The authors declare that they have no conflicts of interest.
This study did not require formal ethics approval.
Data sharing is not applicable to this article.
The authors received no specific funding for this work.
Pakistan is paying special attention to its educational system and training of the teachers to improve the quality of teaching as a profession. One of the most highlighted elements in this educational development is the quality teaching practices in terms of National Professional Standards for Teachers (NPST).Descriptive and inferential statistical analysis techniques were applied to analyze the comparison between teachers and head-teachers' perceptions of NPST. Through simple random sampling technique 30 head-teachers (15 males and 15 females) and 300 teachers (150 males and 150 females) were selected. Two questionnaires were developed to assess the teachers and head-teachers' perceptions about NPSTs. The results revealed that comparatively female teachers who were more qualified and experienced were recently hired teachers who knew about National Professional Standards, were more enthusiastic about how to practice these standards in comparison to the teachers who had joined this profession in the late 80's and 90's.
Education is the key factor and the integral variable which affirms the status of a nation or country as ethically sound and socially civilized in the world. Education offers us a profound understanding of how to enhance or improve a nation on academic and intellectual grounds. Teacher is the founding stone whom the entire process of education counts upon and he, along with the other managing academicians, is solely responsible for the entire process of nation building in the true sense of meaning (Minhas, 2012). The ever-increasing interest of the educational world has expected to be geared up for the professional development of teachers. The idea of engaging teachers has been changed throughout the world. An entirely new concept has been introduced for presenting teacher assessment and accreditation, framework to evaluate the individual and expert skills of the educators.
Several studies have been conducted during the previous two decades that are directly linked with teachers’ effectiveness to students’ learning skills and objectives (Darling-Hammond, 2008). Educationists usually lay special emphasis on students’ sound knowledge, learning and intellectual development. They also consider continuous professional growth, collaborative learning and relationships as key characteristics. In addition, it is flattering more and more and obviously that is the impact of teacher’s excellence. Education could be observed upon student’s learning for the years to come even if not having a direct contact with an individual teacher (Mendro, 1998). For this reason, drastic measures have been taken up to guarantee optimum quality in teaching and learning.
National Professional Standard for Teachers in PakistanNational Professional Standards for Teachers in Pakistan, was launched by the Policy and Planning Wing, Ministry of Education, Government of Pakistan, Islamabad, (2009) . The National Education Census (NEC) 2005 information and a number of research demonstrates that professional planning of instructors in Pakistan is not one or the other standardized nor based on satisfactory proficient measures. The NEC information demonstrates that 26% of instructors within the workforce are untrained, 37% have as it were simply preparing at the PTC and CT levels, 44% have not completed indeed 12 years essential instruction. These constitute by any degree, slightest qualities instructors, detailed indeed a more terrible picture of proficient capabilities of instructors at the essential level, whereas it was 21% have completed B.Ed. and M.Ed. degrees. Pakistan may be a creating nation of the world. On the off chance that Pakistan has a point to end up the developed country of the world, at that point Pakistan should reshape its instructive infrastructure. Pakistan should design such an infrastructure of instruction from kindergarten to postgraduate level that incorporates a profitable character. Quality instructing exercise and quality instructive framework is not conceivable without dedicated and qualified instructors from kindergarten to matriculation. The teachers ought to have multi characteristics so that they can persuade learners to quality learning and educating. Quality learning can as it were be conceivable in the event that the instructors are genuine proficient and they are prepared to convey at any level.The objectives of this study were to:
1. Identify the levels of perceptions of Government secondary school teachers about National Professional Standards
2. Identify the levels of perceptions of Government secondary school head teachers about National Professional Standards
3. Find out the difference between male and female teachers and head teachers’ perceptions regarding NPSTs in terms of their demographic variables (age, experience, gender, qualification)
Research Questions
The research questions of this study were:
1. What are the levels of perceptions of Government secondary school teachers about National Professional Standards?
2. What are the levels of perceptions of Government secondary school head teachers about National Professional Standards?
3. What is the difference between male and female teachers and head teachers’ perceptions regarding NPSTs in terms of their demographic variables (age, experience, gender, qualification)?
Delimitation
Due to limited time and resources this study was delimited to 15 government secondary schools (for boys and girls) teachers and head teachers of district Lahore. The study was also delimited five National Professional Standards for Teachers.
The nature of the study was quantitative. Population of this study was comprised of head teachers and teachers in the entire public sector secondary schools of Lahore district. At this time, there are 152 government boys’ secondary schools and 179 government girls’ secondary schools in Lahore in which 3544 male teachers and 5969 female teachers are working (School Education Department, 2017). At the first stage, since there were two strata (male and female secondary schools) in the population, so stratified random sampling technique was used to draw sample from each stratum. At the second stage, schools were selected using simple random sampling technique. At the third stage, principals and teachers was selected by using random sampling technique. Therefore, 30 principals (15 male and 15 female) and 300 teachers (150 male and 150 female) were selected.
In this study, two survey questionnaires were developed to collect data, first for the principals and the second for the teachers as per requirements of the study. These instruments contained closed-ended questions and open-ended questions. Closed-ended questions were developed at 5-Point Likert Scale ranging from ‘strongly agree (SA)’ to ‘strongly disagree (SDA).’ These tools were prepared by the researchers after reviewing the related literature. Demographic variables of first and second questionnaires were age, experience, gender and qualification. Descriptive and inferential statistical analysis techniques were applied to analyze the data. Mean and standard deviations were calculated in the descriptive statistical analysis to evaluate the exact averages of the subjects in accordance with their demographic representations. Whereas descriptive and inferential statistics were used to find the comparison between teachers’ and principals’ perception and command over National Professional Standards. One-way ANOVA and independent sample t-test were used on demographic variables like; age, experience, gender, qualification etc.
| | | | |
| Male | Mean SD N | 101.57 7.75 145 | 57.94 9.11 15 |
| Female | Mean SD N | 105.09 7.38 155 | 60.72 57.94 15 |
Table 1 shows the mean scores and standard deviation to compare the mean scores of perceptions of male and female secondary school teachers and head teachers about national professional standards in terms of gender. According to the mean scores, it is indicated that mean scores of female teachers’ perception was higher (M=105.09, SD= 60.72) or advanced as compared to the mean scores (M= 101.57, SD= 57.94) of male teachers’ perception regarding national professional standards at secondary school level. Hence, it is concluded that female teachers emphasized more on using national professional standards as compared to the male teachers.
In the case of head teachers, female head teachers’ perception is high as compared to the male head teachers’ perception regarding NPSTs at secondary school level. Hence, it is concluded that female head teachers emphasized more on using NPSTs as compared to the male head teachers.
| | | | |
|---|---|---|---|
| B.A/B. Sc | Mean SD N | 102.80 7.68 143 | 59.87 11.15 16 |
| M.A/M. Sc | Mean SD N | 103.77 7.99 123 | 57.36 8.73 11 |
| M. Phil | Mean SD N | 104.32 6.40 25 | 59.00 0.20 1 |
| Ph. D. | Mean Median N | 105.00 9.21 9 | 60.50 12.02 2 |
This table 2 illustrates that the mean scores and standard deviation to compare the perceptions of male and female secondary school teachers and head teachers about national professional standards in terms of their academic qualification. Mean scores indicated that teachers and head teachers’ perception having qualification Ph. D have high mean scores (M=105.00, SD= 60.50) as compared to the mean scores of teachers and head teachers having qualification (BA/B. Sc, MA/M. Sc and M. Phil) regarding NPSTs at secondary school level. Hence, it is concluded that teachers and head teachers having qualification PhD emphasized more as compared to the teachers and head teachers having qualification (BA/B. Sc., MA/M. Sc. and M. Phil) regarding NPSTs at secondary school level.
| | | | | | | | |
| Teachers’ Perception | Male Female | 145 155 | 105.09 101.57 | 7.38 7.75 | 4.01 | 298 | 0.000 |
| Head Teachers’ Perception | Male Female | 15 15 | 60.72 57.94 | 11.27 9.11 | 0.73 | 28 | 0.46 |
Table 3 indicates that an independent sample t-test was employed to compare the secondary school teachers and head teachers mean scores for the male (M=105.09, SD=7.38) and female (M=101.57, SD= 7.75) teachers’ perception about National Professional Standards for Teachers in terms of gender. There was significant mean difference existed between male and female teachers’ perceptions about NPSTs at p?0.05 level of significance. Hence, it was reflected that male and female teachers have different perceptions about national professional standards at p?0.05 level of significance.
As it is also shows that there was no significant mean difference existed between male and female head teachers’ mean scores (M= 60.72, SD= 11. 27) of perception regarding NPSTs at p?0.05 level of significance. Hence, it was reflected that no meaningful difference was found in the perceptions of male and female head teachers about NPSTs.
| | | | | | | |
|---|---|---|---|---|---|---|
| Teachers’ Perception | Between Group Within Group Total | 5 294 299 | 1000.40 16971.18 17971.58 | 200.08 57.72 | 3.46 | 0.005 |
| Head Teachers’ Perception | Between Group Within Group Total | 5 24 29 | 348.57 2472.39 2820.96 | 69.71 103.01 | 0.67 | 0.645 |
A one-way analysis of variance was found between male and female teachers and head teachers’ perceptions about national professional standards in terms of their age. This table shows that there was statistically significant difference at p? 0.05 level of significance between male and female teachers’ perception regarding national professional standards in terms of their age. Hence, it was concluded that significant difference was found in teachers’ perceptions about national professional standards regarding their age groups.
In the case of head teachers there was statistically no significant difference at p? 0.05 level of significance between male and female head teachers’ perception regarding national professional standards in terms of their age. Hence, it was concluded that no significant difference was found in head teachers’ perceptions about national professional standards regarding their age groups.
| | | | | | | |
| Teachers’ Perception | Between Group Within Group Total | 5 294 299 | 539.81 17431.76 17971.58 | 107.96 59.29 | 1.82 | 0.109 |
| Head Teachers’ Perception | Between Group Within Group Total | 3 26 29 | 31.87 2789.09 2820.96 | 10.62 107.27 | 0.09 | 0.960 |
A one-way analysis of variance was found between male and female teachers and head teachers’ perceptions about national professional standards in terms of their experience. This table shows that there was statistically no significant difference at p? 0.05 level of significance between male and female teachers and head teachers’ perception regarding national professional standards in terms of their experience. Hence, it was concluded that no significant difference was found in teachers and head teachers’ perceptions about national professional standards regarding their experience.
| | | | | | | |
|---|---|---|---|---|---|---|
| Teachers’ Perception | Between Group Within Group Total | 3 296 299 | 112.00 17859.58 17971.58 | 37.33 60.33 | 0.61 | 0.603 |
| Head Teachers’ Perception | Between Group Within Group Total | 3 26 29 | 46.17 2774.79 2820.96 | 15.39 106.72 | 0.14 | 0.932 |
A one-way analysis of variance was found between male and female teachers and head teachers’ perceptions about national professional standards in terms of their academic qualification. This table shows that there was statistically no significant difference at p? 0.05 level of significance between male and female teachers and head teachers’ perception regarding national professional standards in terms of their academic qualification. Hence, it was concluded that no significant difference was found in teachers and head teachers’ perceptions about national professional standards regarding their academic qualification.
The main objective of the study was to investigate the male and female teachers and teachers’ perceptions regarding National Professional Standards for Teachers at secondary school level of district Lahore. Findings of the study showed that there was significant mean difference found between male and female students’ perceptions about National Professional Standard for Teachers. These findings are congruent with the previous findings (Ball, 2000; Clements, 2001). As the researcher was able to analyze the result it was apparent that female teacher were more qualified and experienced, furthermore, they know about National Professional Standards and how to imply them in comparison to the teachers who had joined this profession in late 80s and 90s’. According to a research conducted by Shakir (2012) in his study “secondary school teachers’ competencies based on National Professional Teaching Standards" 33.6% teachers were found at the level of developing teachers and 4.8% teachers were fully accomplished. NPST since then have emerged as the basic necessity for any teacher who wants to perform her job effectively and with quality.
As Peterson (2007) supported that " there are many skills that children need in order to be successful in 21st century, the most important skills are; promote effective leadership, quality of teaching, ability to collaborate, critical thinking skills, oral presentation skills, written communication skills etc. and now after years of spreading awareness and the need to learn and follow NPST, this study shows that may teachers are following the standards in order to create a better performance and effective teaching for their students.
In this study not only, the importance of the education system is discussed but how it is changing rapidly and massively too. NPST not only helps the teachers to improve their quality teaching but is defined as the development of professional and career cycle occurring as the teacher moves his/her professional career (Glatton 1995) explained the importance of the standards now in a teacher's lives. As the results show many teachers already know and are following NPST intentionally and unintentionally too. Afshan and Huma (2013) stated that teacher training in Pakistan is passing through a transitional era; and the institutions that imparting educational training to the teachers are developing curriculum for a period of 4-5 years which can explain better results from many previous studies which concluded that many teachers in Pakistan does not know what National Professional Teaching Standards are. The results of this study shows that teachers who are more experienced, qualified and aged know what NPST are and how to imply them more than the teachers who have started their professional careers and are new to it. When a teacher trains to improve the quality of his/her performance, he/her also helps in improving the quality of the institute they work in and in the teaching profession as a whole too. Therefore, teacher training should be considered together with the development of conducive environment for academics, as well as research and development in the education (Hammon & Cobb, 1996).
Male and female teachers have different perceptions about NPSTs. The results are supported by Shakir (2012) who concluded that male teachers were more active in practicing NPSTs as compared to the female teachers. According to the age level the young teachers are more aware of NPSTs as compared to the teachers who were inducted in 19s (Messo, 2010).
That there was statistically no significant difference at p? 0.05 level of significance between male, female teachers and head teachers’ perception regarding National Professional Standards for Teachers in terms of their experience. The results are supported by (Ganser, 2000) who concluded quality of teaching practices can be improved with the help of informal experiences (such as reading journal articles related to quality of teaching and watching documentaries which are related to an academic discipline) and formal experiences (such as organizing and attending professional symposium, workshops and meetings, mentoring and team teaching).
There was statistically no significant difference at p? 0.05 level of significance between male and female teachers and head teachers’ perception regarding national professional standards in terms of their academic qualification. The study is supported by (Cochran, Smith & Lytle, 2001; Walling & Lewis, 2000) who said that with the passage of time, the quality of teaching practices of a teacher in classroom in the perspective of National Professional Standard for Teachers has been considered a long-term process that includes planned and mutual experiences of teachers and providing them regular opportunities to promote the quality teaching practices in classroom for the professional development of teachers.
The researcher, with the help of descriptive and inferential statistical analysis techniques, was able to analyze the data collected from the teachers of government secondary school sector and the entire study reached this conclusion that many teachers intentionally or unintentionally knew about the National Professional Standards and they used them both in the classrooms and out of the classrooms in order to improve their processional teaching quality. Among newly hired teachers, females who are more qualified and experienced, than the hired teachers of the late 80’s and the 90’s, happened to know more about the standards. Newly inducted teachers followed the standards and had very clear concept of standards so they were found to be more enthusiastic about practicing these standards.
In the light of findings and conclusions, the following recommendations are given:
1. Teacher training may not be limited to only the ethical rules. It should be relevant to each teacher’s subject and its practices.
2. Every government school may organize monthly, if not weekly, in-service training programs for teachers to discuss their problems and concerns in the classroom.
3. A meeting should be held outside of training programs to discuss the quality teaching and related problems with it.
The authors declare that they have no conflicts of interest.
This study did not require formal ethics approval.
Data sharing is not applicable to this article.