, are undergoing changes (Campbell, 1990).
Initial phases of skill acquisition, performance relies largely on controlled
processing, however performance largely relies on automatic processing, procedural
knowledge, and psychomotor abilities (Marsh, 1987). Forsyth and Mcmillan (1982)
investigated that students attribute their examination results to quality of teaching,
classroom atmosphere, etc. Murphy (1995) differentiated between a transition and a
maintenance stage. When the individuals enter in a job as a newly appointee, this is
called transition stage but when the knowledge and skills needed to perform the job are
learned by the learner and thus task performance becomes automatic, this is the
maintenance stage.
Schools in the 21st century become very crucial to supporting the rapid
developments of individuals to perform a wide range of new structural, social, political,
cultural and educational functions (Cheng and Tsui, 1996). Teachers in the era of rapid
change are often required to take up expanded roles and responsibilities (Boles and
Troven, 1996).
It is commonly accepted that the teacher is the key element for the success of
school education (Russell and Munby, 1992). People are becoming aware of the
limitations of the traditional efforts on improving teachers’ performance and educational
quality in schools (Education Commission, 1992).Medley (1982) the structure of
teachers’ effectiveness in the classroom is a comprehensive structure. Internal and
external assessment of teachers’ performance is very important and should be carried
out on regular basis (Government of Pakistan, 1996).

21
2.6 STUDENT EVALUATION OF TEACHERS’ PERFORMANCE
Peterson (2006) described an "observational-judgmental" teachers’ evaluation
system that contained multiple data sources. He recommended use of (a) systematic
observation data from trained observers (b) pupil evaluations of teachers and (c)
collateral data that include professional training and examinations of teachers’
knowledge. The evaluation system differs in three respects. The first difference is a
smaller number of data sources. The second difference is mandatory and uniform use of
the data sources rather than a teacher-controlled. The final difference of the proposal is
his lack of specification of the person (s) performing he judgment on the data.
Because of various views of what we expect of teachers use of various views of
what we expect of multiple data sources are required in a comprehensive teachers’
evaluation system. There is no single person, checklist test, set of characteristics, body
of knowledge, training, or kind of outcome that by itself, defines or indicates good
school teaching.
Another reason that good teachers’ evaluation requires multiple data sources is
that no single data source works for all teachers. As important as students’ achievement
data are in teachers’ evaluation. Although it is true that in many cases students can tell
us where good teaching is going on. There are some very good teachers whose materials
are scant, or whose instructional strategies contradict the statistical norms of teachers’
effectiveness research or whose background does not fit the usual sequence of college
training experiences.
Thus teachers’ evaluation systems require multiple data sources to document the
range of quality performances.

22
It is not necessary for each teacher to use all available data sources. A good case
for teachers’ quality can be made using only the data sources that are most important-
and available for that teacher.
Sometimes valuable information (e.g. student gain) simply is not available.
When this happens, a good evaluation can be made using the data sources that are
available (Peterson, 2006).
Researches have pointed out that ratings can be influenced by the gender and the
race, personality traits of the rater and the ratee (Robbins and DeNisi, 1994).Remmers
and Wykoff (1929) firstly identified the reliability of students rating among different
students of the same teacher. Remmers (1928) started the systematic research program in
students’ evaluation of teachers’ performance. According to Medley (1982), the
structure of teachers’ effectiveness in the classroom is a comprehensive structure
Scriven (1995) illustrated, nearly 2,000 articles have been published on students
rating in lieu of teachers’ performance. McKeachie (1997) has documented during the
last 15 years, the study of students evaluation became familiar in American Educational
Research.
2.7 FACTORS AFFECTING THE PERFORMANCE OF TEACHERS
The factors affecting the performance of teachers are of two types, the external
factors and the internal factors. There are many external factors affecting how a teacher
makes decisions in the classroom. While it is difficult to attach any order of significance
to these factors, because every teacher is different, they will include to some degree, the
expectations of the community, the particular school system in which the teacher is
employed, the school itself, the grade policies, the parents and the students. Many of the
expectations from these external factors will appear conflicting and it is the classroom
teacher who weld these into a workable framework while integrating a range of internal
23
factors. Individuals’ beliefs about teachers how children learn most effectively, how to
teach in particular discipline or key learning area. The match between individuals beliefs
about teachers are best teaching practice and whether they can personally meet these
demands in the classroom is crucial. The teachers own preferred ways of thinking, acting
and seeing the world, learners and learning will also be affected by the availability of
resources both human and physical (Groundwater and Cornu, 2002).
Factors that impact on students’ learning are the knowledge, aptitudes, attitudes,
and values with which students leave school or a particular teacher's classroom. The
knowledge, skills, aptitudes, attitudes and values students possess upon entry are the
result of some intricate and complex combination of their genetic composition and their
home background. To complicate matters further, early differences among children are
often magnified by their parents, decisions concerning the schools the children will
attend the teachers and parents decisions as to the programs within these schools in
which they will be placed. As we investigate and attempt to understand teachers’
effectiveness, then, we must take into consideration not only where the students are
going.
The effectiveness of a particular teacher depends to a greater or lesser extent on
the goals being pursued and the students being taught, but teachers themselves differ.
Like their students, teachers differ in terms of the knowledge, skills, aptitudes, attitudes,
and values they bring to their classrooms. They also differ in their teaching experience
(Anderson, 1991).
2.7.1 Teachers’ Attitude
Attitudes are habitual ways of reacting to situations. The term ‘attitude’ is
generally reserved for an opinion which represents a person’s overall inclination towards
24
an object, idea or institution. Attitudes can be positive, negative or neutral and also can
be dormant & more generalized.
Attitude measurement has very wide currency, particularly in social psychology.
Scales have been created for attitudes to almost every aspect of our lives from soap
powders to school subjects. Measures attempt to detect one of three kinds: the cognitive
attitude which is what we actually know about an object or event: the affective attitude,
which is what we feel about an object or event: and the behavioral attitude, indicating
how we behave towards and object or event (Child, 2004).
Silberman (1970) studied four teachers’ attitudes; attachment, concern,
differences and interaction, he found that not only are children aware of the teachers’
attitude toward them but their actions are coloured by how they see teachers dealing
with their peers. The attitude of the teachers’ toward teaching is an important variable.
Teachers have different opinions, as some believe that children should be seen, not heard
but others want to encourage children to feel that the teacher is a friend. The primary
attribute of a good teacher is the ability to create a warm, friendly atmosphere in the
classroom. Teaching should be geared to the needs of the child. The teacher must have a
positive attitude toward teaching. He must have sympathetic attitudes toward deviant
children. The teacher must try to locate the causes of antisocial behaviour and help the
children to improve their personality (Chouhan, 1984). Our personality fundamentally
affects how we react under different circumstances. Many psychologist believe that our
personalities are stable and constant, so that we are the same basic person whether we
are in the role of teacher, learner, father, or son (Wright, 1987).
Chouhan, (1984) has finally concluded that the school has an important role to
shape the personalities of children by creating better emotional atmosphere, better
teaching methods, use of catharsis and by providing guidance and counselling. In

25
addition to home and school, there are many other social factors which influence the
development of personality. Some of these are as follows:
(a) Language: Human beings have distinctive characteristic of communication
through language. Language is an important vehicle by which society is
structured and culture of the race is transmitted from generation to' generation.
Child learns the language of his society. His personality is shaped by the process
of interaction through language with other members of his environment.
(b) Social role: The term role has been borrowed from the theatre in which an actor
plays the roles of different characters. Some philosophers believe that world is a
stage and human beings are actors who play their role in this drama of the
Almighty. When a child is born, he is helpless and dependent of others for the
gratification of his biological needs. As he advances in age, he becomes aware of
his environment and understands the principle of reality. He comes in contract
with other children and people in the process of socialization. The child has to
play several roles such as son, brother, student, officer, husband and father etc.
throughout his life at different stages of his development. Social roles may
described as the process by which cooperative behaviour and communication
among the members of a society are facilitated. The social roles arc the
collection of behaviour and relevant altitudes towards others which an individual
learns by observing and imitating what he sees in his model. The personality of
an individual grows out of the social fabric in which the individual lives.
(c) Self-concept: It becomes the means by which we create our image and identity.
The self-concept in the child is initiated by physical awareness. The second
important means in the development of self-concept is our social status, the way
we dress and our language etc. Self-concept influences our personality

26
development in two ways. One is that if other people hold high positive attitude
towards us, this enhances our self and the other is that if others hold negative
attitudes towards us, it creates feelings of worthlessness and consequently may
lead to self-defence or withdrawal from social situation.
(d) Identification: This is an important mechanism by which we try to imitate the
physical, social and mental characteristics of our model. The child in infancy
tries to identify the behaviour of the parent of like sex. The child imitates his
parental model. Identification is very important relationship with others. When a
boy identifies with his father, he wants to be like him.
(e) Interpersonal relations: These among the members of a society are important
means which help in the development of certain social personality
characteristics. Interpersonal relations may operate in three ways: one is
attraction towards others. Members meet each other freely and discuss their
problems. It refers to the concept of friendship, love and sympathy, the second is
hostility which means moving against others. Hostility projects the anxiety
outward and in this way discharges it. The last is isolation which means going
away or loneliness. It refers to reduce contact with external reality. It is a
negative orientation.
The teachers should realize that it is not only necessary to be honest but one must
make attempts to make others honest for a better society. On the other hand, the
discussion induced most of the teachers to love honesty, which is a hidden value for
developing positive attitude towards the profession of teaching.
The enhancement of positive professional attitudes nor only promotes the
teacher’s efficiency, but also helps in making the schools attractive for students and
teachers. Pakistan needs trained and professionally sound teachers and a lot
27
responsibility falls on the teachers training institutions in this connection. These
institutions should take painstaking efforts to equip the students-teachers not only with
the teaching skills, but also try to promote the positive professional attitudes (AIOU,
2003).
Teacher may also at times wish for social distance from the complex, tangled,
and sometimes destructive lives of their students, but they cannot both teach well and
ignore the many dimensions of the lives of their students. Teaching well requires as
broad and deep an understanding of the learner as possible, a concern for how what is
taught relates to the life experience of the learner, and a willingness to engage the
learner in the context of the learner’s own intentions, interests and desires (Goodlad et
al., 1990).
Rao and Reddy (1992) explain that a change of attitude will not be achieved by
preaching, but by showing that a need exists for certain information that can be obtained
by testing and above all by practicing this in our own courses. The existing attitudes of
our students are almost certainly coloured by their own experiences as takers of tests.
This common experience and their existing attitudes seems to be the logical starting-
point if teacher accept the proposition that the development of appropriate attitude is
important.
Sadker and Sadker (1997) explain that changes in students behaviour take place
as; speculative thinking increases, students are more likely to support their statements
with evidence, the length of student response increases dramatically, more students
voluntarily participate in discussion, there are more student questions and fewer failures
to respond, there are fewer discipline problems and student achievement increases on
written tests that measure more complex levels of thinking.

28
The new curriculum emphasizes that a curriculum should be based on the
students' learning interests, life experience and cognitive levels, and that it can promote
more educational processes of participation, communication and, enable specific
learning targets to be followed. It can help the students develop their integrated language
skills. It makes the process of language learning to be a process of developing students'
positive emotional attitudes, autonomic thinking and ability to take risks (Yiwem, 2004).
Interests are inferred, directly observable, frequently occurring, and tend to be
quite reliable. Teachers who choose to be sensitive to their students’ interests are thus
able to proceed with readily available information. Psychology, concerned with the
everyday behavior patterns of people, can profit from a serious study of interests.
Interests are constructs that permit a variety of predictions about people’s
behaviors. If one can determine what someone’s interests are, one can predict which
items or activities he will favor among a set of alternatives, how long he will spend with
them, how frequently the behaviors will occur, and how much external reinforcement
will be necessary to sustain a particular activity.
Duration, frequency, and reinforcement value are measured in different ways, but
they tend to correlate highly with each other in a variety of circumstances. These
circumstances can be characterized by terms like free choice, free play, open
environment, or free operant conditions. Much of a child’s everyday life can be
characterized this way, and knowledge of his interests opens one up to a deeper
understanding of much of his everyday behavior (Ball and Ivor, 1985).
A teacher can employ a child’s interests not only to sustain uninteresting
behaviors, but also to make such behaviors self-sustaining and interesting in their own
right. The classical conditioning model may thus be a useful one for a teacher to
consider when the goal is to develop an interest in a new activity. Children who come to
29
associate previously neutral activities with highly interesting ones are apt, in time, to
develop a greater interest in the former.
The teacher can shape a child’s interests in still another way: through
identification and modeling. The actual learning process involved may be classical
conditioning, or it may involve components of instrumental conditioning, but the
phenomena typically involved differ from those used in the previous examples.
Observational learning is that learning which takes place through imitation and
identification, has been the subject of less research than have the processes of classical
and instrumental conditioning, but it apparently plays an important role in the
development of young children, and can directly influence their interests (Ball and Ivor,
1985).
Teacher’s expectations of the pupil need to be optimistic but based on valid set
of assumptions about his natural endowments. The teacher should not make a once-for-
all judgment; a key fact about children is growth, development and changes, sometimes
of a surprising magnitude, do take place in individual children. So the key thing is to
combine realism with flexibility be well informed about the child but always be prepared
to revise a judgment.
Inherent qualities of the pupil do act as a constraining influence on the teacher.
The pupil constraints are not only the obvious ones of ‘intelligence’ and personality, but
also refer to their parents. Children are profoundly influenced by what happens in the
home and the teacher has very little power to influence in this area. What time children
go to bed, how mother and father relate to one another, the emotional atmosphere of
home, the underlying definition of human nature which predominates, family
expectations, the degree of parental harmony and coherence of these factors deeply
effect the sort of child the teacher is coping with. Moreover, the child will be
30
conditioned by his neighborhood and social class, neither of which is accessible to
teachers’ influences (Honey, 1982).
2.7.2 Subject Mastery of Teachers’
The education of a teacher is based firmly on a foundation of general education
including mastery of subject matter and insight in the interrelationships and professional
preparation. General education contributes to growth as a person, specialization provides
scholarly knowledge of the subjects to be taught and integrated with professional
education leading to new understandings and skills for professional performance (Nayak
and Rao, 2002).
Competent teachers apply broad, deep, and integrated sets of knowledge and
skills as they plan for, implement, and revise instruction. Technology proficiency is but
one dimension of teachers’ competence (Siddiqui, 2004).
Underlying these categories is teachers' personal characteristics: what they
believe about school subjects and how they are best taught, and how they themselves are
trained. As all these characteristics influence the delivery of curricula, they allow insight
into the types of alignment that exist between teacher training, practice and national
curriculum objectives. Coupled with achievement data, they will help identify the best
towards the delivery of challenging curricula to students throughout the system (Rao,
2001).
Many teacher education programs in industrialized and non-industrialized
countries make some reference to the need for research training in teacher preparation.
However, there are wide differences of opinion as to the likely objectives and content of
a research training program for teachers and teacher educators. The issue becomes even
more critical in the context of developing countries, where both human and material
resources are scarce (Avalos, 1991).

31
Thorough understanding of the subject requires a depth study of all aspects of the
subject from a variety of perspectives, to think of ideas and information, to enrich
classroom situation, of various ways of presenting and explaining material to students
and show students how various concepts and facts throughout the course relate to each
other.
Generally, the teachers depend upon the curriculum planned by an external
agency, instructional plans and materials used by their own teachers and on doing well
in the external examinations. They should not forget the importance of the teachers
efforts in the curriculum research and development. The teachers should always involve
them in the process of learning. Thus the teachers must always attempt to best utilize
their knowledge and understanding of the subject to design a teaching plan that meets
the needs and interests of the students. It is called comprehensive curriculum
development method. The following steps are involved in this method.
The teacher should select such course which he has been teaching for several
years so that he could enrich and update his understanding of the subject. Those who are
not experienced, they may select the course which is of more interest to them to in still
confidence in and control over teaching plan and activities. If the teachers follow this
step the students quickly sense how prepared and enthusiastic the teacher is in his
course. The teacher should first divide himself the course into major elements by
breaking them into major divisions so the division of the course starts with the teacher's
current understanding of the course.
The teacher should locate and review materials that cover the subject to find out
what experts in the field think about major divisions in the course. The materials which
are to be consulted may be text books, course outlines from reputed teachers, state
curriculum and guidelines, books on the subject, discussion with the experts. In this step,
32
the teacher should take care of the quality of the material rather than quantity. The new
teachers will have to do considerable work and make considerable efforts because they
are neither conversant so much with the course and not with the sources of the material.
The experienced teacher should utilize this opportunity to keep them up-to-date with
research and trends in the subject.
The teacher should finalize the elements of the course on the basis of his second
and third steps. This step is important because it determines the entire teaching plan for
the teacher. The teacher should divide each course elements into topics. This choice will
be based on the teachers' own understanding of the course and ideas taken from the
materials discussed in step three. However, it will remain subject to modification based
on research made by the teacher. The teacher should identify the basic sources of
reference materials for the selected course curriculum. Its quality will depend upon the-
quality of source material. The teacher should continuously aim to find basic sources of
the highest quality and select from them information and ideas useful for teaching plan,
The basic sources of reference materials may be college and university libraries,
research centers, publishing houses, reputed teachers of the schools, colleges and
universities and teacher-education institutions.
The teacher should prepare two-dimension chart. The first side of the chart
should refer the names of basic sources and the second side should have various topics
of the course. This two dimensional chart should be filled by writing the chapter number
and pages number of the basic sources against the topic concerned. This step represents
the research which is carried out for developing the course curriculum. The teacher
should take preliminary notes for each topic under each element using the source
reference points as a general index to the material in the basic sources. He should refer
page or paragraph number and good points worth noting in it for the purpose of
33
curriculum development. A successful completion of this step signifies a thorough and
thoughtful investigation of the material in the subject.
The teacher should review preliminary notes to select citations and original ideas
which can be effectively used to develop teaching plan. This review continues the
process of selecting the "best of the best" and eliminating those which were originally
noted but, not finally selected on the principle to selecting ''the best of the best". If the
teacher completes all these steps to this point, he selects the best ideas and information
from the best source available. Now the teacher should arrange the selected material in
proper sequence for the purpose of teaching plan. The teacher has to be very careful in
this step because he has to sec that on the one hand the material is presented in
psychological order and on the other hand it should be on logical order. Sequencing the
material in this way requires a lot of thinking and understanding on the part of the
teacher.
The selected citations should be systematically written out and kept in the topic
file for easy reference. The teacher should develop a filing system to arrange all the
course materials. Each file should have all the necessary material related to the elements,
topics and subject so that new and creative ideas and materials are readily available for
use in teaching plan and activities (Cole and Lorna, 1992).
A teacher has to observe certain rules or guidelines in his day-to-day work. Any
amount of preparation on his part and a lot of motivation on the part of students too will
lead them nowhere if the above rules or guidelines are not kept in mind in a class-room
situation.
Thus it is proved that these are the basic rules which are from known to
unknown, from simple to complex, first whole later parts, concrete to abstract,
psychological before logical, deduction and induction, particular leads to general, let
34
easy help before difficult confuses, first analysis and later synthesis, empirical to
rational, from actual to representative (Reddy, 2004).
2.7.3 Teaching Methodology
Singh and Shan, (2005) described that in service training comprehends the whole
range of activities on which teachers can extend their professional education, develop
their professional competence and improve their understanding of educational principles
and techniques.
There are four categories into which methods of teaching can be divided. They
are teacher-directed methods, student-directed methods, inter-active methods and
problem-solving methods. Each category is discussed one by one.
2.7.3.1 Teacher Directed Methods
In these methods, the teacher selects, organizes and presents subject matter to
students. Since the teacher dominates the scene, so they are called teacher-directed
methods. There can be various shades of these methods but mainly the following are
practiced.
Lecture Method
It is a very traditional method, its history goes back to the period when there was
no printing, and knowledge was communicated by the teacher to a student orally. The
teacher depended upon his memory and transmitted the knowledge orally to his students.
Actually lecture method has been responsible in the past for transmitting knowledge
from generation to generation. Lecture method can take three basic forms.
1. Formal Lecture. 2. Informal lecture. 3. Lecture commentaries.
Demonstration method
It is similar to the lecture method as far as direct communication of information
and ideas from teacher to students but it is dissimilar to it because it uses a visual
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approach of dissemination of information, ideas and process. It allows students to see the
teacher actively engaged as a model rather than merely telling them. Students observe
real situation and working. It is very essential in subjects of science, type-writing, music
and physical-education. Demonstration methods has three forms as, pure demonstration,
demonstration with commentary and participative demonstration.
Drill Method
It is one of the most direct forms of reinforcing learning. In this method, the
essential part on a particular topic is repeated so that it gets firmly set in the minds of the
students. The repetition is done intelligently till it becomes automatic and can be done
with a minimum of attention. The method depends too much upon memorization and
practice. Drill Method has three forms as, preparatory drill, review drill and remedial
drill
Questioning Method
It is the method which is most commonly used by the teachers. Actually teachers
do not realize that how much time of the class is taken by the teachers in asking the
questions. It is one of the most effective ways of stimulating students to higher levels of
thinking. However, it requires that the questions should be such that they require
convergent as well as divergent thinking on the part of students. Questions which merely
require recalling of memory are not considered good for the purpose of promoting
thinking but they may be alright in drill method. Questioning method may take three
forms as, diagnostic questioning, developmental questioning and informational
questioning (Sharif, 1997).
2.7.3.2 Student Directed Methods
These methods are just opposite to teacher-directed method because they put the
responsibility of learning on students. The students take the responsibility of planning

36
and carrying out which fosters the development self-discipline. Thus these methods do
not restrict themselves merely to the subject matter but have implications for students’
growth beyond that. The main forms of these methods are:
Individualized Instruction
Its emphasis is on teaching each student individually. The teacher has to take the
following variables into consideration of each individual student to help him in learning
as, his skills, his abilities, his interests, his learning style, his motivation, his goals, his
rate of learning, his self-discipline, his problem solving ability, his degree of retention,
his participation, his strengths and his weaknesses.
Individual study
The students read books and other material makes notes out of them and out of
the lectures of the teachers but they fail to transfer most of them to their heads and are
not able to use them in solving problems. The individual study method encourages to do
this. The teacher helps the students to develop proper study habits. It lays the foundation
of continued growth of students. Thus it is very effective student-directed method of
teaching. They may be of two forms as, supervised study and independent study.
2.7.3.3 Interactive Methods
In these methods, both the students and the teachers play their role. The teacher
does not dominate the classroom. Either inter-action takes place between the teacher and
the students or between students and students or both.
2.7.3.4 Discussions
In this method, the discussion takes place in the classroom. It may be a very brief
exchange of facts or opinion or it may be a panel discussion or it may be somewhere

37
between these two extremes. The discussion method may take three forms as,
introductory discussion, clarifying discussion and summary discussion.
2.7.3.5 Group Projects
Schools are meant not only for formal teaching but for informal education also
group projects provide enough opportunities for both. In-group projects, student’s work
together for common objectives and thus a sense and spirit of cooperative working
develops among them. It leads to more socialization among students. Group projects
may take three forms as, panel presentations, symposium and task force.
2.7.3.6 Problem Solving Methods
This method is different from the other three described earlier i.e. teacher
directed, student directed and interactive methods. The other three have been described
in a structured form but it is not possible to do with this one. It takes many forms and
mostly used as an approach rather then method in other three types of methods (Sharif,
1997).
Leading educators over the past several years have emphasized that quality of
instruction is a key factor influencing students’ behavior and achievement. Response to
student misbehavior is most effective when it maintains or enhances the student’s
dignity and self-esteem and encourages the student to be responsible for his or her own
behavior (Naayak and Rao 2002).
2.7.4 Personal Characteristics
There are many personal characteristics adopt the teachers present a confident in
the classroom atmosphere. From them one is to present a confident role image and
develop a relaxed style of communication in the classroom. Students respond well to
teachers who smile readily and demostrate ease and assurance in interpersonal
communication. Demonstration of confidence on the part of a sender reflects sureness

38
and authority and stimulates the attention of receivers. On the other hand, nervousness,
hesitation, or lack of confidence frequently creates unease or uncertainty in receivers.
Admittedly, it is sometimes difficult for teachers to project an image of confidence and
adopt a relaxed style of communication if the topic is difficult. In such situations
nervousness can often be overcome by demonstrating special enthusiasm for the subject
matter being taught.
The second personal characteristic of the teacher is to talk the students in a
language they understand. Students appreciate teachers who use ordinary language and
that messages are understood. They avoid the use of technical language, expect when it
is absolutely necessary to do. When technical language, except when it is absolutely
necessary to do so. When technical terms are used they should be introduced
clearly explained (Roy, 2001)
volume and tone depending on the demands of the situation. A monotone voice almost
always causes students to become uninterested in what a teacher has to say. On the other
hand, a controlled and well-modulated voice helps to convey meaning and maintain the
interest and attention of students. This principle has been given emphasis above in the
discussion of non-verbal communication. The effective teacher is always conscious of

39
the use of voice and the way it is being used to control attention and student responses.
Many teachers use a very quiet voice in class so that the students need to attend carefully
if they are to hear what is being said. A teacher who says “Listen carefully” in a soft
voice is often urging students to attend or they may miss the essential subject matter of
message that are being delivered (Roy, 2001).
An effective teacher’s characteristic is who quite consistently achieves which
either directly or indirectly or focuses on the learning of their students (Anderson, 1991).
Attaining instructional excellence is a specific characteristic of an effective
teacher most have basic command of his subject matter. He must keep abreast of his
field and able to communicate his knowledge effectively to others at the level of
comprehension. He must have a acquaintance with psychological principals and be able
to make practical use of them in teaching. Above all, teacher must desire to improve. He
would do well to devise, than follow, a carefully constructed plan of achievement. In a
quest for betterment, consistency is a key concern. Without consistency, the teacher will
soon find that cumulative effect of his effort is diminished continuously and
improvement moves forward at and unsteady pace (Challanhan, 1987).
Effective teachers provide effective demonstration, give clear redundant
explanation of complex material and present specific an clear examples and analogies
while directing student’s attention to key ideas and relevant attributes. They also model
appropriate responding and vary the pace and length of the presentation with the nature
of the content (Gutkin and Reyndds, 1990).
2.8 THE CHARACTERISTICS OF TEACHING ENVIRONMENT
The Government of Pakistan 1998 has mentioned that quality education is
directly related to the quality of instruction in the classroom. The teacher is considered
the most crucial factor in implementing all educational reforms at the grassroots level. It
40
is a fact that the academic qualifications, knowledge of the subject matter, competence
and skills of teaching and commitment of the teacher have effective impact on the
teaching learning process (Ahmed, 2000).
Silberman (1970) studied four teacher attitudes namely, attachment, concern,
indifference, and rejection. He found that not only were children aware of the teachers’
attitudes toward them but their actions were colored by how they saw teachers dealing
with their peers (Bernard, 1972).
The result is the teacher is not constantly ordering or yelling at the students over
what to do, power comes when you make life predictable for people.
Discipline Concerns how students behave when you have a teacher who does not
have an organized classroom. This, of course, results in discipline problems and the
teacher spends much waster academic engaged time handling behavior problems.
Handling behavioral problems only results in temporary behavior change.
Procedures; Concerns how things are done. A teacher who has a classroom
management action plan will have an organized and structured classroom where both the
teacher and students will know what to do.
Students who know what to do in the classroom produce results and results
produce learning and achievement. This is because the students take responsibility and
ownership for the task that needs to be done, resulting is fewer behavior problems and
increased academic learning time. Procedures results in behavior changes that are
permanent. Stated in a similar manner effective teachers manage their classrooms with
procedures and routines. Ineffective teachers discipline their classrooms with threats and
punishments (Harrywong, 2007).
The parents will be invited to attend more planning and placement or special
education meetings than ever before. Such meetings may occur either to give parents
41
formal notice that the staff is considering a major change in a child's special education
program, or to review a child's progress on a routine basis. Practices will vary somewhat
depending on the federally approved state plan or other local regulations for involving
parents, but m general, it will either be required or be considered desir`able to invite
parents to attend and contribute to the discussion about their child before the staff arrives
at a program or placement decision. To help parents feel comfortable at these
conferences and thereby make them optimally productive (Losen and Best, 1978).
Positive classroom learning environments are ones that maximize learning for all
students and foster their development as holistic human beings by considering
intellectual, emotional, social and physical growth.
Establishing learning environments that facilitate positive learning outcomes for
all students is indeed a challenge. They are advocating a particular way of being with
students, which will require them, the teacher, to provide opportunities that maximize
students’ participations their own learning and to utilize teaching and learning strategies
that engaged learners and are learner-centred.
Caring teachers work hard to know students by using multiple sources of
knowledge and by structuring their classes to encourage oral and written dialogue that
recalls, students thinking. They consciously work to create classroom atmosphere
conductive to questioning, self-assessment and helpful critique. They also take great care
to establish three kinds of relationships:
Thus as well as planning for learning, there are aspects of the environment there
will need young attention. Two of these were the physical environment and the social
emotional environment.
Physical environment: Teachers and students work best in a comfortable,
inviting environment. At the beginning of year the teacher may organize the room to
42
create such an environment, using brief colours, displays, posters, plants, mobiles, etc.
Then, as the year progresses, opportunities are provided for children to offer suggestions
for room changes. Alternatively, the teacher might create the classroom with the
children, sharing decisions from the start about how the room is organized and set up.
In either scenario it is acknowledge that the classroom is a shared learning space
and that children need to be as involved as their teacher in creating the environment. The
more children contribute the more they will take pride in the room and have an increased
sense of ownership of their learning environment. Children can be encouraged to bring
things from home to have in the classroom.
The physical environment needs to be practical as well as interesting and
stimulating. One of the major decisions is how the desks will be arranged. In making this
decision you need to consider the effect various structures have on the style and level of
communication in the classroom and on the learning styles of the participants.
Arranging the desks and chairs in such a way as to facilitate small-group work,
individual work and whole-class discussions is a challenge. The ideal structure is one
that is flexible so that it caters for a range of learning and teaching styles.
Consideration must also be given to placement of the teacher’s desk. It can make
the teacher easily accessible and approachable or create an additional barrier between the
teacher and the students. In placing the teacher’s desk you need to consider practicality,
accessibility and safety (Ball and Ivor, 1985).
Another consideration in the learning environment is the placement of computers
and any other information and communication technologies being used in the classroom.
Classroom resources, such as scissors, paper, cleaning materials, etc., need to be
clearly labeled and kept in a common place so that children can access them easily.
Another consideration is what is to be displayed on the walls of the classroom.

43
An effective learning environment will also have a wide range of accessible
resources. These will include books, other print material, audiovisual equipment,
computers and even extra adults. Again, where these resources are positioned in the
classroom should be negotiated with the students (Arthur and Nancy, 2003).
Social emotional environment: The social-emotional dimension of classroom
experience has, for a long time, been referred to as classroom climate. Educational
researchers have long since determined that positive classroom climates are more
desirable than those that are negative. A positive social-emotional environment evolves
through the interactions of teacher-student-teacher-class (group), student-calls (group)
and student-student interpersonal relationships. Positive climates are those in which
students feel they belong, where they are happy, extended and safe and where verbal and
physical harassment on gender, racial and other grounds are prevented and addressed.
More recently, the term “classroom culture” has been increasingly used to
include the social-emotional dimension of learning and to acknowledge the shared
beliefs, customs, attitudes and expectations of teachers and students in a classroom.
The aspects of classroom and student behaviour management continue to be of
major concern to teachers and so research should be relevant to individual needs. While
a great deal of attention has been paid over the past decade to effective teaching
practices and classroom management (Arthur and Nancy, 2003).
There are at least five hierarchical levels at which technologies may be used:
presentation, demonstration, drill and practice, interaction, and collaboration, If
technology is to be used for representation and demonstration only, investment in
computers and connectivity may not be justifiable. On the other hand, the potential for
interactive and collaborative learning can best be achieved by networked computers and
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connectivity to the world wide web. Therefore, technology should be equated with
computers and Internet.
There is still an important place for other technologies, such as interactive radio,
broadcast TV, and correspondence courses. Different ICTs have the potential to
contribute to different facets of educational development and effective learning:
expanding access, promoting efficiency, improving the quality of learning, enhancing
the quality of teaching, and improving management system (Chandra, 2003).
The teaching environment can be made favourable by persons having favourable
attitude towards teaching. In fact there are a handful of teachers who teach well and love
the profession. There are many strategies which may work well to develop positive
attitude for teaching. One may deliver a nice lecture followed by discussion, one may
have personal contact to clear their doubts, or one may arrange small group discussion to
arrive at a desired conclusion etc. All these can be arranged very easily by teacher
education institutions (Chauhan, 1984).
When teachers establish both appropriate moral authority, and role authority, it is
important to realize that such authority is established, and earned, within the context of
relationships built by the teacher. The fundamental nature of such relationships is
dependent on conveying respect, knowledge and enthusiasm for what one teachers.
Authority is also communicated through a relaxed confidence in one’s management and
teaching and a healthy acceptance of fallibility in self (Rogers, 2006).
To develop positive relationships with the students in your class, the first thing
you need to do is to learn and use their names. Learning every student’s name as quickly
as possible and using them as much as possible initially demonstrates that you are
committed to getting to know everyone personally. Reflect for a moment on the number
of ways you could quickly get to know children’s names (Smith et al, 2003).
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The education system of the future is envisaged as a consumer-based service.
Parents are now cast in the role of buyers who are ‘purchasing’ their preferred form of
education. Just as it is assumed they will take their custom to the high-street shops that
provide the best service, so they will now do the same in selecting schools for their
children to attend. It is envisaged that parents will shop around and look for a ‘best buy’
parents also have power as a group to vote for their child’s school to seek grant-
maintained status’ to opt out of LEA control and to be funded directly by the DES.
To take a business analogy, we can anticipate that schools in the future will
attempt to offer guarantees of satisfaction, whilst at the same time employing
promotional strategies to ‘sell’ the quality of their product. If parents are satisfied with
the outcome of their children’s learning, they will want their children to stay at the
school. They will send their other children there and will recommend it to parents who
may seek their advice (Powell and Jonathan, 1990).
Parents too should be involved in a program in which they are taught what you
are now doing and how they can do much the same as they teach and manage their
children at home. The more parents can teach them to be supportive and to avoid the
adversarial relationship that often exists because they nag, punish and reward their
children for doing school work, the easier their will be to teach (Glasser, 1993).
Local educational agencies must give parents prior notice of any proposed
change in a child's special educational program was further delineated to specify that
written prior notice was required whenever a change in the identification, evaluation, or
educational placement of a child was contemplated. In addition, the law prescribed that
the notice given to parents must be communicated in the parents' native language so that
all parents might understand what they had received.

46
This prior-notice provision is likely to be difficult to implement, even for school
districts, which have pursued the practice of involving parents in the early stages of
decision-making. The difficulty stems from the fact that any meaningful involvement of
parents in evaluation and placement decision-making must entail more delegation of
staff time for scheduling, meeting with, and otherwise helping parents better understand
these processes. If this is not done, particularly as parents become increasingly aware of
their right to attend planning conferences and of the rights they have to challenge or
appeal a staff's decision, they may very well tie up an inordinate amount of staff time in
complaint procedures. To avoid such; wastes of time, it seems clear that we will need to
devote more personnel and larger amounts of staff time to more effectively preparing
and working with parents beforehand. In addition, we will need to train more staff to
handle the kinds of questions that can be expected to occur under such circumstances.
The need to provide written prior notice will generate, in many more instances
than before. Just as increased parental involvement in decision making can be expected
to increase the incidence of many of the difficult to handle situations. We see, therefore,
few alternatives for school districts to follow other than concentrating upon the
development of those skills and procedures. Which will increasingly afford parents the
opportunity for mutual problem solving.
For one thing, prior notice will be given to the learners’ parents after informing
the learners. On the other hand, if parents arc more routinely involved earlier than has
previously been the case, initial shock, surprise, and antagonistic reactions may be
minimized that the need to involve parents in the formal aspects of later staff program,
and placement meetings may be pursued more easily and efficiently (Losen and Best,
1978).
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The teacher’s professional environment influence the delivery of the instruction.
Environment refers to such things as time usage, which includes time spent in actual
teaching or in planning the lesson to be taught. Since teachers play a central role in the
education system, portraying them in detail is critical, Many studies have shown how
teacher characteristics influence quality of instruction, and hence the quality of
educational opportunity. Two broad categories of teachers, characteristics are specially
important; background and beliefs.
The new teacher should have a knowledge of the principles to keep good
discipline and should be able to deploy a range of approaches to create and maintain a
purposeful, orderly and safe environment for learning, manage pupil behavior by the use
of appropriate rewards and sanctions and be aware when it: is necessary to seek advice
and sustain the interest and motivation of the pupils Different styles of class
management and the promotion of learner discipline have become more demanding and
sophisticated over the years (Roy, 2001).
2.9. MOTIVATIONAL SKILLS
The skill of motivating children, making learning exciting and interesting and
reinforcing children when they succeed, deserve more attention during preserves training
since they correlate directly with academic achievement.
Similarly, teachers must learn how to handle situations where students are not
academically successful. Negative reinforcement generally does not motivate students to
keep trying. Supportive comments (for example, indicating where mistakes have been
made rather than simply telling them that they were wrong) are much more likely to
keep students interested in learning. But teachers must be careful that students do not
develop a false sense of their own abilities. Nevertheless, by providing appropriate and
consistent reinforcement and motivation in the classroom, teachers can help children
48
raise their own academic expectations and develop more confidence in their abilities
(Dilworth, 1991).
All the students seem intent on their studies. These students know what they are
doing and clearly are highly motivated. Motivation is an aspect of confidence. Confident
students are usually highly motivated, because they know they can succeed and it is
generally thought that success encourages greater efforts and confidence. It is a kind of
cyclical form (Yiwen, 2004).
The class environment influencing student motivation includes effective use of
praise, development of appropriate long-term and short-term instructional goals, setting
realistic learning objectives and using a variety of methods to group students, instruct
and evaluate them (Arif, 2003).
Motivation is of two types the Extrinsic-Intrinsic Motivation Two major
approaches have dominated thinking about motivation in organizational behavior during
this century. One has been described as, the great jackass fallacy. That is the age-old
metaphor of the carrot and the stick, which prescribes that a combination of preferring
some mix of rewards and punishments. Is a way to motivate people in organizational
life. It is associated will behaviorist psychology in which exordial control of the
individual is emphasized.
The other approach, associated with both cognitive psychology and humanist
psychology, emphasizes the psychic energy of internal thoughts and feelings as the
primary source of' motivation has two types as, extrinsic views of motivation and
intrinsic motivation
Extrinsic views of motivation lead managers to motivate people with a carrot and
a stick. They long ago found that people who are hurl tend to move in avoid pain and
people who are rewarded tend to repeat the behavior that brought the reward. This is a
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behaviorist concept of. Motivation, and it has long been highly influential in
management thought. Managers using such techniques would say, we're motivating the
employees.
Intrinsic views of motivation relate some contend that tile behaviorist approach
has nothing to do with motivation. Herzberg (1966) said of the carrot-and-the-stick
approach. Hell, you're not motivating them. You're moving them Herzberg's observation
points to a major criticism of the behaviorist approach to motivation it in fact does not
deal will motivation at all.
The view is that though people can be controlled by external forces such as
rewards and punishments, a crucial factor in the motivation of people lies within
individuals themselves. The cognitive and humanistic views of motivation spring from
an understanding of people as unfolding and developing both physiological and
psychologically from biological givens. The internal capacities of individual are
primarily emotional and cognitive, give rise to feelings, aspirations, perceptions,
attitudes and thoughts, and it is these that can be motivating .in this view, motivation is
thought of as creating conditions in the organization that facilitate and enhance the
likelihood that the internal capacities of members will mature both intellectually and
emotionally, thus increasing their inner motivation. In sum the behaviorist tends to view
motivation as something that one does to people whereas the cognitive or humanist tends
to view motivation as tapping the inner drives of people by creating growth-enhancing
environments.
Job performance is the product of a combination of an individual motivation and
ability. Herzberg (1966) has made an important contribution to motivation theory by
taking notions about need hierarchies and placing them in the workplace.
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Traditional forms of motivation at the workplace are discussed by Herzberg
(1966). His theory based on two different needs of humans to do it. The basic biological
and psychological needs, and our unique human characteristics of the ability to achieve
and experience psychological growth.
Herzberg (1966) conducted a study where he analyzed the responses of 200
accountants and engineers who were asked to describe those situations in which they felt
exceptionally good and exceptionally bad about their jobs. The same methodology has
since been used in a multitude of occupational settings and in numerous countries. He
found that when people talked about feeling good or satisfied, they identified factors
intrinsic to the job itself. He called these factors motivators. And they included:
achievement, recognition, the work itself, responsibility, advancement, and growth.
When employees talked about being dissatisfied with the work, they typically discussed
factors extrinsic to the job but related to it. These sources of dissatisfaction were called
hygiene factors because they form the outer environment of work and keep things from
getting to disruptive. The hygiene factors included: company policy and administration,
supervision, relationship with supervisors, work conditions, salary, relationship with
peers, personal life, relationship with subordinates, status and security.
Motivation factors and hygiene factors do not form a hierarchy and neither are
they at opposite ends of a continuum. They are on two separate dimensions. Satisfaction
on the job comes from motivators and dissatisfaction comes from hygiene factors. This
conclusion has important implications for any work environment, including schools,
because it argues that educators cannot be motivated toward higher levels of
productivity by improving hygiene factors such as increased salary, better working
conditions, more lenient or restrictive school policies, and so forth. Manipulating those
factors can make educators only respond on the range from dissatisfied to neutral. Only
51
through the manipulation of motivators (improvement in the job itself) can improvement
on a range from neutral to satisfaction be achieved.
Thus, according to Herzberg’s theory, when teachers go to the bargaining table
and argue that increased salaries or other hygiene factors are necessary to motivate or
retain a high level of motivation, the observation is not accurate. Improved salaries and
other hygiene factors will reduce the level of dissatisfaction, but they will not bring job
satisfaction
It should be noted, however, that the hygiene factors can have a reverse impact
on work effectiveness if not responded to conscientiously because of increased teacher
absenteeism, turnover, frustration, or negative thinking in general (Hanson, 1995).
2.10. PREPARATION AND PLANNING
Effective instructors who are knowledgeable in the subject matter areas that they
teach are better able to establish objectives and goals for themselves and for their pupils
than are teachers who are less proficient in academic content. Thus, planning alone
cannot overcome the knowledge deficit of a teacher in a particular subject area, and it is
unrealistic to think that such an individual can explain underlying concepts or develop
reasonable learning goals for students. These objectives or goals must be further
transformed into appropriate lesson plans, as well as into flexible alternative and
instructional strategies that can be used if students do not master the material on the first
try (Dilworth, 1991).
Curricular issues have an impact on effective and responsible teaching at
multiple levels of education. Curriculum provides at this level a set of expectations
regarding what schooling and teaching should be. These content and value expectations
are translated into concrete experiences in the classroom. At the classroom level
teaching is an interpretive process that is based on how teachers understand what they
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are teaching and the value of that content for students and citizens. It is generally said
that no educational system in-spite of excellent material resources but with incompetent
and indifferent teachers can be effective and economic. The teacher, thus, has the pivotal
role in promoting academic excellence among his students and achieving the quality of
academic output (Mirza et al., 1995).
To be effective educators, teachers must be highly competent in planning and
organizing instruction as well as in managing the classroom environment if their
students are to be academically successful. Some of these management skills are learned
in methods courses, others are developed in educational psychology and social
foundations of education courses and still other expertise is derived from exposure to
classroom situations in schools through clinical practical experiences. Recognition and
understand of contextual factors are extremely important in successful teaching practices
and other factors influence the planning and organization of instruction.
There are four primary curriculum structures. The student-centered curriculum is
based on the needs and interests of the individual student. The integrated curriculum
weaves together two or more content areas, such as science and social science and social
studies, to be presented to students at one time. The core curriculum presents
information that all students from all backgrounds should know. Lastly, the subject
matter curriculum presents information about each content area in depth with the teacher
serving as an expert in his or her specialty. Each content area has its own unique aspects.
What is taught and how it is taught is influenced by the national professional teaching
affiliation for each content area as well as state recommendations and local community
expectations.
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Callahan (1966) explains that teacher can do relatively little to improve his basic
capacity, the improvement-minded teacher turns to specific areas in which he can
progress. Teacher may discover that he is only partially in command of his subject.
Certainly teachers cannot afford to waste valuable classroom time. It is important
that the day be organized in the morning before school begins. If students need a copy of
a handout for a lesson, there must be enough copies for everyone in the class. If a
science lesson requires students to conduct an experiment, there must be enough
apparatus available for all the student groups to do the experiment. If the art lesson
requires that students make clay sculptures, there must be a sufficient amount of clay for
all. No matter what the class, as a teacher you must plan ahead and organize the
necessary materials.
Classroom time must be productive learning time for students. Teacher can
accomplish this by early in the school year establishing and instituting classroom
procedures and setting academic expectation. Thus, students know from their first day in
the classroom what they can and cannot do and what is and is not expected of them.
Throughout the school year, you can get the most out of the time you have with students
by planning lessons and activities that fit within any time constraints as well as the
available learning materials. Teacher should also sequence, pace, monitor, and assess
student work as well as provide feedback to each student (Farris, 1996).
Bhatia and Bhatia (1959) explain that the five formal steps, which are necessary
in teaching a lesson that aims at the acquirement for information. These steps are:
preparation or introduction or motivation, Presentation, Comparison or association,
generalization and application. Sixty-minute class period, while in the classroom the
teacher has greater discretion as to the time devoted to a given lesson. In most high
school subjects, the bulk of instruction centers around lecture and discussion. In
54
planning instruction it is important to recognize that teacher behavior and teacher-pupil
interaction vary according to the nature of the activity used during instruction (Airasian,
1994).
Teacher can divide the work of the classroom into two areas.
(i) The organization of lessons. Teaching/learning is a complex business and
Participants spend quite a lot of their time talking about it as well as just talking
and doing it. There can be talk about individual activities in a lesson,
organization of lessons in a course, the syllabus, curriculum, assessment,
homework and a lot else. This aspect of classroom behaviour covers all the
content and structural sides.
(ii) The subject matter of lessons. This phrasing is not intended to suggest that each
lesson should or does have a set amount of content to be put over. Sometimes
this is the case, but very often not. But every lesson, unless it is quite aimless,
has got some sort of agenda, and normally both teacher and class know what it is.
According to Laslett and Smith (1984) every lesson should start with some
activity that keep each child quietly occupied in his own place. The type of activity
depends very much on the age and ability of the child and the nature of the lesson.
Reading, writing, drawing or colouring may all be suitable in particular circumstances.
What is most important is the need to give the children something, which is, clear and
well within their capability. The aim at this stage is simply to buy a little time of peace
and quiet to deal with latecomers, lost property or any other interruptions.
Variety is needed within a lesson to maintain interest, curiosity and motivation.
Activities planned for the start and finished, as suggested above, will go some way
towards achieving these aims.

55
Pace is helped by breaking up a topic into several smaller units of learning .It can
also help to have as a target the intention that every child should have something
finished, something marked in every lesson. Though often unattainable, such an aim
does direct attention to the importance of immediate feedback and reinforcement in
helping children to learn.
Starting with a general idea of what will be done during an instructional unit,
teachers move through a series of successive elaborations and specifications. Important
to this process, and indicative of the way assessments are made, is the fact that teachers
typically try to visualize their teaching activities unfolding in their own classroom. In a
very real sense, teachers mentally rehearse the learning activities they contemplate using
in the classroom. There are many different instructional models that teachers can and do
follow when teaching. These models describe steps or activities that should take place
when a lesson is taught (Eby, 1992).
Educational objectives, or achievement targets, specify what pupils are to learn
from the lesson; what they should be able to do following instruction. Objectives
describe what the purpose of the lesson is in terms of desired pupil achievement. The
materials that will be used in the lesson should also be specified. Nothing in advance
that the lesson will require a video player, copies of the daily newspaper, construction
paper and crayons, or marbles and an inclined plane helps the teacher prepare the needed
materials. Planning also requires a description of the teaching – learning strategies or
activities that will be used during the lesson. The heart of the teaching process is based
on the strategies or activities teachers use with their pupils. Finally, a lesson plan should
include some way to assess the success of the lesson.
Plans string together a series of instructional activities each of which
encompasses a relatively short period of time, usually ten to twenty minutes, during
56
which pupils are arranged in a particular way or focused on a particular process.
Common classroom activities have been cataloged and include seatwork, reading circle,
recitation, discussion, lecture, demonstration, checking work, independent study,
audiovisual presentation, tests, giving instructions, student report, games and silent
reading. Clearly, some of these activities are more common in certain subject areas and
grade levels.
In planning day-to-day lesson and activities, one important consideration is the
nature of the pupil needs vis-à-vis the content of the lesson. If a few pupils have had
difficulty understanding concepts or processes presented in a prior lesson, the teacher
might select a supervised seatwork activity to provide a chance to work more closely
with those pupils. When reinforcement and pupil engagement are needed, recitation
might be a useful lesson activity (Airasian, 1994).
According to Oser et al., (1992) the teacher kept tight control over the lesson
when students’ reactions did not reflect this emphasis drew on personal experiences to
model the appropriate interpretation. The manner in which this lesson was conducted
communicated to the students as a set of values, perhaps unintended by the teacher.
2.11 TEACHING STYLES
Teaching styles pupils styles and the effects of the interaction of these on
achievement. In recent years, the study of ‘styles’ has become cautious and has waned.
The issue is well in the ORACLE project in which they say that where the concept of
teaching style can be helpful is in showing that certain patterns of classroom
organization tend to enhance or reduce the capacity to engage in certain kinds of teacher
pupils interactions and that further certain interactions show small but positive
correlations with pupils test scores. Style is a vaguer concept than personality.
Consequently, the correlations with achievement are harder to track down. In

57
considering teacher styles we would be interested in the contribution of cognitive and
affective characteristics of the teacher in classroom tactics and their relationship to the
achievement of the pupils. The interaction of cognitive styles of students and teachers
has been looked at by in research using medical student. From the results, they felt there
were some indications ‘that teachers and students having similar styles formed the most
successful combination’ in terms of examination results. It would not be surprising if the
style adopted by teachers did not have some effect on the learning of individuals with
compatible styles. But the evidence from a large volume of American literature is not
wholeheartedly supportive (Child, 2004).
Style differs from aptitude in the sense that overall there is no right or wrong
way, although in a specific context one mode of thinking might be more appropriate.
Aptitudes can be seen as being one-way starting from a zero position of having no
competence and moving upwards with increasing ability. There is no benefit from not
possessing an ability. Styles are usually postulated in bi-polar terms with each
alternative conferring some advantages and some disadvantages.
Bernard (1972) have confirmed in his experiments that the personality of teacher
is a powerful factor in the learning habits and personality development of pupils.
The Oxford Dictionary tells us that style is the manner of doing something as
opposed to the water with which a person is working. Therefore style has to do with
personality and motivation, as well as the thinking tactics used for tackling problem.
Successful patterns of behaviour most suited to our personal make up and
external constraints become established as habits of responding. These response sets, as
they are called. Become the bricks from which our personal lifestyles are built and it is
within this area that we might look for useful generalizations about achievement styles.
58
Two crucial aspects of style are of particular concern. These are cognitive and
affective style. Cognitive style involves those characteristic patterns of perceiving and
thinking (Child, 2004).
2.12 RELATIONS WITH STAFF, ADMINISTRATION AND PARENTS
Parents would be invited in a program in which they are taught what you are now
doing and how they can do much the same as they teach and manage their children at
home. The more parents can teach them to be supportive and to avoid the adversarial
relationship that often exists because they nag, punish and reward their children for
doing school work, the easier their will be to teach (Glasser, 1993).
Classroom knowledge plays an essential role, in alerting and directing conscious
processing. Given the group level at which the task of securing cooperation is
encountered, it is reasonable to expect that teachers would monitor global status such as
the mood or unity of the group and the general level of student participation and
involvement. Group cues provide the greatest amount of task-relevant information.
Implementing activities also requires that a teacher know which students are distracted
easily, what kind of answers to expect from different students and the likelihood that a
particular student’s behavior will elicit reactions from other students. Such behaviors
have consequences for the flow of classroom activities (Duke and Rehage, 1979).
Good human relations between teachers an adolescent are difficult, if not
impossible, unless the teacher does basically like young people. If he has a genuine
respect for youth and enjoys being with them, then he is usually able to develop a
permissive atmosphere in which effective learning can result. The person who likes
people and believes in them seems to radiate a warmth and friendliness, which makes for
ease of communication. More important still, young people sense whether their teacher
59
has faith in them and in their ability to produce. With such faith they are challenged too
much greater effort than if they feel they are merely being tolerated.
The children are required to work together in a group in which members are at
different levels of ability any achievement. The group is to produce a shared outcome
and so the critical feature for the teacher is to identify the right sort of task .It is no good
asking children to work collaboratively together as a group if the activity invites a large
amount of independent working, with the possibility of individual outcomes. Similarly,
there must be opportunities for individual children to contribute at their own individual
level of skill and understanding (Proctor et al., 1995).
Teachers can create a special atmosphere in classroom in which students are
expected to co-operate with their classmates in order to learn. In this way, students come
to view their classmates as valuable learning resources, rather than as threats to their
academic survival and success. Education under present scenario happens to be a
teamwork, which without sound and healthy interpersonal relation cannot create healthy
environment conducive for effective learning (Shah and Sultana, 2000).
If teacher often takes trips, spends weekends in interesting and significant ways,
is well read and enjoys some of the same motion pictures and television programs that
the adolescents like, they will discover in him an adult friend to whom they will turn
with their questions and concerns. In addition, they will give him their cooperation as he
leads them in their learning activities. A broad education can make it possible for a
teacher to fulfill her obligation to be a teammate with fellow teachers and the
administrative staff in the total instructional improvement program of the school. A good
secondary school needs faculty members who are trained not only in special fields but
also in helping to construct the total program of the school (Gilchrist et al., 1985).
60
2.13 RESEARCH STUDIES ON JOB PERFORMANCE
Iqbal (1986) conducted a study and distributed questionnaires to 150 teachers
and 50 principals of the institutions to identify the teachers' personal and professional
competencies, He found that the desirable teachers’ competencies are; honesty,
punctuality, hardworking, aware of national history, confident, simple, serious, cheerful,
straight-forward, teaches according to syllabus, using AV aids, aware of students'
deficiencies, cordial relationships with parents and informs the parents about the
performance of their children.
Veer (2004) described about specific studies, in which he has highlighted factors
affecting teachers’ performance. These factors included measures of teacher aptitudes,
attitudes, subject mastery, expertise in teaching methodology and the characteristics of
the environment of teaching. Although the major purpose of his work was to relate
teaching performance to student learning, it was also designed to analyze the relation
between a number of factors and teaching performance.
management of instructional time and management of students’ behavior. The sample
for the present study consisted of 218 teachers, each with at three years teaching
experience. A final sample of 171 teachers ratings were used to conduct the factor
analysis. The reliability consistency was found to be from .77 to .91. The results of this
exploratory factor analysis indicated that the teaching performance appraisal instrument
measures to dusting but interrelated dimensions of teaching: instructional presentation
and management of students behaviour. The pattern of correlations among the teaching
practices and the factors indicated that the number of teaching practices that need to be
observed and rated to describe a teacher’s performance could be reduced by

61
concentrating on those teaching practices most highly correlated with the teaching
factors.
relations with parents & community. The sample for the present study consisted of 157
public school teacher from three school districts of a major metropolitan center of the
Midwestern United States. Approximately two-thirds of the sample was female and the
average age of the group was 37 years. Each teacher was rated on five point likert-type
scale by their respective principal on seven performance dimensions as describe above.
The reliability estimate (coefficient alpha) for this performance dimension was .91. In
conclusion the results of the present study suggest that factor found to be predictive of
absenteeism in prior research utilizing different occupational groups seem to extend to
the explanation of absences in at least one professional occupation teacher.
Jahangir (1988) evaluates teachers' performance on a rating scale pertaining to
the four broad categories of teaching behavior: intellect, personality, teaching techniques
and interaction with students. The main aim of the present research was to study the
characteristics teachers serving at post graduate level. The entire valuation is based on
students judgment regarding the overall performance of their teacher. The data revels
that in general the students perceived their teachers positively. The sample consisted of
70 post graduate students of Peshawar University who were randomly selected. The
scale consisted of 20 items each of which was valuated on five point scale. The major
aim of the present study was to see how the students of the Peshawar University
perceived and evaluated their teachers. Results indicate that the mean of the teacher was
67.71 which presented a favourable view about the representative teachers. The results
62
further revealed that the consulting students had judge the personality and intellect of
their teachers in a favourable manner. It would one of the possible reasons for
satisfactory teacher student interaction.
Perveen and Qadri (1982) identified desirable teaching competencies through a
survey study on the basis of responses of 99 secondary school teachers. They found that
the desirable teaching competencies of secondary school teachers are; appropriate
culmination of the lesson. Keeping students actively engaged, explaining lesson with
examples and diagrams, repeating and summarizing the lesson.
Riaz (2000) measured teachers’ performance on such factors teaching
fairness in grading. The total number of students who participated in the present
evaluation of university teachers was 2038 (men and women). These students were
enrolled in MA previous and final year classes in 19 postgraduate department of
humanities and science faculties of Peshawar University. The number of teachers who
were evaluated by this sample was 144 construct validity was determined by factor
analysis and item total techniques. Internal consistency of instrument estimated on alpha
coefficient was .95. The scale likert-type consisting of 25 items was used. It was
concluded that Peshawar University teachers’ rating scale is a uni-dimensional test that
can be used by the teacher themselves in order to identify provide valuable information
to the teacher concerned for the improvement of teaching quality.
Qadri, et al. (1983) arranged a study on desirable qualities in ideal secondary
school teachers. They administered their questionnaires to 55 principals of secondary
schools. The desirable qualities of teachers identified by them are; life long quest of
knowledge, cordial relations with colleagues, proud of their profession, cheerful, interest
in the welfare of his students, fair in dealing, honest, resourceful, and sympathetic to
63
students.
Rana and Begum (1978) conducted a study to identify the teachers’
competencies. They administered the questionnaires to 104 parents through their
daughters. The competencies of teachers desired by the parents are; clear voice, neat and
clean, and cheerful personality, cordial relationship with parents and love for teaching
profession.
In the light of above mentioned studies, the pattern adopted by Jahangir (1988)
and Riaz (2000) was selected by researcher, choosing four factors attitude toward
students, subject mastery, teaching methodology and personal characteristics for the
study, further were also accepted these four factors of teachers’ job performance by the
advisor and two members of the research committee.

64
Chapter 3
RESEARCH METHODOLOGY
As the present study was designed to identify the factors affecting the
performance of teachers at higher secondary level in Punjab, this chapter describes the
method used in the study for collection and analysis of data under the following
subheadings.
3.1 POPULATION
All the principals, the teachers and students of higher secondary classes in
higher secondary schools and intermediate colleges in Punjab were the population of the
proposed research.
The annual survey of educational institutions by the Bureau of Statistics of the
Punjab Lahore for the academic year 2003-2004 during the month of April 2004,
informed the strength of the higher secondary schools as 337 and the intermediate
colleges the 59 ( Government of Punjab, 2004).
3.2 SAMPLE
The sample of the study consisted of 120 principals, 600 teachers and 1200
students of 90 (45 male and 45 female) higher secondary schools and 30 (15 male and
15 female) intermediate colleges were randomly selected. Further more from each
institution, the five teachers and their 10 students in addition to the principal were
randomly selected, making total sample of 1920 which consisted of 120 principals, 600
teachers and 1200 students. Thus two-stage cluster sampling procedure was adopted for
selecting the sample.
The research was carried out in three parts, the purpose of part-I was to develop
the instrument, the part-II consisted of pilot study and the part-III consisted of main
study.
65
3.3 RESEARCH INSTRUMENT (Part-I)
The purpose of the part-I of the study was to develop instrument and to find out
the psychometric properties of the instrument. The instrument was developed from
resource guide of Kim and Richard (1991). All the items selected for the instrument
were closed ended.
First of all to find out the relevancy of the instrument, the sample of 12
educationists (School Principals, School Teachers) was selected from different
educational institutions of the Punjab. They were asked to examine all the statements
carefully and rate which items are relevant to our school teachers’ work places. It was
decided that teachers’ job performance instrument could measure the factors affecting
the performance of teachers. For better understanding of items and more reliable results,
it was also decided to translate the instrument into Urdu. As Urdu is our national
language, so it was assumed that one could easily comprehend those items that are
presented is Urdu. All the presented items were fit to our culture.
The second phase was designed to translate the instrument into Urdu (Fimian,
1984). For the purpose of translation, it was decided to adopt back translation method.
This process of translation was completed into four steps.
The focus of this step was on the translation of instrument into Urdu language.
For more reasonable results, bilinguals were requested to provide the correct translation.
A sample of six bilinguals was selected their educational qualification was M.A
(Master Level). Among them three had master degree in English with good
understanding of Urdu language and other three had master degree in Urdu with good
command on English.
The sample was approached individually. They were requested to translate the
instruments into Urdu independently and accurately as possible. The objective of this
66
translation was to convey the meaning of the items of the English version of teachers’
job performance instrument in the best possible way, keeping the contextual meanings
intact.
On the basis of responses the closest translation with highest frequency was
selected. This translation was also evaluated by the advisory committee, who all were
doctor of philosophy. On the basis of their evaluation, the best possible translation that
could convey the meanings closest to the original was retained. The translated twenty
eight items were assigned five point rating scale having categories “Never” (  )
sometimes (   ) often ( ) mostly ( 




) always (  ). The scores assigned to
these categories were 1,2,3,4,5 respectively.
To check the authenticity of Urdu translation it was back translated into English.
Translation technique was used as a method of reducing errors and biases in the
translation to identify the points of equivalence and discrepancy between the two
versions, and of producing a more equivalent final product.
A sample of six bilinguals comprised of three male and three female, having
good command on their subjects. This sample was not familiar with the original version
of instrument.
The instrument translated into Urdu was given to the sample of six bilinguals.
They were unknown with the English version of the instrument. They were requested to
translate Urdu version of the instrument into English. They were asked to write as much
accurate translation as possible conveying the maximum similar meanings.
Back translation (i.e. from Urdu to English) of the instrument was evaluated on
the basis of frequency. The closest translation with biggest frequency was selected, by
three doctors of philosophy (two members of advisory committee, and the supervisor).
67
All the items were conveying similar meanings in both versions of instrument. So Urdu
translation was accepted and instrument was finalized.
In this phase teachers’ job performance instrument in Urdu version was given to
experts for the purpose of determination of face validity of the instrument. The objective
was to evaluate whether these items were relevant to the work environment of teachers
in Pakistan or not. For this purpose, the instrument was given to six educationists. On
the basis of their responses all the items were retained. The adviser and advisory
committee also accepted the instrument.
The reliability and validity of the Urdu version of the instrument of teachers’ job
performance was determined at this stage.
For that purpose the 28 items of Urdu version of the instrument was administered
on a sample of 192, in which 12 principals, 60 teachers and 120 students were included.
The sample was taken from four male & four female higher secondary schools and
similarly two male & two female inter colleges were selected from district Gujranwala
and Sheikhupura.
For the determination of reliability and validity of the instrument in Urdu version
following statistical techniques were used:
1. Cronbach’s alpha coefficient
2. Split half reliability
3. Item total correlations
4. Inter scale correlations
5. Cross-language validity correlation

68
3.3.1 Cronbach’s Alpha Coefficients
Initial psychometric analysis, using Cronbach alpha coefficient yielded an
internal consistency coefficient of .77 for the whole 28 items that ranged from .70 to .91
for the individual factors as given below in table 01.
Table 1: Alpha reliability coefficient of total and subscales of teachers’
performance (N=12)
Subscales No of Items Alpha coefficient
I. Attitude toward students 7 .74
II. Subject mastery 7 .70
III. Teaching methodology 7 .91
IV. Personal characteristics 7 .72
Total 28 .77
3.3.2 Split Half Reliability
For calculating the split half reliability coefficients, the questionnaires items
were divided into two equal parts that is from items 1 to 14 and items 15 to 28 for the
four individual factors. The correlation coefficient between the two parts was found to
be .82 that ranged from .74 to .97.

69
Table 2: Split half reliability coefficient for scores on total and subscales of
teachers’ performance (N=12)
Subscales No of Items Alpha coefficient
I. Attitude toward students 7 .79
II. Subject mastery 7 .76
III. Teaching methodology 7 .97
IV. Personal characteristics 7 .74
Total 28 .82
3.3.3 Inter Correlations on Teachers’ Job Performance (N=12)
The internal consistency of the instrument was further determined by inter
correlation of the factors as well as that of total score of Urdu\version.
Table 3: Inter correlations for scores on teachers’ performance scale (N=12).
Subscale I II III IV
I. Attitude toward students - - - -
II. Subject mastery .63** - - -
III. Teaching methodology .65** .79** - -
IV. Personal characteristics ..29** .47** .42** -
Total .71 .85 .84 .79
Table 03 shows inter-correlation of scores on subscales as well as with total
scores for Urdu questionnaires. The data indicates that all the factors of Urdu
questionnaires have significant correlation with each other and with total scores. It
shows the internal consistency of scale. The highest correlation is found between factor
of subject mastery and teaching methodology personal characteristics (.79) and

70
minimum correlation is between attitude toward students and personal characteristics
(.29).
Table 4: Items total correlation on teachers’ performance scale (N=12)
Items Correlations Items Correlations
1 **.79 16 **.92
2 **.90 17 **.97
3 **.95 18 **.75
4 **.92 19 **.81
5 **.98 20 **.86
6 **.74 21 **.90
7 **.90 22 **.98
8 **.92 23 **.79
9 **.95 24 **.95
10 **.75 25 **.74
11 **.89 26 **.79
12 **.85 27 **.85
13 **.89 28 **.90
14 **.95
15 **.95
(p**<.01)
Table 04 shows that all the items were significantly correlated with total score of
Urdu questionnaires. The correlation coefficient ranged from .41 to .90 for all the 28
items of scales. It shows that will the items are consistent with the total scores of
questionnaire. It determines the reliability and construct validity of scale as well.

71
To determine the internal consistency of scale and examine their relevance with
the test, items total correlation was calculated because item total correlations are directly
related to the reliability of a test. Table 04 indicates that all the items were significantly
correlated.
3.3.4 Cross Language Validity Correlation
The next step was to cross validate the Urdu instrument and English instrument
version. To assess the quality and empirical equivalence of Urdu instrument, a sample of
two independent groups (n=10, 10) were selected. They were teachers selected from
higher secondary schools. Their qualification was masters and they all had good
understanding of both English and Urdu languages. The first group was given English
version of questionnaires on the first day and Urdu instrument on the second day. The
second group was given Urdu instrument on the first day and English version on the
second day. In the original English instrument. The obtained scores were then correlated
(Table 05).
Table 5: Correlations of Urdu instrument and English instrument (10,10)
Groups Instrument Versions Correlations
Group I English-Urdu .76
Group II Urdu-English .71
Table 05 shows that two independent groups have highly significant positive
correlations between Urdu instrument and English instrument. It indicates cross
language validity of Urdu instrument shows that both English and Urdu versions of
instrument reliable measures of teachers’ job performance.

72
3.3.5 Inter Rater Reliability
To determine the reliability of performance measures, inter-rater reliability is
widely used technique. In this method, ratings are judged on another independent
sample’s ratings. These correlations also indicate the external criteria for the validity of
a scale. For teachers’ job performance, inter-correlation of ratings of students, teachers’
self-ratings and principals were calculated. A sample of 12 principals, 12 teachers and
12 students were selected for this purpose. The rating of all group were correlated.
Table 6: Inter-correlations of the ratings by students, principals and teachers
themselves on teachers’ performance scale (N=12,12,12)
Raters Students Principals Teacher (themselves)
Students - - .29
Principals - - .61
Teachers themselves - - .86
(**p<.01)
Table 6 indicates that students rating for their teachers’ job performance has
significant correlation with the rating of these teachers, principals. The students rating
have positive but nonsignificant correlation with self-rating of teachers. The teachers’
self-rating have significant correlation with the ratings by their principals.
After checking the validity and consistency of instrument, the research
instrument was converted into three types of questionnaires about the principals,
teachers and students. Three types of questionnaires were developed for the study to
investigate the factors affecting the performance of teachers. Three types of
questionnaires were designed to elicit data from the principals, the teachers and students
separately, the items in the questionnaires were same and 28 in number. The research
instrument consisted of four factors items, the seven items under attitude toward
73
students, the seven items in factor subject mastery, seven items on factor teaching
methodology and were also seven items in factor personal characteristics. Now the three
types of questionnaires in Urdu version were ready for pilot study.
3.4 PILOT STUDY (Part-II)
In the light of the literature reviewed in chapter two, research appears to have
been carried out on factors that improve teachers’ job performance, especially at higher
secondary level in Pakistan. The present study was thus carried out to judge teachers’
performance on the factors of subject mastery, teaching methodology, attitude toward
students, and personal characteristics.
The part II of the study comprised of pilot study. The main objective of pilot
study was pre-testing of questionnaires on a small sample of the principals, teachers and
students.
Sample for the pilot study was administered on a sample of 192, which consisted
of 120 students, 60 teachers and 12 principals of higher secondary schools and
intermediate colleges whose division was four male & four female higher secondary
schools and two male & two female intermediate colleges from Gujranwala and
Sheikhupura districts of Punjab. The total sample size was 192.
The questionnaires were distributed in the selected area. The principals and
students were asked to rate their teachers’ job performance and the teachers were asked
to rate themselves.
The researcher personally visited the selected clusters and distribute the
questionnaires among the selected principals, teachers and their students, Afterward, the
filled in questionnaires holding data were collected. The researcher started data
collection process for pilot and main study on 11th of December. 2006.
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The investigator felt unusual difficulty in getting the questionnaires filled in from
the principals, teachers and students because most of the time teachers were involved in
taking their classes and the problem with the students was that of their low attendance.
The response rate was 100 percent from the principals, teachers and students. Whole
process of data collection from the principals, teachers and students was completed in
three months.
The closed ended questionnaires of principals, teachers and their students were
comprised of five point rating scale and following scoring procedure was adopted for the
questionnaires of principals, teachers and students.
Never 1

Sometimes 2

Often  3
Mostly 



 4
Always  5
The data obtained for pilot study and of main study through these three types of
questionnaires was arranged and scored before applying the statistical techniques. The
data of pilot study was arranged under three columns, the column of principals (1x12),
the column of teachers (5x12) and the column of students (10x12), the columns of
principals, teachers and students were arranged in the ratio of 1:5:10. similarly the data
of main study was arranged under three columns, the column of principals (1x120), the
column of teachers (5x120) and the column of students (10x120), the columns of
principals, teachers and students were also arranged in the ratio of 1:5:10. For pilot and
main studies, the mean, standard deviation, analysis of variance and average rating like
75
statistical techniques were applied and results were obtained. The level of significance
selected for testing the null hypothesis was .05.
The analysis and interpretation of the data collected for pilot study through
questionnaires were analyzed by using different statistical techniques under heading
results and discussion in chapter four.
3.5 MAIN STUDY (Part-III)
The pilot testing remained successful and beneficial, thus after discussing by the
advisory committee the researcher started the part third, the main study. The
questionnaires were the same like the pilot study on five point rating scale containing
twenty eight items and were same for principals, teachers and students. The scoring
procedure was like the pilot study for filled in questionnaires.
After pilot study process, the data collection process of main study was started
from 24th August to 15th November, 2006. The pilot testing remained successful and
beneficial, thus after discussing by the advisory committee the researcher started the part
third, the main study. The questionnaires were the same as pilot study on five point
rating scale containing 28 items and were same for principals, teachers and students. The
data collection strategy as closed ended questionnaires were distributed among the
chosen sample, after the filled in response by questionnaires were collected. The data
obtained for main study through these three types of questionnaires were arranged and
scored before applying the statistical techniques. The data of main study were arranged
under three columns, the column of principals (1x12), the column of teachers (5x12) and
the column of students (10x12), the columns of principals, teachers and students were
arranged in the ratio of 1:5:10. similarly the data of main study was arranged under
three columns, the column of principals (1x120), the column of teachers (5x120) and the
column of students (10x120), the columns of principals, teachers and students were also
76
arranged in the ratio of 1:5:10. For main study, the mean, standard deviation, analysis of
variance and average rating like statistical techniques were applied and results were
obtained. The level of significance selected for testing the null hypothesis was .05.
The analysis and interpretation of the data collected for pilot study through
questionnaires were analyzed by using different statistical techniques under heading
results and discussion in chapter four.

77
Chapter 4
RESULTS AND DISCUSSION
The chapter deals with the analysis and interpretation of the data collected for the
pilot and main studies through three types of questionnaires of the study. The data
collected for the pilot study was analyzed by using different statistical techniques. The
results of the pilot study are given below from table 7 to table 17 and also the results of
the main study are given below from table 18 to table 28.
Table 7: Mean and standard deviation of principals perception scores

Factors No of Items Mean S.D
Attitude Toward students 07 25.67 7.41
Subject Mastery 07 28.58 8.25
Teaching Methodology 07 28.08 8.10
Personal Characteristics 07 26.41 7.62
Total 28 108.44 31.38
The results in table 7 indicate that total mean scores for teachers job performance
factors were (M=108.44, SD=31.38) that fall in the category of average job
performance, there were high scores on factor subject mastery (M=28.58, SD=8.25) in
factor teaching methodology were (M=28.08, SD=8.10), on factor personal
characteristics were (M=26.41,SD=7.62) and were low scores on attitude toward
students (M=25.67, SD=7.41)

78
Table 8: Mean and standard deviation of teachers perception scores about
teachers’ performance on each factor
Factors No of items Mean S.D

Attitude toward students 07 30.43 8.78
Total 28 128.58 37.11
The results in table 8 indicate that total mean scores for teachers’ job
performance factors were (M=128.58, SD=37.11) that fall in the category of excellent
job performance, there were high scores on factor subject mastery (M=33.56, SD=9.69)
in factor teaching methodology were (M=32.78, SD=9.46), on factor personal
characteristics (M=31.80, SD=9.18) and were low scores on attitude toward students
(M=30.43, SD=8.78).
Table 9: Mean and standard deviation of students perception scores

about teachers’ performance on each factor.
Total 28 103.14 32.25
performance factors were (M=103.14, SD=32.25) that fall in the category of average job
performance, there were high scores on factor subject mastery (M=27.49, SD=10.43) in
characteristics were (M=25.08,SD=7.23) and were low scores on attitude toward
students (M=24.09, SD=6.95).

79
Table 10: Significance of difference between mean teachers’ performance
scores on the factor of attitude toward students as perceived by the
principals, their students and teachers themselves.
Mean Source of SS MS F p
variation
Principals 25.67 Between 242.09 121.045
Teachers (Themselves) 30.43 6.18 <.01
Students 24.09 Within 528.51 19.57
df =2.27 f at..05= 3.35
The results in table 10 indicate that there was significant difference (F=6.18)
among the mean view scores of principals, teachers themselves and students about
teachers’ job performance on the factor attitude toward students, the mean perception
scores of teachers being the highest, and of students being the lowest.

scores on the factor of subject mastery as perceived by the principals,
their students and teachers themselves.
variation
df=2.27 f at..05= 3.35
The results in table 11 indicate that there was a significant difference (F=5.69)
teachers’ job performance on the factor subject mastery, the mean perception scores of
teachers being the highest, and of students being the lowest.

80

scores on the factor of teaching methodology as perceived by the
variation
Principals 28.08 Between 455.96 227
df=2.27 f at..05= 3.35
The results in table 12 indicate that there was highly significant difference
(F=18.44) among the mean view scores of principals, teachers themselves and students
about teachers’ job performance on the factor teaching methodology the mean
perception scores of teachers being the highest, and of students being the lowest.

scores on the factor of personal characteristics as perceived by the
variation
Students 25.08 Within 99362.35 3680.08
df=2.27 f at..05= 3.35
The results in table 13 indicate that there was highly significant difference
about teachers’ job performance on the factor personal characteristics, the mean
perception scores of teachers being the highest, and of students being the lowest.
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Table 14: The average rating of principals, teachers themselves and students
mean on factor attitude toward students of teachers’ performance.
Mean SD SE True Mean Average
mean Population Rating
Principals 1x120 25.67 7.41 0.86 23.98 3.42
Teachers 5x120 30.43 8.78 0.85 28.77 4.11
Students 10x120 24.09 6.95 0.76 22.60 3.23
The results of table 14 reflect average rating of the populations of principals
3.42, teachers themselves 4.11 and students 3.23, the average rating of the teachers was
the highest whereas that of students was the lowest.
mean on factor subject mastery of teachers’ performance.
mean Population Rating
Principals 1x120 28.58 8.25 0.83 26.95 4.6
Teachers 5x120 33.56 9.69 0.90 31.80 4.5
Students 10x120 27.49 10.43 0.93 25.67 3.67
The results of table 15 reflect average rating of the populations of principals 4.6,
teachers themselves 4.5 and students 3.67, the average rating of the teachers was the
highest whereas that of students was the lowest.

82
mean on factor teaching methodology of teachers’ performance.
Mean Population Rating
Principals 1x120 28.08 8.10 0.68 26.75 3.82
Teachers 5x120 32.78 9.46 0.89 31.04 4.43
Students 10x120 26.50 7.64 0.80 24.13 3.56
3.82, teachers themselves 4.43 and students 3.56, the average rating of the teachers was
mean on factor personal characteristics of teachers’ performance.
Mean Population Rating
Principals 1x120 26.41 7.62 0.80 24.84 3.55
Teachers 5x120 31.80 9.18 0.87 30.93 4.42
Students 10x120 25.08 7.23 0.78 23.55 3.36
3.55, teachers themselves 4.42, and students 3.36, the average rating of the teachers were
The data of main study was analyzed through statistical techniques. Analysis of
data is below.
83
Table 18: Mean and standard deviation of principals perception scores about
teachers’ performance on each factor.
Factors No of Items Mean S.D
Attitude Toward students 07 27.65 2.52
Total 28 114.03 10.41
performance, there were high scores on factor subject mastery (M=28.93, SD=2.64), in
characteristics were (M=28.55,SD=2.61), and were low scores on attitude toward
students (M=27.65, SD=2.52).
Table 19: Mean and standard deviation of Teachers perception scores about
Total 28 132.67 12.11
performance factors were (M=132.67, SD=12.11) that fall in the category of excellent
job performance, there were high scores on factor subject mastery (M=33.39, SD=3.05),
in factor teaching methodology were (M=33.19, SD=3.03), on factor personal
characteristics were (M=33.09,SD=3.02) and then were low scores on attitude toward
students (M=32.99, SD=3.01).

84
Table 20: Mean and standard deviation of Students perception scores about
Total 28 98.69 9.09
performance, there were high scores on factor subject mastery (M=25.49, SD=2.33), in
characteristics were (M=24.25,SD=2.21) and then were low scores on attitude toward
students (M=24.08, SD=2.19).
scores on the factor of attitude toward students as perceived by the
principals, their students and teachers themselves
variation
Teachers (themselves) 32.99 1.30 <.10
Students 24.08 Within 822423.1 30460.11
df=2.27 f at..05=3.35
The results in table 21 indicate that there was non-significant difference (F=1.30)
teachers’ performance on the factor of attitude toward students, the mean perception
scores of teachers being the highest, and those of students being the lowest.
85
scores on the factor of subject mastery as perceived by the principals,
their students and teachers themselves
variation
Students 25.49 Within 541954.99 20072.40
df=2.27 f at..05=3.35
teachers’ performance on the factor of subject mastery, the mean perception scores of
teachers being the highest, and those of students being the lowest.
scores on the factor of teaching methodology as perceived by the
variation
Students 24.88 Within 471086.67 17447.65
df=2.27 f at..05=3.35
teachers’ performance on the factor of teaching methodology, the mean perception
scores of teachers being the highest, and those of students being the lowest.
86
scores on the factor of personal characteristics as perceived by the
variation
Students 24.25 Within 21394084.39 792373.50
df=2.27 f at..05=3.35
The results in table 24 indicate that there was a highly significant difference
about teachers’ performance on the factor of personal characteristics, the mean
perception scores of teachers being the highest, and those of students being the lowest.
Table 25: The average rating principals, teachers themselves and students
mean on factor attitude toward students of teachers’ performance.
Mean SD SE mean True Mean Average

Population Rating
Principals 1x120 27.65 2.52 .02 27.62 3.95
Teachers 5x120 32.99 3.01 .03 32.94 4.71
Students 10x120 24.08 2.19 .02 24.04 3.43
The results of table 25 reflect average rating of the population of principals 3.95,

87
mean on factor subject mastery of teachers’ performance.

Population Rating
Principals 1x120 28.93 2.64 .02 28.89 4.16
Teachers 5x120 33.39 3.05 .03 33.33 4.76
Students 10x120 25.49 2.33 .02 25.45 3.64
mean on factor teaching methodology students of teachers’
performance.

Population Rating
Principals 1x120 28.91 2.36 .02 28.87 4.12
Teachers 5x120 33.19 3.03 .03 33.13 4.73
Students 10x120 24.88 2.27 .02 24.84 3.55
teachers themselves 4.73 and students 3.55 the average rating of the teachers was the

88
mean on factor personal characteristics of teachers’ performance.

Population Rating
Principals 1x120 28.55 2.61 .02 28.51 4.07
Teachers 5x120 33.09 3.02 .03 33.03 4.72
Students 10x120 24.25 2.21 .02 24.21 3.46
teachers themselves 4.72 and students 3.46 the average rating of the teachers was the

89
Chapter 5
DISCUSSION
The initial of the study consisted of the development and adaptation of the
instrument to be used in the main study for evaluation of teachers’ job performance. The
reliability and validity of the instrument was also determined. The rating of teachers by
students was the most commonly used technique because the students were in unique
position to judge teaching on such factors as attitude toward students, subject mastery
teaching methodology and personal characteristics. The recognition of students ratings
of their teachers’ job performance has short history but has enormous vitality and
strength (McKeachie, 1997).
Aleamoni, (1981), supports the students ratings of teachers’ performance as
students were the main source of information about learning and classroom environment
including teachers ability, competency and communication skills. The teachers’ job
performance questionnaires were designed to evaluate teachers’ job performance at their
work places. The questionnaires helped to probe into the factors affecting the
performance of teachers on the four dimensions. If the gaps among these factors were
removed it would be helpful to improve the quality and effectiveness of teaching.
The instrument was developed through a standardized procedure. First of all the
researcher selected the instrument items from the resource guide of Kim and Richard
(1991). Afterwords, the empirical evaluation showed that these questionnaires were
reliable and consistent. The four factor design was adopted by the researcher, like
previous studies conducted by Jahangir (1998) and Riaz (2000). However the factors
investigated in the present study were partially different from their studies.

90
management of instructional time and management of students’ behavior. The sample
for the present study consisted of 218 teachers, each with at three years teaching
experience. A final sample of 171 teachers ratings were used to conduct the factor
analysis. The reliability consistency was found to be from .77 to .91. The results of this
exploratory factor analysis indicated that the teaching performance appraisal instrument
measures to dusting but interrelated dimensions of teaching: instructional presentation
and management of students behaviour. The pattern of correlations among the teaching
practices and the factors indicated that the number of teaching practices that need to be
observed and rated to describe a teacher’s performance could be reduced by
concentrating on those teaching practices most highly correlated with the teaching
factors.
relations with parents & community. The sample for the present study consisted of 157
public school teacher from three school districts of a major metropolitan center of the
Midwestern United States. Approximately two-thirds of the sample was female and the
average age of the group was 37 years. Each teacher was rated on five point likert-type
scale by their respective principal on seven performance dimensions as describe above.
The reliability estimate (coefficient alpha) for this performance dimension was .91. In
conclusion the results of the present study suggest that factor found to be predictive of
absenteeism in prior research utilizing different occupational groups seem to extend to
the explanation of absences in at least one professional occupation teacher.
Jahangir (1988) evaluates teachers' performance on a rating scale pertaining to
the four broad categories of teaching behavior: intellect, personality, teaching techniques
91
and interaction with students. The main aim of the present research was to study the
characteristics teachers serving at post graduate level. The entire valuation is based on
students judgment regarding the overall performance of their teacher. The data revels
that in general the students perceived their teachers positively. The sample consisted of
70 post graduate students of Peshawar University who were randomly selected. The
scale consisted of 20 items each of which was valuated on five point scale. The major
aim of the present study was to see how the students of the Peshawar University
perceived and evaluated their teachers. Results indicate that the mean of the teacher was
67.71 which presented a favourable view about the representative teachers. The results
further revealed that the consulting students had judge the personality and intellect of
their teachers in a favourable manner. It would one of the possible reasons for
satisfactory teacher student interaction.
Riaz (2000) measured teachers’ performance on such factors teaching
fairness in grading. The total number of students who participated in the present
evaluation of university teachers was 2038 (men and women). These students were
enrolled in MA previous and final year classes in 19 postgraduate department of
humanities and science faculties of Peshawar University. The number of teachers who
were evaluated by this sample was 144 construct validity was determined by factor
analysis and item total techniques. Internal consistency of instrument estimated on alpha
coefficient was .95. The scale likert-type consisting of 25 items was used. It was
concluded that Peshawar University teachers’ rating scale is a uni-dimensional test that
can be used by the teacher themselves in order to identify provide valuable information
to the teacher concerned for the improvement of teaching quality.
Rana and Begum (1978) conducted a study to identify the teachers’

92
competencies. They administered the questionnaires to 104 parents through their
daughters. The competencies of teachers desired by the parents are; clear voice, neat and
clean, and cheerful personality, cordial relationship with parents and love for teaching
profession.
Perveen and Qadri (1982) identified desirable teaching competencies through a
survey study on the basis of responses of 99 secondary school teachers. They found that
the desirable teaching competencies of secondary school teachers are; appropriate
culmination of the lesson. Keeping students actively engaged, explaining lesson with
examples and diagrams, repeating and summarizing the lesson.
Qadri, et al. (1983) arranged a study on desirable qualities in ideal secondary
school teachers. They administered their questionnaires to 55 principals of secondary
schools. The desirable qualities of teachers identified by them are; life long quest of
knowledge, cordial relations with colleagues, proud of their profession, cheerful, interest
in the welfare of his students, fair in dealing, honest, resourceful, and sympathetic to
students.
Iqbal (1986) conducted a study and distributed questionnaires to 150 teachers
and 50 principals of the institutions to identify the teachers' personal and professional
competencies, He found that the desirable teachers’ competencies are; honesty,
punctuality, hardworking, aware of national history, confident, simple, serious, cheerful,
straight-forward, teaches according to syllabus, using AV aids, aware of students'
deficiencies, cordial relationships with parents and informs the parents about the
performance of their children.
In the light of above mentioned studies, the pattern adopted by Jahangir (1988)
and Riaz (2000) was selected by researcher, choosing four factors attitude toward
students, subject mastery, teaching methodology and personal characteristics for the
93
study, further were also accepted these four factors of teachers’ job performance by the
advisor and two members of the research committee.
The instrument was easy in administration and scoring procedure, it could be
used in the institutions of the region to evaluate the teachers’ job performance. Wherever
Urdu language was an easy mean of communication, thus the English instrument was
translated into Urdu version.
The second part of the study comprised of pilot study. The main objective of
pilot study was pre-testing of questionnaires on a small sample. The sample consisted of
12 principals, 60 teachers and 120 students. The data of pilot study was analyzed on
main study statistic designs. The statistic techniques adopted were mean, standard
deviation, analysis of variance (ANOVA) and the average rating.
The results of pilot study showed that factor subject mastery was at the top level,
if we probed into the surrounding educational atmosphere spreading in Pakistan, it might
be observed that the teachers could brought changes in the society through educational
awareness. As a member of society he could not keep himself aloof from the material
orientation. The environment of the workplace was one of the factors that influenced the
performance of teachers under factor subject mastery deeply. If environment of
workplace was not suitable in lieu of facilities, the mastery benefits would be decreased.
The graph of subject mastery of the teachers tends to increase if suitable facilities and
atmosphere were available. Competent teachers apply broad, deep, and integrated sets of
knowledge and skills as they plan, implement, and revise instructions. Technology
proficiency is the important dimension of teachers’ competence (Siddiqui, 2004).
The factor of subject mastery was present at the first position. Thorough
understanding of the subject requires a depth study of all aspects of the subject from a
variety of perspectives, to think of ideas and information, to enrich classroom situation,

94
of various ways of presenting and explaining material to students and show students how
various concepts and facts throughout the course relate to each other.
The education of a teacher is based firmly on a foundation of general education
including mastery of subject matter and insight in the interrelationships and professional
preparation. General education contributes to growth as a person, specialization provides
scholarly knowledge of the subjects to be taught and integrated with professional
education leading to new understandings and skills for professional performance (Nayak
and Rao, 2002).
Generally, the teachers depend upon the curriculum planned by an external
agency, instructional plans and materials used by their own teachers and on doing well
in the external examinations. They should not forget the importance of the teachers
efforts in the curriculum research and development. The teachers should always involve
them in the process of learning. Thus the teachers must always attempt to best utilize
their knowledge and understanding of the subject to design a teaching plan that meets
the needs and interests of the students. It is called comprehensive curriculum
development method. The following steps are involved in this method.
The teacher should select such course which he has been teaching for several
years so that he could enrich and update his understanding of the subject. Those who are
not experienced, they may select the course which is of more interest to them to in still
confidence in and control over teaching plan and activities. If the teachers follow this
step the students quickly sense how prepared and enthusiastic the teacher is in his
course. The teacher should first divide himself the course into major elements by
breaking them into major divisions so the division of the course starts with the teacher's
current understanding of the course.

95
The teacher should locate and review materials that cover the subject to find out
what experts in the field think about major divisions in the course. The materials which
are to be consulted may be Text books, course outlines from reputed teachers, state
curriculum and guidelines, books on the subject, discussion with the experts. In this step,
the teacher should take care of the quality of the material rather than quantity. The new
teachers will have to do considerable work and make considerable efforts because they
are neither conversant so much with the course and not with the sources of the material.
The experienced teachers should utilize their opportunity to keep them up-to-date
with research I and trends in the subject mastery (Cole and Lorna, 1992).
The factor of teaching methodology was reported to be in the second position.
The teachers need to give full attention towards the teaching methods by showing
integrity in presenting materials, by using everyday examples AV aids etc. There are
four categories into which methods of teaching can be divided. They are teacher-directed
methods, student-directed methods, inter-active methods and problem-solving method.
The explaining skills enhance the quality of educational process that obviously increases
performance of teachers.
The factor personal characteristics stood on third position. The teacher was a
copy model for learners. For the betterment of learners the teacher would be presented
himself as role model of personal characteristics. There are many personal
characteristics adopt the teachers present a confident in the classroom atmosphere. From
them one is to present a confident role image and develop a relaxed style of
communication in the classroom. Students respond well to teachers who smile readily
and demostrate ease and assurance in interpersonal communication. Admittedly, it is
sometimes difficult for teachers to project an image of confidence and adopt a relaxed
96
style of communication if the topic is difficult. In such situations nervousness can often
be overcome by demonstrating special enthusiasm for the subject matter being taught.
The second personal characteristics of the teacher is to talk the students in a
language they understand. Students appreciate teachers who use ordinary language and
that messages are understood. They avoid the use of technical language, expect when it
is absolutely necessary to do. When technical language, except when it is absolutely
necessary to do so. When technical terms are used they should be introduced
clearly explained (Roy, 2001)
volume and tone depending on the demands of the situation.
The fourth factor attitude toward students was found to be lowest on the fourth
position among the four factors. The enhancement of positive professional attitudes nor
only promotes the teacher’s efficiency, but also helps in making the schools attractive
for students and teachers. Pakistan needs trained and professionally sound teachers and a
lot responsibility falls on the teachers training institutions in this connection. These
institutions should take painstaking efforts to equip the students-teachers not only with
the teaching skills, but also try to promote the positive professional attitudes (AIOU,
2003).
97
Teacher may also at times wish for social distance from the complex, tangled,
and sometimes destructive lives of their students, but they cannot both teach well and
ignore the many dimensions of the lives of their students. Teaching well requires as
broad and deep an understanding of the learner as possible, a concern for how what is
taught relates to the life experience of the learner, and a willingness to engage the
learner in the context of the learner’s own intentions, interests and desires (Goodlad et
al., 1990).
Rao and Reddy (1992) explain that a change of attitude will not be achieved by
preaching, but by showing that a need exists for certain information that can be obtained
by testing and above all by practicing this in our own courses. The existing attitudes of
our students are almost certainly coloured by their own experiences as takers of tests.
This common experience and their existing attitudes seems to be the logical starting-
point if teacher accept the proposition that the development of appropriate attitude is
important.
The null hypothesis that was attitude toward students, subject mastery, teaching
methodology and personal characteristics equally affect teachers’ performance was
approved false as the above results showed that subject mastery was at the top level and
attitude toward students was at the bottom level, the factors teaching methodology and
personal characteristics were at the intermediary level. All that approved that the four
factors as attitude toward students, subject mastery, teaching methodology and personal
characteristics differentially affect teachers’ performance. The results computed by
analysis of variance (ANOVA) showed that the four factors attitude toward students,
subject mastery, teaching methodology and personal characteristics have overall
significant and non-significant differences. The three factors attitude students, subject
mastery and teaching methodology have non-significant differences but the fourth factor
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personal characteristics has significant difference. The average rating results showed
somewhat relationship among the four factors of teachers’ job performance.
From the results of pilot study researcher assumed that the selected
questionnaires were enough reliable and valid to conduct the main study process. Part III
consist of the main study. The study was carried out in the 90 higher secondary schools
and 30 Inter colleges of Punjab. A sample of 120 principals, 600 teachers and 1200
students were selected. The criteria of selection was based upon a series. The 600
teachers and 1200 students sample was selected from 120 institutions working under 120
principals. The 1200 selected students were the students of these selected 600 teachers
working under their 120 principals. The three questionnaires as described in pilot study
comprised of 28 items on five point rating scale, pertaining to four factors as attitude
toward the students, subject mastery, teaching methodology and personal characteristics
each factor was divided under seven items. The response category were never, (  )


sometimes, (   ) often ( ) mostly (  

) and always (  ). The scores assigned
to these categories range from one to five. The cut off scores for the scales were
determined on the basis of percentile ranks analysis. The score 65 and below was
determined as the indicative of poor teachers’ job performance, 75 and above as
excellent teachers’ job performance and score ranging from 66 to 74 as indicative of
good teachers’ job performance.
The data for the main study was collected from 90 higher secondary schools and
30 inter colleges of Punjab. The data was individually collected from three independent
samples, principals, teachers and students were approached at their schools and colleges.
The students were asked to rate their teachers by ensuring them not to write their names
or class etc, only write their institutional names, their information would be kept
99
confidential and their identities would not be disclosed. Each selected teacher was
evaluated by two relevant students independently. After this the data was arranged,
tabulated and analyzed statistically by using mean, standard deviation, analysis of
variance (ANOVA) and average rating techniques.
The results of main study showed that the factor subject mastery was at the top
level and the attitude toward the students was at the bottom level. The results computed
by analysis of variance (ANOVA) showed that these four factors attitude toward
students, subject mastery, teaching methodology and personal characteristics have over
all significant and non-significant differences. The three factors of attitude toward
students, subject mastery and teaching methodology have non-significant differences,
but the fourth factor personal characteristics have significant difference. The average
rating results showed somewhat relationship among the four factors of teachers’ job
performance.
The views of students selected in sample demonstrated that their teachers
presented the subject matter of the lessons with keen interest but their attention toward
the students in the class environment was poor. Thus the teachers should divert full
attention toward the students to make teaching learning process adequate.

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5.1 CONCLUSIONS
The conclusions of the study were as follows:
1. The factor of subject mastery was at the highest level or at the first position
among the four factors as attitude toward students, subject mastery, teaching
methodology and personal characteristics of teachers’ job performance as
perceived by the principals, teachers themselves and students.
2. The factor of teaching methodology was at the second position among the four
factors as attitude toward students, subject mastery, teaching methodology and
personal characteristics of teachers’ job performance as perceived by the
principals, teachers themselves and students.
3. The factor of personal characteristics was at the third position among the four
factors as attitude toward students, subject mastery, teaching methodology and
personal characteristics of teachers’ job performance as perceived by the
principals, teachers themselves and students.
4. The factor of attitude toward students was at lowest level or at fourth position
among the four factors as attitude toward students, subject mastery, teaching
methodology and personal characteristics of teachers’ job performance as
perceived by the principals, teachers themselves and students.
5. The average rating of teachers was the highest on four factors namely the attitude
toward students, subject mastery, teaching methodology and personal
characteristics of teachers’ job performance.
6. The average rating of principals was at intermediary level on four factors, namely
the attitude toward students, subject mastery, teaching methodology and personal

101
7. The average rating of students was the lowest level on four factors, namely the
attitude toward students, subject mastery, teaching methodology and personal
8. There was no difference among the views of principals, teachers themselves and
students about teachers’ performance on factor attitude toward students. The
opinion of teachers themselves was the highest and those of students being the
lowest.
9. There was non-significant difference among the mean view scores of principals,
teachers themselves and students about teachers’ performance on factor subject
mastery. The mean perception scores of teachers being the highest and those of
students being the lowest.
10. There was non-significant difference among the mean view scores of principals,
teachers themselves and students about teachers’ performance on factor teaching
methodology. The mean perception scores of teachers being the highest and those
of students being the lowest.
11. There was highly significant difference among the mean view scores of
principals, teachers themselves and students about teachers’ performance on
factor personal characteristics. However the mean views of principals, teachers
themselves and students were found different on the factor of teachers’ personal
characteristics.
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5.2 RECOMMENDATIONS
On the basis of analysis of the study, following recommendations were made:
1. Though the factor of teachers’ job performance was found on the highest level in
the present study, teachers should continue their attention and improve their
command on the content through self study and by attending in service refresher
courses.
2. The attitude toward students, the fourth factor of teachers’ job performance as
analyzed in the study, was perceived to be add the lowest. So teachers need to
improve their attention toward the students, in order to improve their
performance.
3. The present research also suggests teachers to improve their teaching
methodology by consulting internet media, new informatory literature to bring
innovation in their teaching methodology.
4. The factor of personal characteristics of teachers’ job performance was given the
third position among the four factors, thus teachers should give specific attention
toward this factor by improving their personality characteristics such as use of
ordinary language, removal of potential blocks to communication, use of key
vocabulary, use of different channels of communication to facilitate the students
and also speak clearly and vary the tone pitch and voice inflection while teaching
in the classroom.
5. In the light of above conclusions, it can be the suggested that if teachers improve
their performance on these factors as attitude toward students, subject mastery,
teaching methodology and personal characteristics, a significant improvement
can be made in teachers’ job performance.

103
6. Due to few research studies conducted in Pakistan, there is a need to conduct
more studies in this area in the future. The present study was conducted in the
province of Punjab, the future researchers may expand it to other provinces of the
country in order to measure the factors affecting the teachers’ job performance at
national level.
7. The present study was delimited to four factors attitude toward students, subject
mastery, teaching methodology and personal characteristics only whereas the
literature indicated a number of other factors such as aptitude, attitude, the
classroom environment, general mental ability, personality, relations with
students, preparation and planning, effectiveness in presenting, subject matters,
relations with other staff, self improvement, relations with parents and
community, poise, intellect, teaching techniques, interaction with students,
teaching competence demonstrated, motivational skills and fairness in grading
etc.
104
SUMMARY
The intension of this study was to improve the job performance of teachers by
measuring factors affecting the performance of teachers at higher secondary level. The
main objectives of the conducting study were (a) to measure and summarize the
perceptions of principals, teachers themselves and students about the factors that
influence teachers’ performance, (b) to compare teachers’ performance on each factor in
the light of perceptions of principals, teachers themselves and students, (c) to determine
the rating of principals, teachers themselves and their students on each factor of teacher,
(d) to discover the level of presence of each factor on teachers’ job performance in the
light of perceptions of principals, teachers themselves and students.
The study was conducted at Punjab level in higher secondary schools and inter
colleges, the population of the proposed research was all the principals, the teachers and
students of higher secondary classes in higher secondary schools and intermediate
colleges in Punjab. The annual survey of educational institutions by the Bureau of
Statistics of the Punjab Lahore for the academic year 2003-2004 during the month of
April 2004, describes the strength of the higher secondary schools as 337 and the
intermediate colleges the 59. The sample of the study was consisted on 120 principals,
600 teachers and 1200 students of these teachers from higher secondary schools and 30
intermediate colleges 45 male and 45 female higher secondary schools were randomly
selected and similarly from the intermediate colleges, 15 male and 15 female colleges
were randomly selected. Furthermore from each institution, the five teachers and 10
students in addition to principal were randomly selected making total sample of 1920
which consisted on 120 principals, 600 teachers and 1200 students. Thus two stages
cluster sampling procedure was adapted for selecting the sample.

105
The research instrument was converted into three types of questionnaires one for
principals, second for teachers and third for students, to investigate the factors affecting
the job performance of teachers. Three types of questionnaires were distributed to elicit
data from principals, the teachers and students separately the items in the questionnaires
were closed ended, equal and 28 in counting. The questionnaires items were selected
from the resource guide of Kim, (1991). For better understanding, Urdu translation of
the English instrument was done, and back translation technique was also adapted, to
improve the Urdu and English versions. The items in the questionnaires meant for
principals, teachers and students were about the four factors as attitude toward students,
subject mastery, teaching methodology and personal characteristics which affect the
teachers’ job performance. All the three questionnaires were based upon five point rating
scale. To check validity and reliability of instrument the statistical techniques as
Cronbach’s alpha coefficient, split half reliability, item total correlations and inter scale
correlations were carried out. After that process the pilot study or pre-testing of
questionnaires was carried out on small sample, selecting 12 principals, 60 teachers and
120 students from the higher secondary schools and inter colleges of Gujranwala and
Shiekhupura districts. The distribution of sample was consisted on four male and four
female higher secondary schools and two male and two female intermediate colleges
located in Gujranwala and Sheikhupura districts. The data was analyzed and interpreted
by applying mean, standard deviation, average rating, analysis of variance (ANOVA)
like statistical techniques.
The same process and design like pilot study was regenerated for the main study
sample as discussed above was conducted in the higher secondary schools and inter
colleges in the Punjab and the same statistical techniques mean, standard deviation,
average rating and ANOVA were applied and the results were calculated. The results
106
reflected that factor subject mastery was on the highest level and the attitude toward
students on the lowest level. The rating of teachers were at highest point and the students
at lowest point, but the average rating perceptions of students seemed standing on reality
basis.
107
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119
Appendix-I
PERFORMANCE OF TEACHERS AT HIGHER
SECONDARY LEVEL IN PUNJAB
(Questionnaire For Students)
All of the responses will be treated confidentially and only for research purposes.
Please feel free to give your honest opinion about the performance of your teachers.
Name: Class:
Gender Name of Institution
By ticking () on any one of the five rating options giving against each statement
Never, sometimes, often, mostly, always).
S.No. Statement Never Sometimes Often Mostly Always
1 They consider teaching as an
opportunity of service for
students.
2 They try to develop self-
confidence in the students.
3 They are sympathetic with
students who feel difficulty in
subject learning.
4 They treat all students fairly and
honestly.
5 They maintain courteous and
respectful approach when they
meet with students.
6 They provide guidance in their
spare time to the students in their
academic and non-academic
affairs.
120

7 They pay important role to
improve the character of their
students.
8 They have adequate knowledge
of subject matter in the courses
they teach.
9 They have enough knowledge of
subject matter in other fields of
learning to integrate with related
areas.
10 They make their subject matter
interesting, exciting and
absorbing.
11 They use modern audio-visual
aids to teach their subjects.
12 They study books to integrate
their knowledge to the modern
demands.
13 They try to satisfy their students
when they ask questions in the
classroom.
14 They make easy their teaching by
integrating subject matter with
daily examples.
15 Their teaching methodology is
good.
16 They select such teaching
methods to meet specific learning
objectives rather than on their
own convenience.
17 They use different techniques to
teach.
121

18 They encourage class discussion
of the students during every stage
of instruction.
19 Their teaching efforts are
directed toward stimulating the
thoughts of their students.
20 They recognize the students,
learning as their primary
responsibility for learning.
21 They change class procedure to
maintain their students attention,
interest and to attempt to reach
students varying learning styles.
22 They have a sense of humour.
23 They try to maintain a neat and
clean personal appearance.
24 They are prompt at opening and
closing of classes according to
schedule.
25 They respect the ideas of others
and express a willingness to learn
from them.
26 They readily admit any error and
seek to correct it.
27 They speak distinctly to their
students
28 They use clear and
understandable language before
the students.
THANK YOU FOR YOUR COOPERATION

122
Appendix II

(Questionnaire For Principals)
Name:
Gender Post held:
Name of Institution
1 They consider teaching as an
students.
2 They try to develop self-
3 They are sympathetic with
students who feel difficulty in
subject learning.
4 They treat all students fairly and
honestly.
5 They maintain courteous and
respectful approach when they
meet with students.
6 They provide guidance in their
spare time to the students in their
affairs.
123

7 They pay important role to
improve the character of their
students.
8 They have adequate knowledge
of subject matter in the courses
they teach.
9 They have enough knowledge of
areas.
10 They make their subject matter
absorbing.
11 They use modern audio-visual
aids to teach their subjects.
12 They study books to integrate
their knowledge to the modern
demands.
13 They try to satisfy their students
classroom.
14 They make easy their teaching by
daily examples.
15 Their teaching methodology is
good.
16 They select such teaching
methods to meet specific learning
objectives rather than on their
own convenience.
17 They use different techniques to
teach.
124

18 They encourage class discussion
of the students during every stage
of instruction
19 Their teaching efforts are
directed toward stimulating the
thoughts of their students.
20 They recognize the students
learning as their primary
21 They change class procedure to
maintain their students attention,
22 They have a sense of humour.
23 They try to maintain a neat and
24 They are prompt at opening and
schedule.
25 They respect the ideas of others
from them.
26 They readily admit any error and
seek to correct it.
27 They speak distinctly to their
students.
28 They use clear and
understandable language before
the students.

125
Appendix-III

(Questionnaire For Teachers)
Name:
Gender Post held: Age:
Academic Qualification: Professional Qualification:
Name of Institution
1 We consider teaching as an
students.
2 We try to develop self-
3 We are sympathetic with students
who feel difficulty in subject
learning.
4 We treat all students fairly and
honestly.
5 We maintain courteous and
respectful approach when we
meet with students.
6 We provide guidance in our spare
time to the students in their
affairs.
126

7 We pay important role to
improve the character of our
students.
8 We have adequate knowledge of
subject matter in the courses we
teach.
9 We have enough knowledge of
areas.
10 We make their subject matter
absorbing.
11 We use modern audio-visual aids
to teach their subjects.
12 We study books to integrate our
knowledge to the modern
demands.
13 We try to satisfy our students
classroom.
14 We make easy our teaching by
daily examples.
15 Our teaching methodology is
good.
16 We select such teaching methods
to meet specific learning
objectives rather than our own
convenience.
17 We use different techniques to
teach
127

18 We encourage class discussion of
the students during every stage of
instruction.
19 Our teaching efforts are directed
toward stimulating the thoughts
of our students.
20 We recognize the students
learning as, their primary
21 We change class procedure to
maintain our students attention,
22 We have a sense of humour.
23 We try to maintain a neat and
24 We are prompt at opening and
schedule.
25 We respect the ideas of others
from them.
26 We readily admit any error and
seek to correct it.
27 We speak distinctly to our
students.
28 We use clear and understandable
language before the students.

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Factors Affecting The Performance of Teachers at Higher Secondary Level in Punjab

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FACTORS AFFECTING THE PERFORMANCE OF

TEACHERS AT HIGHER SECONDARY LEVEL

MUHAMMAD JAVAID AKRAM

University Institute of Education and Research

MUHAMMAD JAVAID AKRAM

A thesis submitted in partial fulfillment of

University Institute of Education and Research

Student’s Name: Muhammad Javaid Akram Signature:

Registration No: 04- arid - 30 Date:

Performance of Teachers at Higher Secondary Level in Punjab” Submitted by

Director, Advance Studies:

LOVING FATHER MUHAMMAD AKRAM

who brought me upto the doctorate level,

he furnished my ideas toward the dignity of

labour and creativity.

Repeated humble gratitude to

whose prayers uplift me to the

completion point of the thesis.

2.1 HIGHER SECONDARY LEVEL OF EDUCATION

2.2 TEACHER AND TEACHING 12

2.3 TEACHER EDUCATION 13

2.4 CRISIS IN TEACHER EDUCATION 18

2.5 JOB PERFORMANCE 19

2.6 STUDENT EVALUATION OF TEACHERS’ PERFORMANCE 21

2.7 FACTORS AFFECTING THE PERFORMANCE

2.7.1 Teachers’ Attitude 23

2.7.2 Subject Mastery of Teachers’ 30

2.7.3 Teaching Methodology 34

2.7.3.1 Teacher Directed Methods 34

2.7.3.2 Student Directed Methods 35

2.7.3.3 Interactive Methods 36

2.7.3.5 Group Projects 37

2.7.4 Personal Characteristics 37

2.8 THE CHARACTERISTICS OF TEACHING ENVIRONMENT 39

2.9. MOTIVATIONAL SKILLS 47

2.10. PREPARATION AND PLANNING 51

2.11 TEACHING STYLES 56

2.12 RELATIONS WITH STAFF, ADMINISTRATION

2.13 RESEARCH STUDIES ON JOB PERFORMANCE 60

3.3 RESEARCH INSTRUMENT (Part-I) 65

3.3.1 Cronbach’s Alpha Coefficients 68

3.3.2 Split Half Reliability 68

3.3.3 Inter Correlations on Teachers’ Job Performance (N=12) 69

3.3.4 Cross Language Validity Correlation 71

3.3.5 Inter Rater Reliability 72

3.4 PILOT STUDY (Part-II) 73

3.5 MAIN STUDY (Part-III) 75

4 RESULTS AND DISCUSSION 77

Table No. Page

1. Alpha reliability coefficient of total and subscales of teachers’ 68

F Ratio of mean square between and mean square within

ANOVA Analysis of variance

Rank Ordinal Numbering

Entire praise and gratitude be to ALLAH and countless complements to

Repeated thanks to Prof. Dr. R.A.Farooq, Associate Prof. Dr. Rabia

Acknowledgements will be incomplete without profound regards to the

Researcher presents humble gratitude to his parents’ brothers and sisters

MUHAMMAD JAVAID AKRAM

performance, to compare teachers’ performance on each factor in the light of