The aim of this study was to find the difference between the perceptions of students of public and private universities regarding relationship of personal factors (comprising four sub-factors (personal competency, participation in university activities, personal efforts for improvement, personal willingness) and epistemological access. A survey was held with undergraduate students of eight universities (4 public & 4 private) in Pakistan. Multistage sampling technique was used to select the sample that targeted 1600 under-graduate students of 6thsemester from two faculties (Information and Technology, and Business School) of 8 universities (4 private and 4 public) situated in the province of Punjab and Islamabad (Capital Territory) in Pakistan. The data were collected through a self-constructed questionnaire during the academic session ‘Fall 2018-2019.’ Data was recorded on SPSS and treated statistically; after confirmatory factor analysis, one-way ANOVA was conducted to find the difference between perceptions of students of public and private universities across 5 factors stated above. The results showed that significant difference existed between perceptions regarding provision of epistemological access among four out of five factors. In three cases (personal competency, participation in university activities and personal willingness for improvement) the perceptions of private students were better than the students of public universities, whereas, the public university students’ perceptions were better in personal efforts for improvement. It was deduced from the results of Pearson correlation that there existed a positive relationship among the mentioned constructs— personal competency, personal effort for improvement, and epistemological access. However, no significant difference was found between students of public & private universities regarding provision of epistemological access in their respective universities.
Teacher’s satisfaction during the conduction of Performance Appraisal System (PAS) is highly dependent on the school management. Therefore, role of the school principal for monitoring the performance of teachers at higher secondary schools is commendable to achieve the targets. Survey research was conducted to review how the school management role impacted achieving the PAS targets for the satisfaction of teachers. Multistage sampling technique was opted for exploring the opinions of school principals and teachers from nine districts of the Punjab by using an already established tool Performance Appraisal Scale for Higher Secondary School Teachers (PAS-HSSTs). This questionnaire comprised of closed-ended items was used to get opinions from 90 principals and 540 teachers of higher secondary schools of Punjab. Both descriptive and inferential statistics were applied. Items were factorized using the explanatory factor analysis technique yielding seven factors. Pearson Correlation was conducted to determine the strength of the relationship among the variables, while multiple linear regressions using the stepwise method was conducted to check the critical risk factors associated with the satisfaction of teachers during conduction of Performance Appraisal System. Management facilitation was rendered the best approach for successful Performance Appraisal System implementation. Performance appraisal was a significant and powerful predictor of teachers’ satisfaction; hence school principals focused on the ways and procedures to manage their teachers’ performance in order to enhance the overall effectiveness of PAS. Results revealed a highly complex situation faced by school mangers; though satisfaction of the teachers during PAS might be enhanced through proper training and awareness of the system. PAS might be more effective if teachers were satisfied. Keywords: Performance Appraisal System, Teacher’s Satisfaction, Management Role and School Improvement.
It was a descriptive research which studied the use of non-verbal communication in the pedagogic practices at secondary school level in Lahore. The study was conducted to examine the practices of teachers’ non-verbal communication used in conjunction with verbal communication in actual classroom setting by teachers which affected the participation and performance level of learners. It investigated the students’ understanding, interpretation of and attitude towards non-verbal communication used by teachers and identified the existing barriers for the use of non-verbal communication strategies to improve students’ learning. The non-verbal communication was restricted to five factors—physical appearance, facial expressions, eye contact, spatial distance and paralinguistic. The study was limited to the subject of English (compulsory) at the female secondary schools in public sector. The sample comprised of 1200 students and 40 teachers from female public high schools of Lahore (Punjab), Pakistan. The study recommended that all female teachers at secondary level schools should be provided an orientation in non-verbal communication which would help them to use these skills in their teaching methodologies. While recognizing the importance of non-verbal communication, the curriculum planners and policy makers should take practical steps to make it a part of teacher education programs for the training of prospective teachers. Moreover, an awareness among students shall be created on how to interpret and reflect upon the teachers’ non-verbal communication signals during teaching-learning process.
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