The higher education plays as leadership role in the system of education. Quality education can ensure security, welfare and prosperity of a nation. The key factors influencing the quality of higher education is the quality of faculty, curriculum standards, technological infrastructure available, research environment, accreditation regime, administrative policies, financing, evaluation and good governance. The main objectives of the study were (1) To evaluate the indicators of good teaching. (2) To examine the institutional policies for valuing the teaching. (3) To examine the contribution of teaching towards professional development of teachers. (4) To find out institutional efforts for enhancing the professional development of teachers. For study purposes five federal universities of Islamabad were taken and their faculties were included in the population. Twenty teachers of each university were taken as the sample of the study. This sample was selected with the help of the students from each department. As students are considered tougher evaluators of the teachers so the selection of the good teachers was completed on the basis of the five common competencies such as competencies related to subject and subject area teaching, competencies related to teaching and learning, competencies in research work and competencies related to professional behaviour .This survey type study was conducted through a questionnaire. The study concluded that good teaching does not pay any benefit to teachers except self-satisfaction and also finding that the requirements for quality teaching are not available in universities. The present study recommends the higher quality of teaching may be ranked and recognized at local, national and international level.
The trend of enrolment in private schools is growing rapidly. The criteria of quality for teacher candidates is complex one, great value is placed for oral interviews along with other formal techniques of selection process. The present study focused to investigate the desired and observed levels of qualities for teacher candidates perceived by their employers at private educational institutions in Pakistan. Interviews of personnel involved in selection process, a focus group discussion and a survey were used as the research method. After semi-structured interview with 20 employers the initial three levels of dimensions of qualities for teacher candidates i.e. dimensions of educational and professional knowledge; dimensions of teaching and professional skills; and dimensions of values and attitudes were developed and kept for focus group discussion. In this way six qualities for each dimension were finalized and the survey was conducted to rate the desired and observed levels of 18 items. A total number of 139 responses were available through this survey. The mean of desired and observed responses for each item was calculated. The difference between means, standard deviations and t-values were also calculated. The differences in mean values for desired and observed levels for all three categories indicate that employers of private schools are not satisfied with the output of teachers training programs.
This article postulates a model to measure the academic performance of a private higher education institution in South Africa. The broad theoretical framework identified eighteen antecedents and its respective measuring criteria to measure academic performance. Statistical scrutiny ensured that these criteria are actual measures of the respective academic performance antecedents which culminated in a theoretical model to measure the academic performance of private higher education in South Africa. The eighteen academic performance antecedents are Economic factors, Selectivity, expenditure and retention, Parent income level, attitudes and expectations, Motivation, Workload, External forces, Self-efficacy, Help seeking, Attendance, Affective factors, Self-concept, Self-esteem, Stress, Active learning, Extracurricular activities, Adjustment, Class size, and General measures of academic performance. The results showed that all the antecedents are reliable indicators of academic performance (α≥0.79) and that the academic performance can be successfully measured by the antecedents. In addition, the model seeks to determine if any significant correlations exist between the academic performance antecedents. The measurement of academic performance is of value to business school directors, managers and investors in private higher education. Researchers and scholars who intend to explore this avenue of academic performance models further could also benefit from this article.
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