This semi-structured qualitative study aimed to explore the perceptions of the faculty of education departments in various universities about the quality assurance and accreditation process and their willingness to initiate this process in their respective departments. A mixed item questionnaire comprising close and open ended questions was used to collect data from 152 faculty members teaching in the education departments of 16 universities of Pakistan. The faculty members serving at various positions were purposively selected for the study. Triangulation was achieved through content analysis of the survey, document analysis of NACTE manuals and HEC directives. Finally, thematic analysis was completed to arrive at conclusions. The study concluded that the faculty of education departments lacks awareness about the quality assurance and accreditation process. Moreover, findings also suggest that universities are not prepared in many aspects for the achievement of national accreditation. However, in spite of their unwillingness to initiate efforts for internationalization, the faculty demonstrated a keen interest in learning about the accreditation process itself. It is recommended that National Accreditation Council for Teacher Education must set new targets to meet the goals of the accreditation of teacher education in Pakistan.
This research was conducted to examine the influential role of pedagogical leadership in the secondary schools of Lahore, Pakistan. The central premise of this research was to ascertain the effects of pedagogical leadership on the life achievements of students at secondary level which they carried up to the college. The main focus was how school principals and teachers play their role as pedagogical leaders to prepare students for academic achievements and life achievements. A quantitative survey was held to conduct this study. Data was collected from student of intermediate enrolled in different colleges in the arts, science and commerce programs of the Higher Secondary School Certificate by Lahore Board, Pakistan. Six public and private colleges of Lahore (male and female) which enroll students with high academic achievements were targeted. Data was collected from 600 students using cluster sampling and each targeted college was taken as a cluster. Descriptive and inferential analyses were used to determine the relationships among various constructs of pedagogical leadership of secondary school teachers and principals used for inculcating lifelong learning skills in students and promoting the selfefficacy beliefs of achievement. The study concludes that pedagogic leadership roles played by principals and teachers are of equal importance; however, pedagogic leadership provided by principals is more effective in supportive and managerial roles. On the other hand, teachers' pedagogic leadership is realized in their professional commitment exhibited in everyday teaching and learning. The study also identifies certain gaps in the achievement of 21 st century life skills of students which are vital for survival and sustainability in the current era.
In a wide range of educational contexts, active participation and involvement are both essential elements for the student success. The ability of students to connect with material they are studying critically and effectively while also engaging in dialogue with their teachers and classmates is the vital skill that must be developed and refined in classroom. It has consistently been stated that most students are inactive in class, despite importance often attached to participation. The research shows how teachers' behavior influences students' participation in the class. The population of present study was the University of the Punjab as it is the most exceedingly massive University of the Punjab and have the students of all locations of Pakistan. By adopting the random sampling approach, at cessation sample of 570 respondents was drawn. The pre-testing of instrument showed that it is reliable. The collective data were analyzed over utilizing SPSS. Results of present study suggested, to enhance class participation teachers should deport positively and eliminate all those elements from their edification methodology that have negative effect on class participation.
This study explores the impact of workload on teachers' efficiency and their students' academic achievement at the public sector university in Lahore, Pakistan. The research design was a qualitative case study approach, which allows for an in-depth exploration of the experiences and perceptions of teachers and students about affiliation between workload and academic achievement. Total of 30 semi-structured interviews were conducted with 15 teachers and 15 students, and qualitative content analysis was used to analyze data. Themes were generated by using the NVivo-14 software. The findings reveal that teacher workload has a significant impact on student academic achievement, and teacher efficiency and effectiveness. Heavy workloads can lead to stress, burnout, and decreased engagement, which negatively impact student learning outcomes. The teachers who effectively manage their workload are better able to provide support and guidance to their students, resulting in improved the academic achievement. The study concludes that reducing the teachers’ workload and providing support to manage workload effectively can have positive impact upon both teacher and student outcomes.
The current research aimed to explore the relationship between university students' class involvement and teachers' instructional techniques. The major goal of this research was to identify the elements of university teachers' instructional techniques that are most important in ensuring that students participate in class to the maximum. Students from the University of Education, Lahore was the study's population. 300 students, chosen at random from the university's several faculties, made up the sample. To gather data, a standardized, structured questionnaire was utilized. The data was analyzed using SPSS 22nd, and multiple linear regression and correlation were used to determine the relationship between the variables. The findings showed that teachers' instructional strategies are critical in enhancing student involvement in class. In order to ensure that students participate in class, it was also discovered that different teachers use different instructional techniques. Teachers implement a variety of strategies to enhance student participation in class. The research indicates that supportive and concerned teachers are more successful than those who focus on content knowledge and challenging situation. Findings also showed that although students participate in class interactions, they make less attempts to start them. The study came to the additional conclusion that because teachers' instructional techniques positively impact students' class involvement, innovative instructional techniques learned by university teachers can optimize students' class involvement, which ultimately leads to excellent academic achievement for students.
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