Effectiveness of Instructional Planning and Strategies of Teachers as A National Professional Standard for Teachers in Pakistan

Khalid Mahmood Kiani, Nazir Haider Shah and Muhammad Azhar

Journal of Education and Social Studies, 2022, vol. 3, issue 3, 194-204

Abstract: Implementation of national professional standards for teachers in Pakistan and finding their effects on the performance of working teachers remained a research proposition; this study was conducted to find the effectiveness of instructional planning and strategies of teachers as national professional standards for teachers in Pakistan. It was an ex facto causal-comparative study. The application and effectiveness of instructional planning and strategies were found by exercising the monitoring and evaluation (M&E) system in secondary schools. The study population was 189 secondary school principals, 1872 secondary school teachers, and 40 conveners of monitoring evaluation teams and academic results of secondary schools. Stratified sampling techniques were opted to select a sample from a diverse population. 133 male and female secondary school principals, 270 secondary school teachers and 20 conveners from all over Pakistan. Semi-structured interviews for conveners and a five-point Likert scale questionnaire were developed for secondary school principals & secondary school teachers. A mixed method was used to analyse the qualitative and quantitative data. Data were analysed by using mean scores, difference, and t-value comparisons. It was concluded that secondary school teachers adopted the application of instructional planning and strategies with the need for improvement in the skill development aspect. In contrast, instructional planning and strategies proved effective in raising the performance of secondary school teachers. It is recommended that NPSTs in Pakistan would be devised and implemented from the primary to university level. There is a need for rigorous training of teachers to develop their skills aspects.

Keywords: Monitoring and evaluation; Mixed method; Learning environment; Ex-post facto (search for similar items in EconPapers)
Date: 2022
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