Significance of teachers and education in promoting national economic development: A case study of Pakistan

The key objective of the present paper is to highlight the consequence of education along with the importance of teacher in education and its overall influence on the national economic development Pakistan.It is crystal clear that the role of education and teachers has become more important in improving human capital and consequently has a positive impact on the national development and prosperity.The results of this study show that teachers in all level including primary school, middle school teacher and high school teacher play a positive and statistically significant role in promoting national economic development.Therefore, these findings have some important policy implications.The government of Pakistan at both the federal and provincial levels needs to formulate appropriate and education promoting oriented policy in order to encourage education and increase quality trained teachers in the country. Consequently, it will further help to promote overall economy performance and largely mitigate poverty and improve social welfare in the country

Keselesaan terma pelajar dalam bilik darjah: kajian kes di Sekolah Agama Menengah Tinggi Sultan Hisamuddin, Klang, Selangor Darul Ehsan

Suhu persekitaran yang tinggi serta jumlah penghuni yang padat di dalam sesebuah premis seperti bilik darjah mampu mendatangkan rasa tidak selesa serta mengganggu proses pembelajaran. Kajian ini bertujuan untuk mengukur perubahan parameter cuaca dan menilai persepsi sensasi terma pelajar serta turut melibatkan pengukuran tahap keselesaan terma pelajar melalui penilaian Model Jangkaan Min Pilihan (PMV) dan Indeks Jangkaan Peratusan Ketidakpuasan (PPD). Perubahan parameter cuaca diukur menggunakan alatan thermal comfort multistation, manakala parameter personal dan penilaian subjektif persepsi sensasi terma diperolehi dengan menggunakan borang soalselidik. Hasil kajian mendapati suhu persekitaran agak tinggi iaitu 33°C sekitar pukul 2.00 petang dan pergerakan angin yang perlahan telah mewujudkan bahangan di dalam bilik darjah. Di samping itu, melalui undian sensasi terma, kajian mendapati 52% pelajar merasakan bahawa keselesaan terma tidak dicapai. Purata Pilihan Sensasi Terma (Min TSV) yang dicatatkan pada nilai 1.47 jelas menunjukkan bahawa pelajar merasakan suhu di dalam bilik darjah berada antara julat sedikit panas dan sederhana panas. Pelajar lelaki dilihat lebih ramai berada di zon selesa dengan jumlah sebanyak 32%, berbanding pelajar perempuan yang hanya16% sahaja. Pengkelasan nilai PMV mengikut zon waktu mendapati bahawa hanya waktu pagi sahaja yang memberi perbezaan yang ketara antara kedua-dua gender berbanding dengan waktu tengah hari dan petang kerana selepas pukul 12.00 tengah hari, perbezaan yang wujud adalah sangat kecil. Hampir 75% responden inginkan suhu yang lebih rendah serta tidak selesa dengan bahangan suhu yang dialami. Oleh yang demikian, inisiatif tambahan dalam usaha menyederhanakan suhu persekitaran di dalam bilik darjah ini perlu diberi perhatian. Selain itu, jumlah pelajar bagi setiap bilik perlu diberi perhatian agar tidak terlalu padat supaya proses pembelajaran dapat berjalan dalam suasana yang lebih kondusif

Teacher training education programme in three Muslim countries Afghanistan, Iran and Pakistan

The main objective of the present article is to shed some lights on teacher training education programme in the context of three Muslim countries namely Islam Republic of Afghanistan, Islamic Republic of Iran and Islamic Republic of Pakistan after reviewing some relevant erstwhile studies. The findings reveal that all countries under the study are under resourced particularly Afghanistan followed by Pakistan. However, in Afghanistan over all education system is miserable comparing to the education system to the other studies in particular and region in general. Alongside, economic, cultural and social problems cannot be ignored. In the light of findings of this study, it is suggested that the policy makers of all three countries should plan appropriate and right policy in order to promote education. It is further advised that adequate teacher training must be arranged to prepare skilled and proficient teacher which will consequently improve student performances. Sound policies will not only help to achieve the Millennium Development Goal but will certainly play decisive role in the enhanced level of socio and economic conditions of these countries

A cursory review of the importance of teacher training: a case study of Pakistan

The main purpose of this study is to the cursory surveyof some erstwhile studies on teachers training in the context of Pakistan. The role of education is undeniably crucial in the development of human capital and consequently the entire society. Where, the importance of teacher is widely accepted in making the future of human-being.Teachers are those selected people who having the candle of enlightenment, knowledge and the key to success. The success a nation is depends upon the success of education system, while the success of education system depends upon the quality of teachers, where, the quality of teachers based on the quality of teacher training.Several issues have been found after reviewing some relevant studies on teacher training. In light of the findings, this study suggests that policy makers need to prepare proper education policy in order to improve teacher education, which will ultimately enhance student achievement. Apart from the government, all public, private sectors and degree awarding institutions which are autonomous bodies are required to update the curriculum for teacher training in Pakistan to the internal level

Qualitative analysis of the teacher's performance in private and public sector schools: a developing country's experience

Indeed, the key role of education in prompting societal development is crystal clear and always indisputable. However, more important is quality education which increases productivity. Education right from primary to tertiary and higher levels is equally important. The main objective of this study is to understand whether is there any difference in teacher’s performance working in private school and public school in the context of Khyber Pakhtunkhwa (KP), Pakistan. This study based on qualitative approach using documents analysis, secondary data sources, where, mainly materials collected from the previous studies, Government of KP and Pakistan surveys. It has been concluded that though the government making efforts to improve quality and standard of public sector school but still relatively behind the private sector school in terms of quality education.It is evident that every year private school securing the maximum top position in the matric examination.It implies that teacher’s performance in the private school is far better as compared to the public school teacher’s performance.The finding of this study expected to contribute to the literature on the public-private sector schools performance in the country. The findings suggest that the government of KP needs to pursue check and balance, because without monitoring and strict policy, the quality and standard of education is not achievable

The type of culture at a high performance schools and low performance school in the state of Kedah

This research aims to identify the type of culture at a High Performance School (HPS) and Low Performance School (LPS) in the state of Kedah. The research instrument used to measure the type of organizational culture was adapted from Organizational Culture Assessment Instrument (Cameron & Quinn, 2006) based on Competing Values Framework Quinn and Rohrbaugh (1983) Model.Two HPSs and two LPSs representing 129 teachers were chosen as research samples.Research findings showed that the current dominant culture in both HPS and LPS is Hierarchy (M=36.76, M=30.63 & SD = 8.23, SD=7.83) consecutively. Both types of schools practice Market culture and the average scores for both types of schools are the same whereby HPS (M=25.7,SD=8.56) and LPS (M=25.94, SD=8.32). However, HPS practices less Clan culture (M=21.15, SD=8.74) compared to LPS (M=24.18, SD=6.97). The Clan culture is more prominent in LPS compared to HPS. Both types of schools practice Adhocracy less which are (M=17.75, SD=6.94) in HPS and (M=19.81, SD=6.78) in LPS respectively. The findings showed that teachers in both types of schools would like to have the Clan culture practiced in their schools with the same average scores, M=34.89, SD=8.22. HPS prefers the Market culture (M=26.01, SD=6.32) compared to LPS Market culture (M=23.01, SD=.22). However they accepted Adhocracy less in HPS (M=20.02, SD=8.31) and LPS (M=21.58, SD=7.89). Nevertheless, Hierarchy culture in HPS (M=19.32, SD=6.45) and in LPS (M=21.05, SD=6.68) are widely practiced. From the comparisons made, it can be concluded that both types of schools widely practice the Hierarchy and Market cultures in schools.The recommendations for further studies were also suggested

The association between attitude towards the implementation of staff development training and the practice of knowledge sharing among lecturers

This study was aimed to identify the association of teachers’ attitude towards the implementation of Staff Development Training with Knowledge Sharing Practices among the lecturers of the Teacher Training Instituition (TTI).In addition, this study was also to examine the differences in attitudes towards the implementation of Staff Development Training and differences of knowledge sharing practices of lecturers based on demographic factors (gender, teaching experience, and academic qualifications).This is a quantitative approach in cross-sectional survey to collect data on the attitude towards staff development training and knowledge sharing practices among lecturers.The population of this study involved 748 lecturers from TTI in Perlis, Kedah, and Pulau Pinang.Stratified random sampling technique was used to select 336 samples from the population.The instruments used in this research were Attitude of Staff Development Training (Siti-Zanariah, 2010) and Knowledge Sharing (Siti-Zanariah, 2010).Statistical Package for Social Science (SPSS) Version 19.0 was used for analysis of data. The descriptive data analysis involved the description of the respondents such as frequency and percentage, while the second part of inferential analysis was to test the hypotheses, using Pearson correlation, t-test, and ANOVA. This study had found that there was a significant and positive association between attitude towards SDT with knowledge sharing practices, a significant difference and positive attitude towards SDT based on gender and teaching experience and a significant and positive difference in terms of knowledge sharing practices based on gender, teaching experience, and academic qualifications. However, the results revealed that there were no significant differences in the attitudes of SDT based on academic qualifications.This research also discussed about the findings, implications, and contributions to the body of knowledge and the country, as well as the direction of future research

Co-curricular management practices among novice teachers in Malaysia

This article aims to identify the level of knowledge and preparedness among novice teachers in the implementation of co-curricular activities in secondary schools in the state of Kedah, Malaysia.A total of 162 novice teachers deployed to teach in secondary schools throughout the state of Kedah answered the questionnaire completely.The data were analyzed using descriptive statistics and statistical inference including mean, percentage, independent samples t-test, ANOVA and Pearson correlation.The results, based on six different academic disciplines, show that novice teachers in the humanities, sciences and technical were higher than novice teachers of language areas in the level of knowledge in managing as well as their willingness to plan teaching and learning co-curricular activities in school.A comparison of novice teachers based on gender showed that there was no significant difference between male and female teachers related to level of knowledge and preparedness in managing co-curricular activities. The Pearson correlation analysis showed positive and significant correlation between teachers' readiness in planning teaching and learning and the teachers’ knowledge in managing co-curricular activities.Furthermore, novice teachers who had attended the extra-curricular course during the first degree acquired higher levels of knowledge in managing extra-curricular activities after teaching in schools

Co-curricular management practices among novice teachers in Malaysia

This article aims to identify the level of knowledge and preparedness among novice teachers in the implementation of co-curricular activities in secondary schools in the state of Kedah, Malaysia.A total of 162 novice teachers deployed to teach in secondary schools throughout the state of Kedah answered the questionnaire completely. The data were analyzed using descriptive statistics and statistical inference including mean, percentage, independent samples t-test, ANOVA and Pearson correlation.The results, based on six different academic disciplines, show that novice teachers in the humanities, sciences and technical were higher than novice teachers of language areas in the level of knowledge in managing as well as their willingness to plan teaching and learning co-curricular activities in school.A comparison of novice teachers based on gender showed that there was no significant difference between male and female teachers related to level of knowledge and preparedness in managing co-curricular activities.The Pearson correlation analysis showed positive and significant correlation between teachers' readiness in planning teaching and learning and the teachers’ knowledge in managing co-curricular activities.Furthermore, novice teachers who had attended the extra-curricular course during the first degree acquired higher levels of knowledge in managing extra-curricular activities after teaching in schools

Effects of Teaching and Learning Supervision on Teachers Attitudes to Supervision at Secondary School in Kubang Pasu District, Kedah

This study was conducted to identify the influence of teaching and learning supervision on the attitude of teachers towards the supervision in secondary schools in Kubang Pasu District, Kedah. The supervisory model developed by Glickman, Gordon and Ross-Gordon (2004) and the research instrument involves a set of questionnaires containing 23 items. Respondents of the study involved 372 teachers in secondary schools in Kubang Pasu District, Kedah. The data were analyzed using descriptive statistics using Statistical Packages of Social Sciences and inferential statistics using the Partial Least Squares software through the SMART PLS 3.0 software. The result shows that there is a significant influence between the dimensions of knowledge and the technical skills with the teachers’ attitude towards supervision while the dimensions of interpersonal skills do not have a significant influence on teachers' attitudes. The findings can be used as guidance to the Ministry of Education, to overcome all the shortcomings and weaknesses in the existing teaching supervision practices based on the established supervisory regulatio