Institutional Problems Diminishing Quality of Secondary Education in Sindh: Teachers� Sentiments

Arain, Dr. Shahid Saleem; Arshad, Muhammad; Ahmed, Gulzar

doi:10.17485/ijst/2019/v12i15/143700

Cited by 3 publications

(3 citation statements)

References 2 publications

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“…The schools stopped teaching for a week twice a year, each year giving a week to students to prepare for the midyear and annual exams and another ten days to five to ten days consequently squeezing teaching time from regular teaching hours. Therefore, schools need to consider the adjustment of various teaching, learning, and assessment-related activities in a way that teaching of the syllabus is not compromised by unforeseen circumstances (Engster & Hamington, 2015;Arian et al, 2019).…”

Section: Discussion and Analysismentioning

confidence: 99%

Stumbling blocks of teachers while supporting the learning of students: Observations from case study research

Fozia Gulab,

Ashar Johnson Khokhar

2024

Voyage Journal of Educational Sciences

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Teachers can influence the learning of students to a greater extent if encounter manageable challenges whereas they are often trapped with situations that reduce their teaching efficacy to a bare minimum. They fail to address their students' academic and non-academic needs because they fail to notice the expressed needs. This situation stimulates the researcher to explore the challenges encountered by the teachers to support the learning of students. The study employed a qualitative research design and case study method was used to explore the perspectives of the participants. The research population consisted of school administrators, school teachers, and students at secondary schools. Purposive sampling technique was used to choose the sample against the predefined criteria. The data was collected through semi-structured interviews, field notes, and notes from document analysis. Triangulation of the collected data resulted in the development of three themes namely extensive subject outline, managing exceptional and behavioural responses. The findings showed that the teachers are experiencing many challenges such as lengthy syllabi, overcrowded classrooms, demanding assessment structures, additional academic responsibilities, and students’ behavioural issues and this is affecting their ability to positively influence the learning of their students. The study suggests that teachers should use their critical thinking skills to analyze their personal and professional challenges and find ways to resolve these issues resulting in creating supportive learning structures in schools for students, and teaching culture for teachers. This study will help school administration understand the barriers faced by teachers in schools and help them find suitable solutions to provide a supportive teaching and learning environment for teachers and students.

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Section: Discussion and Analysismentioning

confidence: 99%

Stumbling blocks of teachers while supporting the learning of students: Observations from case study research

Fozia Gulab,

Ashar Johnson Khokhar

2024

Voyage Journal of Educational Sciences

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“…Ahmed [47] found that U-Learning supports language learning. Arain [48] found that mobile promotes distance education. he revealed that type of learning such as; distance learning, virtual learning, electronic learning, mobile learning and ubiquitous learning after COVID-19..Junejo [49] offered new pedagogical strategies, resources, and technologies, enabling better academic results.…”

Section: Fig 1 Community Of Inquiry (Garrison Anderson Garrison and A...mentioning

confidence: 99%

A Study of the Effectiveness of Teachers Training in Sindh Province

Ali,

Afzal,

Fahd

2024

AJESS

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This research study take a look into a study of the effectiveness of teachers training program for private secondary schools in Sindh. Technology integration is far behind in Pakistani Schools as a consequence of ICT deficiency, absence of in-service teachers training. ICT has tremendous potential to prepare students for the workplaces globally and improve educational systems, if it’s integrated wisely into a curriculum. ICT Teacher Training is being sorted out at distinctive levels for the educators to outfit them with essential most recent information and abilities to make them great ICT educators by the Government of Pakistan and Education Department; in this study the relationships between in service ICT teachers training and changes in teaching behavior will be investigated. This research take a look into a study of the effectiveness of ICT teachers training program for private secondary schools in Sindh to promote Ubiquitous learning among students. The study's main goals were to investigate the impact of in-service teachers' ICT training on subject teachers' teaching methodology based on Ubiquitous Learning. Apricot Education System conducted this study in private schools in Karachi, and 150 teachers were chosen as a target sample using purposive random sampling following three months of teacher training. The investigation was descriptive in nature. A questionnaire with 60 items based on a 5 Likert scale was used to collect data using the survey method. The data was analyzed using the correlation, regression, and reliability tests. The results of the regression test revealed that teacher training had a substantial impact on subject teachers' teaching style based on Ubiquitous Learning. The t- value is 5.079.The data was analyzed using the correlation, regression, and reliability tests. The results of the regression test revealed that teacher training had a substantial impact on subject teachers' teaching style based on Ubiquitous Learning. The t-value is 5.079, and the p-value is.000 less than 0.05. That equals.000. It indicates that H1 is acceptable. Finding administrators should perform maximal ICT Teachers Training to improve teacher competencies, according to the recommendation.

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“…Appreciation, good communication with parents and with other community members built a positive climate. The lacks in obtaining education is due to non professional educators and unethical attitude and behaviour of head teachers (Arain, Arshad & Ahmed, 2019).…”

Section: Introductionmentioning

confidence: 99%

Association of School Climate with Teacher’s Motivation and Self Esteem in Division Gujranwala

Hamid¹

2020

PSSR

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The ambition of this articulation was to investigate the association of school climate with teacher's motivation and self esteem. The study was descriptive and survey technique was followed and was delimited to division Gujranwala of the Punjab province of Pakistan. Sample size comprised of 360 secondary school teachers and 90 head teachers selected randomly. The researchers framed three rating scales and their reliability value was assured as 0.73, 0.68 and 0.71 by test and retest approach respectively. A structured interview schedule for heads teachers was also administered. Data analysis was done through SPSS version 22. The finding of the study was that school climate positively and significantly associates with teachers' motivation as well as teachers self esteem. The study recommends that better school climate provision by the heads may enhance teachers' motivation and self esteem which facilitate positively teaching and learning process

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Institutional Problems Diminishing Quality of Secondary Education in Sindh: Teachers� Sentiments

Cited by 3 publications

References 2 publications

Stumbling blocks of teachers while supporting the learning of students: Observations from case study research

Stumbling blocks of teachers while supporting the learning of students: Observations from case study research

A Study of the Effectiveness of Teachers Training in Sindh Province

Association of School Climate with Teacher’s Motivation and Self Esteem in Division Gujranwala

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