A Comparative Study of the Perceived Teaching Competencies at Different School Levels

Abstract

Teaching competence refers to the knowledge, skills, attitude, and professional qualities needed to carry out a teacher's duties at the required level. This study's primary objective was to examine how teachers at different school levels were judged to be in terms of perceived teaching competencies. The researcher applied a quantitative survey approach in order to assess the competence of the teachers working in the public schools in the Multan district. A sample of 1009 teachers representing gender and school location was selected using a stratified sampling method. A questionnaire based on Passi and Lalitha's (1994) format was developed to obtain data. Both descriptive statistics (frequency, mean, and standard deviation) and inferential statistics (t-test and ANOVA) were used to analyze the data. The results demonstrated that gender had a significant impact on how competent teachers were evaluated to be. The results showed that teachers' perceived teaching competencies differed significantly depending on their teaching experience and teacher designation. Finally, this study's recommendations were presented for the enhancement and development of teachers’ performance

The Influence of In-Service Teachers Training Programs on the Professional Development of School Teachers

“…In order to improve professional development across Pakistan, it is necessary to address the challenges and constraints. Professional development helps students' academic progress, allows teachers to network and share ideas, and lets them learn from their peers and improve their teaching skills (Nasim et al, 2022).…”

“…Professional development equips teachers with the knowledge, skills, and emotional intelligence to think, plan, and work with children, youth, and other teachers. But Pakistan's professional growth is hampered by a lack of financial support and resources, instructor enthusiasm and interest in continuing education programs, time to evaluate how well new skills and knowledge are being used on the job and curriculum and assessment approaches that aren't aligned with professional development programs (Nasim, Ali, Javed, & Bahoo, 2022). The Pakistani government has reorganized the Quaid-e-Azam Academy for Educational Development (QAED) and created the National Professional Standards for Teachers (NPST) to make teachers more aware of their responsibilities and measure their professional development.…”