Call for Teaching Grammar:  a Comparison of Wbi and Traditional Method

Zaman, Naureen

doi:10.52337/pjer.v5i2.529

Cited by 5 publications

(6 citation statements)

References 9 publications

(10 reference statements)

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“…There is also a shortage of qualified persons. (schwab et al, 2011;Zaman et al, 2022).these concerns have been in our country since 1959 and have remained ignored in our educational policies since 1970, 1972, 1979, 1992, and 1998. The policy report and the implementation process to fulfill the policy objectives contain inconsistencies.…”

Section: Introductionmentioning

confidence: 97%

Unfolding Existing School Realities and Implementation of Reforms Initiative

Shaheen,

Gilani,

Abdul Waheed

2023

JASS

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Reform initiatives have always been critical to reforming school systems, maximizing educational output, and improving academic quality. By analyzing the perspectives and experiences of school stakeholders, this qualitative study aimed to shed light on the discrepancies between school reform initiatives, existing realities, and the current situation. Data were gathered through semi-structured interviews, and phenomenological analysis and reflection were used to interpret the data. The transcripts were read systematically and repeatedly during the course of analysis. For classifying and developing them into themes, the data were reduced into codes, categories, or themes, and thus, the data were made meaningful and interpreted accordingly. The study results are presented in terms of themes, i.e., defining school reform initiatives, continuity of reform initiatives, lack of political vision, the miserable economy of the country, contradictions between reforms and existing realities, and barriers to the implementation process. The research has implications for school improvement, policy-making and implementation.

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Section: Introductionmentioning

confidence: 97%

Unfolding Existing School Realities and Implementation of Reforms Initiative

Shaheen,

Gilani,

Abdul Waheed

2023

JASS

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“…Learning which resources to utilise and how to instruct others to use them requires practise. Classroom management is an essential part of education, and teachers can use management strategies to boost their students' academic performance (Carter & Nunan, 2001;Raza et al, 2023;Zaman et al, 2022). Although monitoring is an important step in the ongoing effort to enhance teaching and learning methods.…”

Section: Introductionmentioning

confidence: 99%

Impact of Classroom Observation Tool (Cot) on Performance of Primary School Teachers

Munawar,

Sittar,

Alvi

et al. 2023

JASS

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The main aim of the study was to identify the Effect of Classroom Observation Tool (COT) on Teachers Performance. The main objectives of the study were to find the difference in Classroom Observation Tool (COT) on teachers’ performance regarding demographic variable (gender, qualification, experience). Data was collected through survey method and study was quantitative in nature. The population of the study were consisted all public elementary Schools in district Nankana Sahib. From total population of District Nankana Sahib Tehsil Sangla Hill and further Male Elementary Education Wing was selected randomly. The sample was selected using a random sampling procedure. As a sample for the study, teachers from District Nankana Sahib were chosen. 300 instructors were chosen as the study's sample. Data were gathered using a questionnaire that was self-developed. The questionnaire had two sections. Demographic factors (gender, education, and experience) made up the first half of the study, while classroom observations and instructor performances made up the second. The SPSS (Statistical Packages for Social Sciences) programme was used to analyse the data. The independent samples t-test was employed in inferential statistics to determine the significance of the difference between demographic variables (gender). To examine the differences between demographic factors (experience and qualification), one-way ANOVA was used.

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“…According to earlier research studies conducted in Turkey, career barriers, perceived professional social support, and levels of hopelessness among female teachers are all related (Klavuz & Nand, 2022).In a similar vein, research in Pakistan has revealed a number of obstacles to women's careers in teaching, including social standards, gender disparity, and a lack of family support (Tatlah, et al, 2018).Comparative studies have also looked at job satisfaction, teaching methods, and variations in English language usage between teachers in public and private schools (Hameed et al, 2018;Rasool, et al, 2021;Zaman et al, 2022).…”

Section: Introductionmentioning

confidence: 99%

Career Barriers, Perceived Professional Social Support and Hopelessness Level: A Correlational Study of Private and Public School Teachers of Lahore

Khan,

Rehan,

Khan

2023

JASS

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The aim of this research study was to investigate the relationship between career barriers, perceived professional social support and hopelessness level among female teachers of both private and public sectors. The research was quantitative in nature. An adapted questionnaire comprising of 45 close- ended statements was administered to a sample of 100 schoolteachers, 50 from public school and 50 from private secondary female school teachers in which there were 4 private schools and 4 public schools of Lahore. The sampling strategy used was convenience sampling. Parametric and non-parametric tests were used to examine the data. The study revealed no correlation between career barriers and feelings of hopelessness among private school teachers, although there was a strong relation between career barriers and professional social support among teachers. Among public school teachers, there was no significant relationship found between career barriers and both teacher professional social support and hopelessness levels. Furthermore, when comparing the three parameters between public and private school teachers, the findings revealed a significant difference in terms of career barriers between public and private school teachers. However, no significant difference was found in terms of teacher professional social support between private and public-school teachers. Additionally, there was statistically no significant difference between public and private school teachers in their hopelessness level. It is recommended that workshops, training sessions and seminars should be arranged to provide knowledge to both public and private school teachers about how to overcome career barriers.

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Call for Teaching Grammar: a Comparison of Wbi and Traditional Method

Cited by 5 publications

References 9 publications

Unfolding Existing School Realities and Implementation of Reforms Initiative

Unfolding Existing School Realities and Implementation of Reforms Initiative

Impact of Classroom Observation Tool (Cot) on Performance of Primary School Teachers

Career Barriers, Perceived Professional Social Support and Hopelessness Level: A Correlational Study of Private and Public School Teachers of Lahore

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