Purpose: The study aims to identify the role of teachers’ self-efficacy towards motivating students’ learning process in intermediate colleges of Karachi, Pakistan.
Design/Methodology/Approach: Using a causal research design, purposive sampling as a sampling technique and questionnaire as a data collection method, data were gathered from selected intermediates colleges of Karachi. The data from 312 sample cases were then analyzed by employing PLS-SEM through SmartPLS3 and results were identified.
Findings: The results of the current study showed that teachers’ self-efficacy has significantly positive effect on goal achievement active learning and learning environment. In addition, teachers’ self-efficacy was found to have significant positive impact on performance goal and science learning value.
Conclusion and Implications: By the initiation of proper training and working over the embracement of self-efficacy, the motivation of the students towards the learning of science, can be improved. The professional courses and teacher education programs to develop the sense of self-efficacy are also proposed by the professionals.
This study investigates the impact of principal’s commitment on the power, college culture, and college effectiveness in decision-making practices at public degree colleges of Sindh and to determine the effect of participative decision-making to improve the overall performance of teachers and students. The sample comprising n=646 (n=426 (66%) male and n=220 (34%) female) teachers was randomly selected from amongst 122 colleges out of 244 public degree colleges of Sindh. The principal’s decision-making practices were measured through four latent well-established constructs, which include principal’s commitment, principal’s power, college culture, and college effectiveness. This study is quantitative in nature wherein the researcher used exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) to estimate the validity and reliability of the measurement or outer model through SPSS version 19 and AMOS statistical software. However, the model fitness was ensured with the help of seven frequently reported goodness of fit indices. Results revealed that there is a statistically significant impact of principals’ commitment on power as sig. value is .000, there is a statistically significant impact of principals’ power on college culture as sig. value is .035 and there is a statistically significant impact of college culture on college effectiveness as sig. value is .007 in decision-making practices at public degree colleges of Sindh. Future studies may ascertain the impact of principal’s power and commitment on the college effectiveness using college culture as mediator in participatory decision-making practices in the context of Pakistan.
Although the education sector has been a fast-growing sector in Pakistan, it has been facing various challenges including the lack of effective leadership styles and teachers' organizational commitment. The purpose of this quantitative study is to investigate the impact of Principals' transformational leadership style on teachers' organizational commitment at higher education level in Karachi, Pakistan. Multifactor Leadership Questionnaire (MLQ Form 5X) developed by Bass and Avolio and Organizational Commitment Survey (OCS) developed by Meyer and Allen were used as research instruments to collect the data for the study. The survey method and stratified random sampling technique were used to collect the data from n=310 college teachers from public sector colleges and the data were analyzed using Structural Equation Modeling technique using Smart PLS. The Results of the study revealed that Principals' transformational leadership style has a positive and significant impact on teachers' organizational commitment. It is recommended for the Principals of colleges that they demonstrate transformational leadership behaviors to enhance the organizational commitment among teachers for the betterment of the organization.
It is widely accepted that English reading comprehension skill is vital for academic success. Yet a majority of Pakistani teachers adopt the traditional grammartranslation approach, which fail to assist students to comprehend course contents that are taught in English. The purpose of this study was to compare the effectiveness of interactive reading comprehension strategies and traditional grammar-translation reading comprehension approach. This research used a quasi-experiment research design and the independent sample t-test to compare the reading comprehension skills of 10th grade students of two different schools of district Korangi, Karachi. The findings of the study proved significant improvements in English reading comprehension skills of the interactive reading comprehension treatment group over the grammar-translation treatment group.
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