Teachersâ Performance Problems in Higher Education Institutions of Pakistan

Ashraf, Ibbad; Ashraf, Fawad; Saeed, Irum; Shah, Kaynaat; Azhar, Nida; Anam, Waqasia

doi:10.6007/ijarped/v4-i3/1769

Cited by 2 publications

(2 citation statements)

References 2 publications

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“…The success of remote teaching is dependent on teachers' TPACK knowledge and skills, and the support received from the management [44]. However, in the Pakistani context, most teachers lack technological skills due to a lack of proper training or a positive attitude towards technology [45,46]. In such cases, access to available resources and training programs is essential for improving the quality of alternative teaching-learning environments for students.…”

Section: Critical Factors For Mobile Teaching With the Lense Of Dmeementioning

confidence: 99%

Mobile Technology and Pedagogical Possibilities Amidst COVID-19 Hiatus: Implications for Teacher Development

Qazi¹,

Mustafa²,

Mtenzi³

et al. 2023

Preprint

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The sudden outbreak of the COVID-19 pandemic challenged education systems worldwide to quickly pivot their teaching-learning processes from in-person to virtual modes in order to control the spread of the virus. In a short period of time, teachers were forced to adopt new remote teaching methods to ensure the continuation of education. This paper examines how teachers in Pakistan leveraged mobile technology as an alternative teaching strategy to provide access to education during these unprecedented times. Through in-depth individual interviews with selected teachers, the study explores the potential of mobile technology to transform traditional teaching methods into interactive learning environments. The findings highlight the importance of embracing new pedagogical possibilities offered by mobile technology and the need for effective teacher professional development in the post-pandemic era. The study offers valuable insights into how mobile technology can be effectively utilized in education, even in the most challenging circumstances.

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Section: Critical Factors For Mobile Teaching With the Lense Of Dmeementioning

confidence: 99%

Mobile Technology and Pedagogical Possibilities Amidst COVID-19 Hiatus: Implications for Teacher Development

Qazi¹,

Mustafa²,

Mtenzi³

et al. 2023

Preprint

View full text Add to dashboard Cite

show abstract

“…Figure 1: The sample of selected teachers As ascertained in Figure 1, the researchers selected overall sample of 300 university teachers from every department of education working in Public and private university of District Lahore of Punjab. The majorities, in sample of university teachers are working as lecturers and assistant professors because, in Pakistani public and private universities, Associate Professors and Professors have more job responsibilities, working as heads of the institutions, remain busy in arranging workshops, organizing meetings and engaged with B.Ed (Hons), BS (Hons), B.S.Ed, M.A, M.Phil/MS and PhD students in conducting research work towards a better quality of education(Arshad, 2003;Ashraf et al, 2015;Iqbal, 2004;Hamidullah, 2004;Rehman et al, 2009;Usman, 2014). Professors are playing their catalytic role in identifying students deradicalising potential for their educational success.…”

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confidence: 99%

Revealing the Effects of Teachers Stimulating Technological Inclusion on University Students Educational Gains: A Comparative Study

Hassan

Nawaz

Faiz

2021

HSSR

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Purpose of the Study: The purpose of the current research was to measure the effect of male and female teachers technological inclusion used to stimulate university students educational gains. The research have intends to determine the effect of current practices occurring in public and private universities of District Lahore of the Province-Punjab. Methodology: The researchers structured quantitative research leading to a positivist paradigm adopting ex post facto design to determine the effect of public and private universities teachers stimulating technological inclusion on students educational gains. The researchers administered a self-constructed questionnaire on a sample of 600 respondents. The researchers ran regression analysis and independent-sample t-test to find out effect and comparison. Main findings: Findings of regression analysis revealed that teachers stimulating technological inclusion affect 68.70% of students educational gains whereas critical thinking and problem solving 66.70%, creativity and innovation 66.70% and, health issues affect 69.10% of students educational gains. Male teachers were more stimulating their technological inclusion as compared to female teachers. Likewise, private sector university teachers were more stimulating their technological inclusion on their students educational gains as compared to public sector university teachers. Applications of this study: The results of the current research will be applicable for male and female sector universities teachers working in public and private sectors. They will be realistically aware of the actual use of their technological inclusion used to stimulate their students enrolled in other provinces of the Pakistan including Punjab for acquiring better educational gains. The findings of the research will be pertinent to provoke the intends of future research scholars to establish the effect of technological inclusion on social, political, economical, and cultural transformations aspects, unfolding the technological dimensions of artifact, knowledge, process, and volition. Novelty/originality of this study: The researchers days-and-nights effort bring fruitful consequences in contributing to this evidence-based literature to the existing body of knowledge in the field of teachers technological inclusion. The authors have tremendously determined the effects of teachers technological inclusion used to stimulate university students didactic learning which was never done before from a Pakistani Perspective. The researchers have covered a similar topic to ensure the relevancy, accuracy, and uniformity to engage the attentions of the readers in data sharing.

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Teachersâ Performance Problems in Higher Education Institutions of Pakistan

Cited by 2 publications

References 2 publications

Mobile Technology and Pedagogical Possibilities Amidst COVID-19 Hiatus: Implications for Teacher Development

Mobile Technology and Pedagogical Possibilities Amidst COVID-19 Hiatus: Implications for Teacher Development

Revealing the Effects of Teachers Stimulating Technological Inclusion on University Students Educational Gains: A Comparative Study

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Teachersâ Performance Problems in Higher Education Institutions of Pakistan

Cited by 2 publications

References 2 publications

Mobile Technology and Pedagogical Possibilities Amidst COVID-19 Hiatus: Implications for Teacher Development

Mobile Technology and Pedagogical Possibilities Amidst COVID-19 Hiatus: Implications for Teacher Development

Revealing the Effects of Teachers Stimulating Technological Inclusion on University Students Educational Gains: A Comparative Study

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Teachersâ Performance Problems in Higher Education Institutions of Pakistan