This study aims to compare the teaching competencies of primary school teachers through academic qualifications. It may be helpful to find out the abilities of the teachers in government primary schools. It may also help the administration for training programs according to present needs. The population of this study comprises headteachers of all high schools (administrating primary section), of both genders of Multan district. There were 119 male head teachers of high schools and 63 female headteachers of high schools. The sample was selected by using cluster sampling and systematic random sampling technique, which resulted in 25 male head teachers of high schools and 25 female headteachers of high schools being included in the sample. For data collection, two questionnaires based on Likert’s Scale about their primary teachers’ competencies, one for highly qualified and one for low qualified teachers were used. The analysis of the data shows that majority of teachers have no such required competencies but highly qualified teachers are better than low qualified teachers. To improve the outcome through developing the competencies of teachers some recommendations are also presented in the last section of the study.
Teaching competence refers to the knowledge, skills, attitude, and professional qualities needed to carry out a teacher's duties at the required level. This study's primary objective was to examine how teachers at different school levels were judged to be in terms of perceived teaching competencies. The researcher applied a quantitative survey approach in order to assess the competence of the teachers working in the public schools in the Multan district. A sample of 1009 teachers representing gender and school location was selected using a stratified sampling method. A questionnaire based on Passi and Lalitha's (1994) format was developed to obtain data. Both descriptive statistics (frequency, mean, and standard deviation) and inferential statistics (t-test and ANOVA) were used to analyze the data. The results demonstrated that gender had a significant impact on how competent teachers were evaluated to be. The results showed that teachers' perceived teaching competencies differed significantly depending on their teaching experience and teacher designation. Finally, this study's recommendations were presented for the enhancement and development of teachers’ performance
Quality drive initiative (QDI) was taken by Primary School Education Department of Punjab in order to develop the quality standards for the students of class one, two and three who were continuously being ignored by teachers. Owing to it the base of the students was very week which could not be covered till advanced class. In a survey conducted by CM ROAD MAP TEAM in 2021, it was observed that only 38% students were capable to recognize the things with words. Students of class one, two and three did not know how to read and write. Even they were unable to write their own names and match the things with words. So for making this initiative better this decision was taken to improve the standards of education for quality of early childhood education. Agenda of this program was to improve reading, writing, phonological and comprehension skills in Urdu and English and numeracy skills in mathematics. Guidelines were established for District Teacher Educators (DTEs) and Assistant Education Officers (AEOs) to provide guidance to teachers in fields for the improvements of results and to teach the students in natural and friendly environment. According to this initiative basic focus was given on three subjects English, Urdu and mathematics. Study aimed at what is the Quality Drive Initiative (QDI) and how they are improving the performance of primary students, in order to check the effectiveness of the program. To find out the perceptions of teachers on quality drive initiative program a questionnaire set for teachers, AEOs & DTEs. A test was also conducted before starting the QDI program. Results of the tests and response of the respondents show that QDI program meets its 80% target. For rural areas, this program shows better results as compared to urban areas. Interesting suggestions were made based on the findings.```
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