evaluation of b.ed programme and comparison of it’s ... · b.ed programme and comparison of...

EVALUATION OF B.ED PROGRAMME AND COMPARISON OF IT’S CURRICULUM WITH

B S EDUCATION-PROFESSIONAL AREA

By

AIJAZ AHMED GUJJAR

(103-NUN-0418)

FACULTY OF ARTS AND SOCIAL SCIENCES NORTHERN UNIVERSITY, NOWSHERA (PAKISTAN)

2013

ii

EVALUATION OF B.Ed PROGRAMME AND COMPARISON OF IT’S CURRICULUM WITH

B S EDUCATION- PROFESSIONAL AREA

By

AIJAZ AHMED GUJJAR (103-NUN-0418)

Submitted in partial fulfillment of the requirements for the degree of

Doctor of Philosophy

In

Education

FACULTY OF ARTS AND SOCIAL SCIENCES NORTHERN UNIVERSITY, NOWSHERA (PAKISTAN)

2013

iii

DECLARATION

I hereby declare that the material presented in my thesis, titled, “Evaluation of

B.Ed Programme and Comparison of it’s Curriculum with B S Education-

Professional Area” completed under the supervision of Dr. Muhammad Naeemullah,

is my own work and nothing is plagiarized.

_________________ Aijaz Ahmed Gujjar

CERTIFICATION

I certify that the contents and format of the thesis submitted by Aijaz Ahmed

Gujjar have been found satisfactory and the work is original to the best of my

knowledge. I recommend it to be processed for evaluation by External Examiners for the

award of the degree

________________________

Dr.Muhammad Naeemullah

iv

APPROVAL SHEET

It is certified that the contents and format of the thesis, titled “Evaluation of B.Ed

Programme and Comparison of it’s Curriculum with B S Education- Professional Area”,

submitted by Aijaz Ahmed Gujjar have been found satisfactory for the requirements of

the degree, hence, approved for the award of Ph.D. degree in Education.

Supervisor: ____________________________ (Dr. Muhammad Naeemullah)

Member: ______________________________ (Dr. Rabia Tabassum)

Member: ______________________________ (Dr.Zil-E-Huma)

External Examiner:______________________ Date: ____________________ Dean Director Faculty of Arts and Social Sciences Board of Advanced Studies and Research Northern University, Nowshera (Pakistan) Northern University, Nowshera (Pakistan)

v

DEDICATED TO:

Maternal Grand Parents

Mian Ghulam Mehi-Ul-Din & Fateh Begum (Late)

Father

Ghulam Sarwar (Late)

and Brother

Imran Sarwar (Late)

vi

LIST OF CONTENTS

Acknowledgement xx Abstract xxi

Chapter 1 INTRODUCTION 1

1.1 STATEMENT OF THE PROBLEM 3

1.2 OBJECTIVES OF THE STUDY 4

1.3 SIGNIFICANCE OF THE STUDY 4

1.4 DELIMITATION OF THE STUDY 5

1.5 METHOD AND PROCEDURE 6

1.5.1 Population 6

1.5.2 Sample 6

1.5.3 Research Instruments 6

1.5.4 Collection of Data 7

1.5.5 Analysis of Data 7

Chapter 2 REVIEW OF RELATED LITERATURE 8

2.1 CONCEPT OF EDUCATION 8

2.2 CONCEPT OF TEACHING 9

2.3 CONCEPTUAL FRAMEWORK OF TEACHER TRAINING 10

2.3.1 Teacher Training or Teacher Education 11

2.3.2 Concept of Teacher Training 13

2.4 Objectives Of Teacher Training 14

2.5 SIGNIFICANCE OF TEACHER TRAINING 16

2.6 MAIN INSTITUTIONS OF TEACHER EDUCATION IN

PAKISTAN

18

2.7 PROGRAMMES OF TEACHER EDUCATION 21

2.7.1 Pre Service Teacher Education 21

2.8 TRAINING PROGRAMME FOR SECONDARY SCHOOL

TEACHERS

23

2.9 DEVELOPMENT OF TEACHER EDUCATION IN

PAKISTAN

33

vii

2.9.1 Pre Partition Development Of Teacher Education 36

2.9.2 Post Independence Development Of Teacher

Education

37

2.9.3 National Education Policies and Teacher Education 38

2.9.4 Five Years Development Plans and Teacher Education 41

2.10 Quality Of Teacher Education In Pakistan 45

2.11 Initiatives Of Accreditation Of Teacher Education

Programme 50

2.12 Key Issues Of Teacher Education 55

2.13 Review Of Related Studies 57

Chapter 3 METHOD AND PROCEDURE 71

3.1 POPULATION 71

3.2 SAMPLE 71

3.2.1 Sample Design 72

3.2.2 Sample Selection 73

3.3 RESEARCH INSTRUMENTS 73

3.3.1 Design of Questionnaires 74

3.4 RELIABILITY AND VALIDITY OF INSTRUMENTS 75

3.4.1 Reliability 75

3.4.2 Validity 75

3.5 Pilot Study 77

3.6 Collection of Data 80

3.7 Analysis of Data 80

Chapter 4 ANALYSIS AND INTERPRETATION OF DATA 81

4.1 Opinion Of Head Of The Institutions About The Training

Programme

82

4.2 Opinion of Head of the institutions about institutions and

facilities in the institutions

103

4.3 Opinion of teacher educators about the institutions and training

programme

125

viii

4.4 Opinion of student teachers about the institutions and training

programme

144

4.5 Analysis of Questionnaires on likert scale 160

4.6 Analysis of Questionnaire on Curriculum 197

4.7 Discussion 209

Chapter 5 SUMMARY, CONCLUSIONS, DISCUSSION AND

RECOMMENDATIONS

226

5.1 Summary 226

5.3 Conclusions 227

5.4 Recommendations 240

BIBLIOGRAPHY 245-257

APPENDICES 258-284

Appendix “A” 258

Appendix “B” 259-263

Appendix “C” 264-266

Appendix “D” 267-270

Appendix “E” 271-274

Appendix “F” 275-278

Appendix “G” 279-282

Appendix “H” 283-284

ix

LIST OF TABLES

Table No. Page No

2.1 Showing the number of teacher training institutions in the

Country for different categories 20

2.2 Showing the teacher education programmes 23

2.3 Showing the training for the teachers of different categories 34

2.4 Showing the professional standards for teachers 35

3.1 Showing the categories of respondents 73

3.2 Showing the reliability of questionnaires dimension wise 76

3.3 Showing the responses of the pilot study 79

1: Showing the gender distribution of heads 82

2: Showing the marital status of respondents 82

3: Showing the age of respondents 83

4: Showing the residence of respondents 83

5: Showing the province of respondents 84

6: Showing the academic qualification of the respondents 84

7: Showing the professional qualification of the respondents 85

8: Showing the teaching experience of the respondents. 85

9: Showing the administrative experience of the respondents. 85

10: Showing the programmes being offered by the institutions 86

11: Showing the regularity of heads while taking classes 86

12: Showing the availability of copies of curriculum/syllabus in the

Institution 87

13: Showing the percentage of the staff given orientation before the

implementation of Curriculum 87

14: Showing the responses on need for change of curriculum for

B.Ed programme. 88

15: Showing the employment of methodology in institutions,

according to the curriculum 88

16: Showing the satisfaction of the heads on the usage of the

teaching methods by teacher educators 89

17: Showing the satisfaction of heads on the present duration of

x

training programme 89

18: Showing satisfaction of heads on B.Ed training programmes 89

19: Showing the appropriateness of the programme for producing

Competent teachers for secondary school teacher 90

20: Showing the satisfaction of heads on the criteria / policy for

admission to teacher education programme 90

21: Showing the application of teaching methods prescribed in the

curriculum in the actual classroom situation 91

22: Showing the application of teaching techniques prescribed in

the curriculum in the actual class room situation 91

23: Showing the application of activities prescribed in the curriculum

in the actual class room situation. 92

24: Showing the adequacy of qualified teachers for each subject in

the institutions 92

25: Showing the satisfaction of the heads on the knowledge of

teacher educators 93

26: Showing the satisfaction of heads on the performance of teacher educators 93 27: Showing the percentage of teacher educators who complete their courses with in 94

28: Showing the satisfaction of heads on the organization of co-

curricular activities in the institutions 94

29: Showing the responses of heads on support from management 95

30: Showing the involvement of heads in policy making regarding

teacher training 95

31: Showing the involvement of heads in planning / development

process regarding teacher training 96

32: Showing the involvement of heads in the evaluation process of teacher training 96

33: Showing the disciplinary problems being faced by the heads 97

34: Showing the responses of heads on admissions are made on merit 97

35: Showing the powers of heads regarding grant of admission 98

36: Showing the relevance of the recommended books with

curriculum. 98

xi

37: Showing the availability of the text books / books recommended. 99

38: Showing the relation of the subject matter of the text books/

books recommended to the life situation 99

39: Showing the satisfaction with the level of the professional

training of teacher training being supervised by the heads 100

40: Showing the system of follow up of successful trainees 100

41: Showing the evaluation procedure in the institutions 101

42: Showing the satisfaction of heads with the available facilities

regarding human resources 101

43: Showing the satisfaction of heads with the available physical

facilities in the institution. 102

44: Showing the satisfaction of heads with the available financial

resources in the institution. 102

45: Showing the availability of class room furniture. 103

46: Showing the ownership of the buildings 103

47: Showing the condition of buildings 104

48: Showing the number of available class rooms in the institutions 104

49: Showing the need of class rooms in the institutions 105

50: Showing the number of classrooms needed by the institutions 106

51: Showing the availability of libraries in the institutions 106

52: Showing the availability of libraries in separate room / building 107

53: Showing the provision of internet in the library for students' use 107

54: Showing the sanction for the post of librarian 108

55: Showing the filling of the post of librarian 108

56: Showing the availability of practicing school 108

57: Showing the adequacy of staff in practicing schools 109

58: Showing the availability resource centre in the institutions 109

59: Showing the availability of A. V. Room in the institutions 110

60: Showing the adequacy of maintenance of A V room 110

61: Showing the availability of computer laboratories in the

institutions 111

62: Showing the adequacy of staff in computer laboratories 111

63: Showing the number of computers in laboratories 112

xii

64: Showing the provision of laboratory schools 113

65: Showing the adequacy of staff in laboratory schools 113

66: Showing the provision of Physics laboratory in institutions 114

67: Showing the adequacy of and maintenance of Physics laboratory 114

68: Showing the provision of Chemistry laboratory in institutions 115

69: Showing the adequacy of and maintenance of Chemistry

laboratory 115

70: Showing the provision of Biology laboratory in institutions 116

71: Showing the adequacy of and maintenance of Biology laboratory 116

72: Showing the provision play ground 117

73: Showing the adequacy of maintenance of play ground 117

74: Showing the sanction of the post of D. P. E 118

75: Showing the filling of the post of D. P. E 118

76: Showing the provision of supporting staff to D. P. E 119

77: Showing the publishing of publication of institutions 119

78: Showing the frequency of publication of the institutions 120

79: Showing the availability of facilities for the organization of co

curricular activities in the institute 120

80: Showing the availability of facilities for the organization of

indoor games in the institution 120

81: Showing the provision auditorium in the institution 121

82: Showing the capacity of auditorium to accommodate all the

students of the institute 121

83: Showing the arrangement competitions of students among themselves 122

84: Showing the arrangement of seminars for students 122

85: Showing the provision of hostel facilities for the students in the

institutions 123

86: Showing the appropriateness of funding for the maintenance of

the institute 123

87: Showing the teacher student ratio in the teacher training

institutions. 124

88: Showing the responses on availability of syllabus/curriculum in

xiii

the institution 125

89: Showing the responses on having personal copies of the

Curriculum 125

90: Showing the general opinion about the contents of the program 127

91: Showing the opinion about the appropriateness of the duration for

covering the syllabus 127

92: Showing the availability of the course content 128

93: Showing the opinion on the relationship between textbooks and

Curriculum 128

94: Showing the opinion about the objectives of the subjects 129

95: Showing the appropriateness of period to complete the course. 130

96: Showing the responses on the change in the contents 130

97: Showing responses about the provision of teacher guidebooks. 131

98: Showing the responses on agreement to method prescribed in

curriculum/syllabus 131

99: Showing the opinion on the duration of the program 131

100: Showing the opinion on the present model of teacher training

program 132

101: Showing the responses on the richness of library to meet the

requirements of teachers. 133

102: Showing the responses on the richness of library to meet the

requirements of students 133

103: Showing the responses about the issuance of books to student

teachers 134

104: Showing the responses about duration of library hours. 134

105: Showing the responses about the adequacy of equipment in the

laboratories. 135

106: Showing the responses about the demonstration of lesson before

students. 135

107: Showing the number of conferences / seminars / workshops

attended by teacher educators 136

108: Showing the priority of objectives of teacher education program

by teacher educators. 137

xiv

109: Showing responses about the sufficiency of time ratio between

theory and practice. 137

110: Showing the responses about the procedure of teaching practice 138

111: Showing responses regarding help of student teachers in the

preparation of model lessons 138

112: Showing the responses about the supervision of teaching practice

of relevant subjects 139

113: Showing the responses regarding the strength of the classes in the

institutions 139

114: Showing the responses about the interest of the staff of practicing

school 140

115: Showing the percentage of the trainees who deliver all the

lessons 140

116: Showing the frequency of tests to assess achievement 141

117: Showing the preference of assessment scheme 141

118: Showing the support of administrators to the teacher educators 142

119: Showing the research articles/papers publication of teacher

educators 142

120: Showing the number of articles/ papers of teacher educators 143

121: Showing the satisfaction teacher educators with the policy for

admission to secondary school teacher education 143

122: Showing the preference of teacher educators for the criteria of

admission to teacher education programs for secondary school

teachers 144

123: Showing the responses of student teachers about their admission

to the B.Ed program 145

124: Showing the responses of students about choice of profession as

teaching 145

125: Showing the responses on provision of syllabus/curriculum at the

time of admission. 146

126: Showing the responses of student teachers on seeing and reading

of the syllabus/curriculum 146

127: Showing the responses of student teachers about the orientation

xv

given by the institutions at the time of admission 147

128: Showing the responses of the student teachers about the guidance

of the books. 147

129: Showing the responses of student teachers about the access to

Books 148

130: Showing the mode of preparation of students for exams 149

131: Showing the responses of student teachers about the adoption of

teaching methodology by teacher educators. 150

132: Showing the responses of student teachers about the usage of

AV aids by the teacher educators 151

133: Showing the responses of student teachers about the usage of

different methods used by teacher educators 151

134: Showing the responses of student teachers about the demonstration

lessons. 152

135: Showing the responses of student teachers about the help in

preparation of lesson plans by teacher educators 152

136: You are given guidance about your strong and weak points of

the practice lesson by your supervisor at the end of the lesson. 153

137: Showing the responses of student teachers about the observation

of lesson plans by supervisors. 154

138: Showing the responses of student teachers about the evaluators

of the teaching practice. 154

139: Showing the responses of student teachers about the

appropriateness of duration of teaching practice. 155

140: Showing the responses of student teachers about the help/

effectiveness of teaching practice in developing teaching skills. 156

141: Which of the following teaching skills have been developed?

through teaching practice. 156

142: Showing the responses of student teachers about the applicability

of theory and practice in actual classroom situation. 157

143: Showing the views of student teachers about teacher educators 157

144: Showing the views of student teachers about administrative staff 158

145: Showing the responses of student teachers about the regularity of

xvi

tests 158

146: Showing the views of student teachers about the system of

evaluation 159

147: Showing the choice of student teachers about the system of

evaluation 160

148: To which of the following objectives of teacher education program

do you agree? 161

149: Showing the mean difference between mean scores of male and

female student teachers on different parameters of teacher training 162

150: Showing the mean difference between mean scores of student

teachers resident wise on different parameters of teacher training 163

151: Showing the ANOVA on all the parameters of teacher training

among students teachers of all the provinces 164

152: Showing the multiple comparisons on admission criterion 164

153: Showing the multiple comparisons on objectives 165

154: Showing the multiple comparisons on facilities 165

155: Showing the multiple comparisons on content 166

156: Showing the multiple comparisons on methodology 167

157: Showing the multiple comparisons on teaching practice 168

158: Showing the multiple comparisons on evaluation process 169

159: Showing the mean difference between mean scores of male

and female teacher educators on different parameters of teacher

training 170

160: Showing the mean difference between mean scores of urban and

rural teacher educators on different parameters of teacher training 170


regarding age of teacher educators. 171

162: Showing the multiple comparisons on admission criteria 172



province wise 173


166: Showing the multiple comparisons on objectives 174

xvii


168: Showing the multiple comparisons on contents 175



171: Showing the multiple comparisons on evaluation 177


regarding teaching experience 177





177: Showing the multiple comparisons on evaluation 182


regarding professional qualification of teacher educators 183


regarding academic qualification of teacher educators. 184

180: Showing the mean scores of student teachers on admission

criterion of the training institutions 185

181: Showing the mean scores of student teachers on achieving the

objectives of the training 186

182: Showing the mean scores of student teachers on provision of

facilities in the teacher training institutions 188

183: Showing the mean scores of student teachers on appropriateness

of contents taught during the training 189

185: Showing the mean scores of student teachers on methodology

adopted by the teacher educators in the training institutions 191

186: Showing the mean scores of student teachers on teaching practice

component of the training 192

187: Showing the mean scores of student teachers on evaluation process

of the training 193

188: Showing the mean scores of student teachers and teacher educators

on admission criterion of teacher training institutions. 194


xviii

on objectives being achieved in teacher training institutions. 195


on facilities provided in the teacher training institutions 196


on the content being taught during training in the teacher training

institutions. 197


on the methodology adopted by the teacher educators in the teacher

training institutions. 197


on the teaching practice component of the training in teacher training

institutions. 198


on evaluation process of the training in teacher training

institutions. 198

xix

ACKNOWLEDGEMENT

This piece of wok holds within it the inestimable contribution of many.

Completion of this work would have been impossible without the interest and direct

participation of a number of individuals to whom the researcher owes an everlasting

gratitude. Sincere appreciation is extended to everyone who has worked in connection

with this project. In particular I would like to acknowledge the efforts of:

Advisor of the dissertation Dr. Muhammad Naeem Ullah, Dr. R A Farooq, Dean

Faculty of Arts and Social Sciences, Northern University Nowshera and Dr.Rabia

Tabassum, HOD Department of Education, Northern University Nowshera for their

valuable suggestions, unique insights, wisdom, encouraging attitude and their expert

assistance in crystallizing the research and putting it into proper form.

I also take this opportunity to express a deep sense of gratitude to Professor Dr

Abdul Majeed, Professor Dr. Jamil Sawar, Dr. Zil –e- Huma for their cordial support,

valuable information and guidance, which helped me in completing this task through

various stages.

I am obliged to Mr. Zafar Iqbal, Controller Examination who always welcomes

the students with smiling face and Mr. Muhammad Malik Deputy Registrar, for helping

me to complete thesis. I am grateful to the university staff for their cooperation during the

period of my assignment.

My colleagues, Rana Iftikhar Ahmed, Muhammad Rashid Hafeez, Muhammad

Jamil Bajwa and Dr.SAjid Rehman for their cooperation during this project.

All my family members, parents, in laws, and loving relations for their prayers,

constant encouragement and love which made this study a family accomplishment.

xx

I have no words to offer gratitude and humble thanks to my loving mother,

brother and sisters. They always helped me without any reward. Their prayers always

save me from all types of disasters.

The researcher is appreciation personified to his sincere and considerate wife who

has made all his hardships her own and given him a carefree and quality time to

accomplish this daunting task.

A special note of thanks is extended to my lovely young daughter Rukhma Aijaz

and sons Muhammad Sheraz, Muhammad Taimoor and Muhammad Zayan for sharing

my hard days and caring my comforts with their love.

Most of all, the Almighty Allah for without him nothing would have been

possible. He listened to me whenever, I raised my hands for enlightenment, and strength.

At the end, I pray to Allah Almighty to bless all those with his favour, who favoured me

during the completion of this difficult task.

Aijaz Ahmed Gujjar

xxi

ABSTRACT

Teacher plays pivotal role in the field of education. Quality of education depends

on the quality of teachers. It is rightly stated that no system of education is better than its

teachers. To play this role teacher must be proficient, skillful and well versed in the art of

teaching. Therefore, it is imperative and obligatory that teacher should be properly

trained to perform this awesome and onerous responsibility. Teacher can be made

efficient and effective through imparting effective training. Different types of

programmes are offered in Pakistan to impart training to prospective teachers. It is highly

essential that effectiveness of these programmes may be ascertained to retain or revise

the programmes, therefore, this study has been undertaken. To explore the topic of the

study following major objectives were formulated.

To analyze the objectives, curriculum, methodology, evaluation process, teaching

practice and facilities in the institutions. ii) To compare the quality of training provided in

the institutions. iii) to identify the problems and issues related to quality of teacher

training in training institutions. iv) to compare the opinion of teacher educators on the

curriculum of B.Ed and B S education.

Population of this study consisted of the heads of the institutions, teacher

educators and student teachers of teacher training institutions in public sector in Pakistan.

The sample of the study was drawn 26 Govt colleges of education, institute of education

and research and departments of education in the universities. Seven questionnaires were

used as instrument for the collection of data. Seven questionnaires were developed for

data collection from the sample. Questionnaires were pilot tested before their

administration to the sample of the study and their reliability was calculated. Data were

xxii

collected, tabulated and interpreted by applying the percentage, means, t test and analysis

of variance (ANOVA) to draw conclusions.

In the light of analysis, it was found that majority of head of the institutions and

teacher educators were satisfied with most of the dimensions of B.Ed training

programme. Majority of student teachers expressed their dissatisfaction over the training

programmes, because teacher educators use obsolete training techniques. B S education

programme was declared to be more popular and effective than B.EdProgramme. On the

basis of conclusions it was recommended that B.Edprogramme should be revised,

modified to make it need oriented.

xxiii

TERMS AND ABBREVIATIONS

AIOU Allama Iqbal Open University

ANOVA Analysis of Variance

B.A.Ed Bachelor of Arts & Education

B.Com Bachelor of Commerce

B.Ed Bachelor of Education

B.S.Ed Bachelor of Science Education

B.Sc Bachelor of Science

B.T Bachelor of Teaching

CT Certificate of Teaching

D G Khan Dera Ghazi Khan

D I Khan Dera Ismail Khan

Df Degree of freedom

DPE Director Physical Education

F.S.Ed Faculty of Science and Education

FBA Federal B Area

FCE Federal College of Education

FOE Faculty of Education

FUUAST Federal Urdu University of Arts Science and Technology

GCE Government College of Education

GJMCE Government Jamia Millia College of Education

Govt. Government

xxiv

GRE Graduate record Examination

IED Institute of Educational Development

IER Institute of Education and Research

JV Junior Vernacular

KUST Senior Vernacular

M.Ed Master of Education

M.Phil Master of Philosophy

M.Sc Master of Science

N Number

NITET National Institute of Teacher Education and Training

OT Oriental Teacher

Ph.D Doctor of Philosophy

PTC Primary Teaching Course

P-value Probability value

SALU Shah Abdul Latif Bhitai University

SV Senior Vernacular

T T Is Teacher Training Institutions

T-value Value of t distribution

UAA University of Arid Agriculture

UNESCO United Nations Educational, Scientific and Cultural Organization

UNICEF United Nations Children’s Fund

UOE University of Education

CHAPTER 1

INTRODUCTION

Education is broadly viewed as the intellectual and moral training of individuals

through which their potentialities are developed, the traits of the creator are inculculated

in them and the culture of the people is transmitted to the coming generations (Khalid,

1998). Education is a process through which a nation develops its consciousness by

developing the self consciousness of the individual who compose it. It is a social

institution which provides mental, physical, ideological and moral training to the

individuals of a society, so as to enable them to have full consciousness of their mission,

purpose in life and equip them to achieve that purpose (Ahmed, 1984).

Education is a process of learning and learning leads to the change of behaviour.

Education is considered as a change agent. It is an instrument to change the social,

cultural, economic and political set up of the society. It is considered a key to

development. The development, prosperity and welfare of a country is measured through

the quality of its education system.

Govt. of Pakistan (1959) stated that, “No education system is better than its

teachers”. Teacher plays a very pivotal role in nation building. He is the leader of thought

and agent for the change. Therefore a teacher must be competent, well versed with his

discipline and dedicated to the cause of education. Teachers bring the qualitative change

in the basic standards of education and as a result education ensures the welfare, progress

and prosperity of the nation.

Teacher education is defined by Good (1973) as, all the formal and informal

activities and experiences that help to qualify a person to assume the responsibilities of a

2

member of the educational profession or to discharge his responsibilities more

effectively. Norton (1985) has described it in different words by saying that, “Teacher

education refers to the structures, instructions and process by means of which men and

women are prepared for work in elementary and secondary schools. It is formal and

informal instructions and training required for entry into teaching profession”.

Quality education has a direct link with quality teaching imparted in the class. It is

true that the education of teacher, his capability and ability to work, dedication and

commitment to the objectives have great influence on teaching learning process. Having

come to know the determination in quality education at different levels, more work and

attention is required to enhance the impact and influence of teacher education programme

in the country. It becomes more important with our present attention on ensuring

massive access to education and to implement our commitment at international level

towards “Education for All”. (UNICEF, 1990).

Many things are involved in framing the quality education for teachers. These

range from conceptual and socio economic framework to the present infrastructure of

education as well as the approaches to imparting teaching and learning. Obviously, the

continuously increasing pressure of growing population remaining a prime factor in

imparting and spreading education. Teacher education and training programmes have

also grown rapidly and will have to grow because of their importance and influencing

factor in effective education. The framework of policy making and planning has a great

relation to quality education of teachers. Managing and developing education

programme, creating and providing proper frame work to teacher training programme. It

has also a great influence on teachers that get education during service or before starting

the service in educational sector. Policy making has also a direct relation to the

3

advancement of curriculum content, ways of delivering stuff, with teaching aids and other

things that help teachers in imparting knowledge. The present teacher education system

is not fulfilling the required demands of educational plans so far as the quality education

in schools is concerned (Anees, 2005 and Sekhar, 2003).

The Govt. of Pakistan accords high priority to human resources development and

has been using all viable resources to accelerate improvements in the primary and

secondary education. To achieve the desired end, it is imperative to harness the

competencies of the school teachers in the right direction. A great attention is therefore

being paid to teacher education. However, no concrete measures have as yet been taken

to formulate a policy to bring all the teacher education programmes under one umbrella

(USAID, 2006). Every teacher education institution has its own policy and mechanism to

deal with the issue. The circumstances demand that a thorough investigation be made to

explore the shortcomings of the teacher education system prevalent in the Pakistan. It

remains to be seen as to how suitable and valid are curriculum, methodology and

evaluation process of the training offered in the institutions. As there are major

differences in terms of policy making and implementation, there is a need to compare the

quality of training that is being imparted in these institutions.

1.1 STATEMENT OF THE PROBLEM

The present study “Evaluation of B.Ed programme and comparison of its

curriculum with BS Education-Professional Area” was aimed at evaluating the existing

one year B.Ed programme and comparing its curriculum with that of B S Education.

1.2 OBJECTIVES OF THE STUDY

The objectives of the study were as under:

4

1. To analyse the objectives, curriculum, methodology, evaluation process, teaching

practice and facilities in the institutions.

2. To compare the quality of training provided in the institutions.

3. To identify the problems and issues related to the quality of teacher training in the

teacher institutions.

4. To compare the opinion of teacher educators on the curriculum of B.Ed and B. S

(Education).

5. To frame appropriate recommendations and suggestions for the improvement of

quality of teacher training/education in Pakistan.

1.3 SIGNIFICANCE OF THE STUDY

The policy documents and plans in Pakistan have indicated that the issues of

quality improvement are needed in instruction and achievements. The teacher education

curriculum is 25 years old and needs an overhauling. Access and equitable opportunities

for female and rural communities continue to be at a disadvantage level when compared

with male students and urban areas. Management capability, particularly in the efficient

and effective implementation of policies and plans, as well as in monitoring and

evaluation, needs upgrading across the sector: and short falls or gaps between goals and

actual achievements remain wide.

All this leads to the development of the concept of open learning systems to

provide multimode, ladderized, interactive and strong networking among Teacher

Training Institutions. Realizing the gravity of this issue, one of the actions taken for its

actualization was the establishment of Provincial Institutes of Teacher Education and the

5

other was the identification of research studies on various issues and problems related to

teacher education in Pakistan.

Since this study is related to make an evaluation and an over-all appraisal of the

teacher training institutions in Pakistan, its findings would be very helpful in improving

teacher training institutions in Pakistan. This study will be useful for the Faculties of

Education of different universities; departments of education, and Institutes of education

and research of the universities; colleges of education; Provincial Departments of

Education and allied agencies and Federal Ministry of Education and Training,

Islamabad.

So, on the whole, this study would be useful and worthwhile in the development

and improvement of sound system of teacher education in Pakistan.

1.4 DELIMITATION OF THE STUDY

This study was delimited to:

1. The students enrolled in B.Ed programme of the Teacher Training Institutions of

Pakistan.

2. The physical components, population parameters and staffing status of the

institutions selected for this research and the quantitative data that were either

provided by the head of the institutions.

3. To analyse the objectives, curriculum, methodology, evaluation process, teaching

practice and facilities in the institutions.

6

1.5 METHOD AND PROCEDURE

1.5.1 Population

The population of the study was consisted of 26 Heads of the Teacher Training

Institutions of Pakistan where B.Ed course is offered; 431 teacher educators of the

Teacher Training Institutions of Pakistan where B.Ed course is offered; 7460 student

teachers of the Teacher Training Institutions of Pakistan where B.Ed course is offered

and 200 teacher educators of the Teacher Training Institutions of Pakistan where BS

education course is offered.

1.5.2 Sample

Sample of the study included 26 Heads of the Teacher Training Institutions of

Pakistan where B.Ed course is offered were considered as the sample of the study; 431

Teacher educators from each institution were considered as sample of the study; Twenty

five student teachers enrolled in B.Ed from each Teacher Training Institution were

randomly selected as the sample of the study and 100 teacher educators from the Teacher

Training Institutions of Pakistan where BS education course is offered.

1.5.3 Research Instruments

Seven questionnaires (two each for heads of the teacher training institution,

student teachers and three for teacher educators) were developed.

1.5.3.1 Heads of the teacher training institutions.

i) First questionnaire was based upon the information / fact and figures about the

institutions.

7

ii) Second questionnaire was about the opinion / views of the head of the institution

about the different components of the training.

1.5.3.2 Teacher Educators

i) First questionnaire was about the opinion of the teacher educators about the

different components of the training.

ii) Second questionnaire was based on different aspects of the training on five stages

Likert’s scale.

iii) Third questionnaire was based on different aspects of the curriculum on five

stages Likert’s scale.

1.5.3.3 Student Teachers

i) First questionnaire was about the different components of the training.

ii) Second questionnaire was based on different aspects of the training on five stages

Likert’s scale.

1.5.4 Collection of Data

The data was collected by the researcher himself by personal visits through the

above mentioned research tools.

1.5.5 Analysis of Data

The data was tabulated and analyzed by using appropriate tools of statistical

significance i.e. percentage, frequency, one sample t-test, independent sample t-test and

ANOVA.

8

CHAPTER 2

REVIEWOFRELATEDLITERATURE

In the previous chapter, the researcher introduced the topic, presented the

problem, the significance of the study, delimitations of the study and the procedure that

was adopted to address the issue at hand. In this chapter, the researcher aims to review

the literature related with the topic. The chapter explains the theoretical framework of the

study and discusses different studies already undertaken in the field of teacher education

in general and the Pakistani perspective in particular.

2.1 CONCEPT OF EDUCATION

Education is a process to change behavior of the individuals. It is an activity that

transforms the behavior of the person from ‘intrinsic’ behavior to ‘human behavior’. It is

a complete development of the individuality of a child so that he can make an original

contribution to human life according to the best of his capacity (Taneja, 2004). On the

other hand Singh & Nath (2005) are of the view that education is not only the individual

activity but also a social process. The ultimate aim of the process is the overall

development of individual’s personality so that he may also contribute to the nation’s

development. The development of a nation along with a conscious and productive

citizenry depends upon the standards of education.

Education is the process, which directs the individual towards the right direction.

It is the prime responsibility of education to direct undeveloped attitude, abilities, interest

and needs of the persons. It is not limited to classroom only and not limited to a specific

period of life. It includes all the experiences throughout life but institutions are a great

source to develop and direct individuals in proper directions. Education is a social

9

process and it can be continued in a social environment either in institution or community

out side the school. The whole system of education is planned for the child/learner and

teacher plays an important role in this system (Rao, 2004). No doubt teachers are the

most important component of the system of education. What do they teach and how well

they teach, they have a complex responsibility to furnish individual’s personality. It all

depends on their qualification, training, their attitude towards this profession, their skills

to teach, their interest in the profession and the particular environment in which they are

performing their duties and quality of teaching they are providing to their students and

how much they are interested for the well being of the learner (Sapieha, 2007).

Teachers’ quality is the key component in the system of education. They are

considered the overall significant contributors in the development of any country because

they perform the very duty to make the children able to be good citizens of the society.

That is why it is said that they are in the most complex phenomena of the society.

Knowledge is being increased day by day and the changes emerge within the blinking of

an eye. In this modern age, the purpose of education is the development of the

individual’s whole personality. The teachers should have deep sense of knowledge and

understanding of the psychology of children and also the skills to apply that knowledge

(SAHE, 2002).

2.2 CONCEPT OF TEACHING

There has been a lot of confusion regarding the concept of teaching (Anees,

2005) and how teaching should be defined. Even in more complex situation called the

classroom, a clear and precise definition of teaching cannot be given. Teaching means

many different things and the teaching acts vary from person to person and from situation

10

to situation. Teaching is the art of assisting another person to learn. It included provision

of information (instruction) about appropriate situation, conditions or activities designed

to facilitate learning. Teaching is an interaction between teacher and student, under the

teachers’ responsibility in order to bring about expected change in student’s behavior.

According to McBer (2000) Effective teachers can create environments which provide

opportunities to learn and change the behaviour, in which pupils are well managed and

motivated for learning. From the pupils’ perspectives, they are mostly looking to the

teacher to create a sense of security and order in the classroom, an opportunity to engage

actively in the class and for it to be an interesting place. On the other hand, department of

education New Jersey (2004) set standards for teaching in classroom and stated the roles

and responsibilities of the teacher regarding students’ learning. It described that teachers

are required to have knowledge, skills and certain competencies of teaching to meet the

requirement of the changing era. Learners may confront different types of problem and

innovative practices adopted by the teacher can be a contributing factor to improve the

conditions.

2.3 CONCEPTUAL FRAME WORK OF TEACHER TRAINING

Education is an important investment for any program for socio economic

development of any country. This is being considered as an investment in future. The

future of the nations depends upon the type of education provided to their youth. The

investment in education also pays in terms of productive citizens with the sense of service

to the nation.

11

Teacher training program is a highly pertinent topic in the context of far reaching

projections being made in the field of education in Pakistan. It has its achievements and

set backs spread over the last 50 years. The endeavors have been both encouraging and

disappointing.

A section of the population builds upon a thesis that planning for teachers

education in the next 25 years be linked with the manpower and economic planning

(Govt. of Pakistan, 1998) so that the number and extent of jobs likely to be available in

any given year be known in advance. Following this system the teacher training

institutions should also regulate their programs accordingly, but the stark fact observed so

far is that the learners in general do not seem to absorb the knowledge that the institutes

of learning give them. This is questioned by a section of scholars if the knowledge given

is valueless and probably that is why the learners spurn it.

There is a consensus according to Sekhar (2003) that the work experience or job

oriented courses would make education valuable to the learners and thereby make them

interested in their lives and at the same time increase their chances for possible

employment in the relevant fields. For this purpose, it is necessary that the curriculum

structure is integrated in right proportions, the general, the professional, the scientifically

oriented and society need based courses be introduced at various programs to make the

learners creative and rational. The formulation and effective implementation of this kind

of curriculum structure demands research.

2.3.1 Teacher Training or Teacher Education

Teacher education is defined in terms of an emphasis on cognitive development

and specialist understanding of the subject the teacher teaches. It also make sense to

12

suggest that teacher education comprises wider perspectives including an understanding

of the social, economic and professional aspects of education, psychological and social

theories and knowledge of teachers; roles and responsibilities. Meiers & Ingvarson

(2005) view Teacher education as translation of theory of good teaching into practice.

There is a strong link between theory and practice of teaching. When teachers have a

good understanding of the theory behind particular practices and programs, they can

adapt the strategy they have learnt to the circumstances in which the teacher is trying to

use it. But teacher training according to Newmann & King (2001) is to develop certain

competencies required for teaching or certain skills required for the teachers for some

certain activity. Teacher education now includes every aspect of the student teachers’

personality. We may define teacher education as such institutionalized educational

procedures that are aimed at the purposeful organized preparation or further education of

teachers who are engaged directly or indirectly in educational activity as their life work.

This concept of teacher education does not exclude members of other professions who

prepare for teaching as secondary or supplementary activity.

The aim of teacher education is the formation of educated and cultured persons

concerned with education. The aims and objectives of teacher education are intimately

related to the ideals of education. In the past it was believed that those who had acquired

knowledge needed no particular skill to transmit it. It follows, therefore, that any one who

knows a subject well can teach others. Without any training a teacher may teach well, but

with training he may do still better, since he learns the scientific aspect of teaching which

includes the skill of handling various teaching aids, art of questioning and treatments of

answers, class management, etc. Teacher Education as defined by Sekhar (2003) is all the

formal and informal activities and experiences that help to qualify a person to assume the

13

responsibilities of a member of the educational profession or to discharge his

responsibilities more effectively.

It can be said that teacher education and teacher training are terms that can be

interchanged with ease for many purposes. Generally, teacher education is related to the

teaching process, acquisition of pedagogical skills and knowledgeable aspect of the

teachers. Both education and training should contribute to the development of

professional attitudes and roles that are required to meet the challenges of the profession

of teaching (Aggarwal, 2000).

2.3.2 Concept of Teacher Training

It is important as well that the teacher training should not only be effective, but it

should be compatible with the value system of the society. In a country like Pakistan,

which owes its very existence to an ideology based on religious faith, it is even more

important that the teacher education is planned and directed in accordance with the

tenants of its faith. Teachers’ role in a Muslim society emphasizes that the teacher

training should produce teachers who fear God, comply with Shariah; posses sound

personal character and a model personality for the student (Iqbal, 2000). Teacher training

also means to enable teachers to develop potential of the students, to serve as a role

model for them and to encourage self confidence and their creativity (Bansal, 2007).

The focus of teacher training is to develop certain competencies required for

teaching. It is also stated by Meiers & Ingvarson (2005), Newmann & King (2001) that

expert teachers do better than experienced teachers, particularly in the class rooms, the

situations they indulge their students and the degree to which extent their students attain.

The learners who are taught by the expert teachers exhibit a certain level of

14

understanding in a more coherent and integrated way. Teacher’s opportunity to learn can

be a crucial link between the instructional policy adopted by the teacher and classroom

practice. According to Moore (2004), teachers are required to be trained in the

acquisition of certain competencies to increase school performance and its capacity

building which are related to classroom management, planning; either long term or short

term, students related tasks as recording and reporting students' performance and after

having training, creating an environment in school to accept change. Finally we can say

the purpose of teacher training, according to Society for the Advancement of Education,

is to produce effective practitioners keeping in view all the aspects of process of

education who are able to produce the individuals play their role in society (SAHE,

2002).

2.4 OBJECTIVES OF TEACHER TRAINING

According to Sharon & Rossman (1995) good teacher education program can

produce teachers as constructors and philosophers depending on the strong base of

knowledge, values, skills and professional commitment. They understand how people

grow, develop and learn and try skills in field for the purpose they can get help from their

philosophy of reflection action and accountability. On the other hand, Binnet (2000)

argues that teacher education program should focus on emerging technologies as they are

the need of the changing era. Teachers should be prepared to use technology and be

scientific minded but sympathetic to students. Likewise, Silberman (2006) stated new

meaning and purpose of teacher training that teacher training program should enhance the

performance of teachers. Whenever teachers’ ability to perform a job is limited by the

lack of knowledge or skills it actually makes sense to bridge the gap by providing the

15

required training and instruction. It can be said that author focuses on bridging the gap

between knowledge and skills of the teacher through training.

Syed (2008) specifies some of the aspects of teaching which should be focused in

teacher training as its objectives.

1. Training to plan and organize subject matter and other related activities.

2. Classroom management is an important aspect of teaching. Teacher should be

trained to control the situations in classroom.

3. Teacher should be able to understand the fact that all the subject matter, contents,

skills and methodology used in classroom is useless if s/he is not aware of the

psychology of the learners.

4. Teacher should be enabled to evaluate the students carefully.

Aggarwal (2000) stated some of the objectives of teacher education.

1. To develop the ability to be a child with the learner and an adult with adults he/

she is dealing with.

2. To develop a sound command on content matter.

3. To develop skill to deal with the artificial environment of the class and stimulate

learning in the learning.

4. To develop the ability to observe and then generalization of the concepts.

5. To develop capacity to maximize resources of the school.

16

Al-Afandi and Baloch (2005) mentioned that the education and preparation of

teachers is the central, most crucial and most challenging problem involved in the

reconstruction of any education system. The most pressing problems in teacher education

are: imparting the right type of education to their young, promoting economic

development, improving community health and situation and developing competence for

co-operative action to manage the affairs of community and the country. Education in

general and teacher education in particular is related to the solution of all these important

problems. The effective teacher education programs are based on a conception of teacher

growth and development; acknowledge the complexities of the classroom, school and

community; are grounded in a substantial and verifiable knowledge base; and are

sensitive to the ways teachers think, feel and make meanings from their experiences.

2.5 SIGNIFICANCE OF TEACHER TRAINING

Quality of education depends on the quality of its teachers. To successfully

prepare effective teachers, teacher education should be a foundation helping teachers

learn to teach more effectively. It requires them not only to develop the ability to ‘think

like a teacher’ but also to put what they know into action. They need not only to

understand but also to do a wide variety of things, many of them simultaneously

(Hammond & Bransford, 2005).

The standards of learning of students are higher than they have ever been before,

as they need to know greater than before to succeed and survive in society. Therefore, the

importance of preparing teachers to exercise trustworthy judgment based on a strong base

of knowledge is increasingly important in contemporary society. Teachers are expected

not only to be able to keep order and provide information to students, they also need to be

17

increasingly effective in enabling diverse group of students to learn ever more complex

material and to develop a wider range of skills, that’s why now in modern age of

technology teachers are required to go beyond ‘covering curriculum’ to actually enabling

students to develop potential and capabilities. So, teachers’ professional development

programs need to be in order to provide teachers potential for providing productive

learning experiences for the diverse set of students (Bansal, 2007).

Now the question arises, what should be considered important regarding teacher

education programs to meet the challenges of the day? It was also the subject of the

policy of education (1992-2002) that teacher training program should focus on skills and

to change articulate role of teachers with the change in curricula, text books, teaching

methods and evaluation. Quality of education is directly related to quality of instruction

in classroom and teachers are the more crucial factors to bring quality by implementing

change and reforms at all levels.

Teacher’s performance is a critical input in the field of education. They try to

achieve all those goals set for them and other stakeholders. The job of the teacher is,

therefore, a very crucial one. It is usually said that school’s worth is precisely what the

teacher’s worth is and it is for this reason that the improvement in the teacher's education

is a first step in any educational reforms. They need to be trained to utilize their

knowledge, skills and abilities to achieve the set goals (UNESCO, 2004). Education

causes major change in attitudes, perceptions and practice. It opens new horizons for

teacher education programs. Teachers live in this changing world and they are expected

to prepare the next generation for the changing era. Quality of education and educational

change both are linked to the training and development of teachers. Especially in today's

informational society, teacher education is conducted as a source to facilitate changes and

18

implementation of innovations especially in the school system. Teacher education is

considered the starting point for bringing about change in society in all over the world

(Aviram & Richardson, 2004).

2.6 MAIN INSTITUTIONS OF TEACHER EDUCATION IN PAKISTAN

Since the creation of Pakistan vast and vivid enlargement in teacher education

institutions has been occurred. Present status of teacher education institutions in number

was highly appreciable. There were 30 high schools and 90 elementary colleges which

have been running teacher training programmes for PTC (primary teaching certificate)

and C T (certificate in teaching) teachers. There were 11 colleges of education, four

institutes of education and research and two departments of education of universities

entertained bachelor degree programme preceded by secondary school teacher education.

Allama Iqbal Open University had also its share in training teachers by means of distance

learning. It entertained the teachers with several programmes like PTC, CT, B.Ed, and

M.Ed for the education of teachers (Govt. of Pakistan, 1998b).

Training institutes in Pakistan could train 30,000 teachers per annum. Every

institute has a pressing demand for admission. Sometimes the candidates who aspire to

get admission exceed the seats available. In AIOU 10,000 candidates get registered and

about 7,000 get through the course every year: while the PTC, CT and B.Ed programmes

are rendered continuously. There were no particular criteria for teachers. The teacher who

holds masters degree can be appointed as a teacher educator, although preference was

given to those who hold master degree in education or have a relevant diploma in

education. While for primary, middle and secondary school teachers, pre service training

was needed and necessary to be appointed as a teacher in education service: however,

19

there is not such kind of requirement at higher secondary and degree level. Considering a

large number of educators (i.e) 4, 0,000 being trained in training institutions, one

misjudged and concluded that the existing institutions were sufficient enough to meet the

needs of demand and supply situation in our country. It was estimated that 65,000

teachers who got training were unemployed. This was all because of the continuous ban

on new recruitment for the past five years (Govt. of Pakistan, 1998a).

At present, a few institutions in the country offer an integrated programme at

B.Sc. +B.Ed. level known as B.S.Ed. programme. These programmes have proved

successful as they attract students at F. Sc. Level and induct them in the teaching

profession by providing them 3-years integrated training with the benefit of two degrees.

It enables the student to receive the qualifications of both the B. Sc. And the B. Ed. levels

and enables them to pursue their higher studies at M. Sc. And M. Ed. levels. This open-

ended facility to pursue either of the two programmes has attracted a vast number of

talented students to the teaching profession. Govt. of Pakistan (1998) proposed to expand

this facility horizontally to those students who want to obtain general education as well as

obtain a B. Ed. Degree through an integrated B. A. + B. Ed. programme at the colleges of

education. The students of these programmes will have the opportunity to continue

their studies at M. A., M.Sc. or M. Ed. levels. These teachers will be equipped with

academic background of school subjects and be trained in pedagogical skills to teach

students from grades 6 to 10. All Colleges of Education will offer this combined

degree programme to meet the emerging needs of quality teacher education at the

secondary level.

20

Table 2.1 Showing the number of teacher training institutions in the country

Source: Government of Pakistan 1998

Good governance in educational institutions will be achieved by imparting

intensive training in management and supervision through Provincial Institutes of

Teacher Education (PITEs) to all headmasters/headmistresses and personnel of

supervisory cadres. A National Institute of Teacher Education and Training (NITET) will

be set up at the national level to improve the capability of academic staff in teacher

training institutions. About 300 teacher educators will be enabled to improve their

professional qualifications through this institute every year. Govt. of Pakistan (1998)

suggested that the academic calendar of these institutions will be extended by curtailing

spring winter and summer vacations. The programme will be based on semester system.

The scheme of studies for B. Ed. programme will be revised to offer B. Ed.

(Technical) to the trainees. The existing programmes of M. Ed. (Technical) in high

schools will be expanded to ensure supply of trained technical teachers. A rational

planning system will be introduced. The offering of Matric (Technical) in high schools

Programs and Institution Punjab Sindh NWFP Balochistan Federal Total

PTC /CT (G.C.E.Ts) 34 24 18 10 04 90

B.Ed /B.S.Ed (Colleges of Education)

08 04 02 01 01 16

M.Ed / M.A (Education) IERs /University

Departments of Education

04 02 02 01 - 09

Education Extension / Staff Development Directorates (In-service Education)

01 01 01 01 - 04

P.I.T.Es 01 01 01 01 - 04

21

will correspond to the number of trained teachers that become available every year. Thus

a surety of employment will attract young graduates to this field (Govt. of Pakistan,

1998a).

2.7 PROGRAMMES OF TEACHER EDUCATION

Teacher education is not an end in itself. It is a means to an end. The aim of

teacher education is the aim of education itself. On the quality of teachers depend the

realization of aims that the school seeks for their students to achieve. The keynote of the

third five-year plan is also “quality of education”. One of the greatest hindrances in the

implementation of educational programmes is the inadequate supply for proper

implementation of educational plans along with the quantitative expansion of teacher

education we have to bring the question of the standard of the output of teacher education

(Anees, 2005).

2.7.1 Pre service Teacher Education

Since Independence, there has been a substantial expansion in teacher education

institutions. At present, there are 90 elementary colleges and 30 high schools, which offer

teacher training programs for P.T.C (Primary Teaching Certificate) and C.T (Certificate

in Teaching) to teachers. Institutions, which prepare secondary school teachers, are

known as Colleges of Education. There are 11 colleges of education, four Institute of

Education and Research and two Departments of Education of universities. These

institutes and departments offer B.Ed leading to M.Ed, M.Phil. and P.hD. degrees.

Supervisors and administrators are trained in the institutes of education and research and

departments of education in the universities. The Allama Iqbal Open University (AIOU)

is also contributing in the training of teachers by means of distance learning.

22

The annual training capacity of all the formal training institutions is about 30000

in almost all the institutions; there is a pressing demand for admission in teacher training

programs. In most of the cases, there are more applicants than seats available. The total

enrolment of AIOU is about 10000 per annum of which about 7000 complete various

courses every year. The P.T.C, C.T and B.Ed programs of AIOU are offered in

alternative semesters. The staff of the teacher training institutions belongs to the

education service. There is no special cadre of teacher educators. Any serving teacher or

lecturer with a Master’s degree, with or without professional qualifications can be

appointed as a teacher educator although preference is given to those who hold a Master’s

degree in Education. Pre-service teacher training is an essential pre-requisite for teaching

in primary, middle and secondary schools. However, no pre-service training is required

for teaching at higher secondary and degree levels. Keeping in view the existing capacity

of our teacher training institutions, which is around 40000 including AIOU, one may

safely conclude that the existing institutions are sufficient to meet the quantitative

requirements of teacher training in the country. It is estimated that around 65000 teachers

with different qualifications are unemployed because of the imposition of a continuous

ban on new recruitment.

There are two main training programmes offered for secondary school teachers in

colleges of education: a one year B.Ed programme (14+1 model) and a three year B.Sc +

B.Ed programme (12+3 model). These are the pre service training programmes as shown

in table. Moreover, there are two programmes of one year duration each i.e. PTC and CT.

Two degree programmes of advanced levels i.e. M.Ed. and M.A. Education are also

offered.

23

Table 2.2: Showing the teacher education programmes

Training Programs

Qualification for Admission

Duration of Training in Academic Years

Class to Teach

P.T.C Secondary School

Certificate

1 Year I-V

C.T Intermediate 1 Year I-VIII

B.S.Ed

(12+3)

Intermediate 3 Years VI-X

B.Ed (14+1) B.A /B.Sc 1 Year VI-X

M.Ed B.Ed 1 Years VI-X + Students Teachers

of PTC, CT and B.Ed

+Supervision

M.A

(Education)

B.A /B.Sc 2 Years VI-X + Students Teachers

of PTC, CT and B.Ed

+Supervision

Source: Government of Pakistan 1998

2.8 TRAINING PROGRAMME FOR SECONDARY SCHOOL TEACHERS

The institutions preparing secondary school teachers are known as colleges of

education, institutes of education and research, and departments of education in

universities. There are two main training programs i.e. B.Ed (14+1 model) and BS Ed.,

which is a three years B.Sc +B.Ed programme (12+3 model).

One year B.Ed Programme (14+1 model)

The duration of this programme is 48 weeks. Whereas in department of

universities and institutes of education & research semester system is adopted for this

programme, in the colleges affiliated with the universities, there is annual system.

24

Core Courses

The core courses for the B.Ed. programme consist of perspectives of education in

Pakistan, human development and learning, school organization and management,

evaluation and guidance, school society and teacher and English.

Elective and Options

The student teachers have the option to select two subjects as teaching subjects

(contents and methods of teaching) consisting of 200 marks from the following areas.

i. General

ii. Science

iii. Industrial

iv. Commercial

v. Agriculture

vi. Home economics

Teaching Practice

The eight week teaching practice has been divided into two parts: a) short term

practice of three weeks and (b) long term practice of five weeks. Teaching practice is

based on the following:

Every student teacher has to demonstrate two lessons from both the elective

subjects. S/he is required to teach 60 lessons under the supervision of teacher educators

of respective institution. Each of the prepared lessons will have a lesson plan, preparation

of instructional aids, methods of presentation and assessment of performance.

25

B.Sc +B.Ed three years integrated programme( 12+3 model)

This programme is of three years duration and at present is being offered in UOE

township campus Lahore and Federal college of Education H-9, Islamabad.

In this programme the break up of courses is as under:

i. Academic courses

ii. Specialization

iii. Professional

a. Core

b. Elective

iv. Special methods of teaching

Academic Courses

As academic courses, Pakistan studies, Urdu language and literature, English

language and literature and Islamiyat are taught.

Specialization

For specialization six groups i.e. general group, science group, commerce group,

agriculture group, home economics group and industrial groups were proposed in the

policy but still science group is being offered and students have to elect any three

courses( but not directly related to the area of content specialization) from cultural

anthropology, Socio-economic problems, political science and current affairs,

environmental sciences, human and commercial Geography, military science, Islamic

26

culture, study of literature, population education, arts and crafts, science and man, general

psychology, general philosophy and general science.

Professional Courses

Professional courses are further broken up into core and elective.

In core professional courses, there is an emphasis on perspectives of education in

Pakistan, human development and learning, school organization and management,

evaluation and guidance, school society and teacher and individual project.

In elective professional courses, the students are required to choose one subject

from educational planning, guidance & counseling, curriculum development,

comparative education, education of exceptional children, theory & history of education,

modern trends in teaching, preparation and use of instructional materials and educational

technology.

Special Methods of Teaching

In this segment prospective teachers are required to choose two subjects from

their area of specialization.

Teaching Practice

The duration and procedure of teaching practice is same as of B.Ed programme,

which is of six weeks duration, but in B.S.Ed programme it is being done in two parts i.e.

three weeks each in B.S.Ed I and B.S.Ed II.

Evaluation criteria

Anees (2005) has stated that assessment in each academic and professional course

is based on (i) attendance (ii) Two Assignments (iii) Two Tests: mid tem and final. Ten

27

percent of the marks are awarded to attendance, fifteen percent to each of the

assignments, twenty five percent to mid term tests and thirty five percent to the final test.

Assessment in the individual projects is based on:

1. Panning and designing of project

2. The Project Submission

3. A Viva Voce

Assessment in teaching practice is based on (i) Practical work undertaken during

the terms (observation, discussion, preparation of lessons, teaching), (ii) the final four

lessons given at the end of the term. The student is required to obtain at least a pass mark

(above 40%) in all courses to qualify for the B.Ed. award.

B S Education (12+4) 4 years Programme

There is a consensus amongst all the stakeholders that the quality of teachers in

public sector is unsatisfactory. Poor quality of teacher in the system in large numbers is

owed to the mutation in governance, an obsolete pre service training structure and less

than adequate in service training regime. Presence of incompetence in such a large

quantity and permeation of malpractices in the profession have eroded the once exalted

position enjoyed by teachers under the eastern cultural milieu. Teaching has become the

employment of last resort of most educated young persons; especially males. (Govt of

Pakistan, 2009)

The national educational policy actions state that a bachelor’s degree, with a

B.Ed, shall be the requirement for teaching at the elementary level. A master for the

secondary and higher secondary with a B.Ed, shall be ensured by 2018. PTC and CT shall

28

be phased out through encouraging the present set of teachers to improve their

qualifications, while new hiring shall be based on the advance criteria. Exception shall be

made in case of less developed areas where teachers with relevant qualifications are not

available. Diploma in Education (D.Ed) may be used as intermediate qualification till

B.Ed teachers are available universally. (Govt of Pakistan, 2009)

Teacher education has undergone reforms in many countries. Such reforms are related to

the need to address important goals such as universal primary education (UPE), education

for all (EFA), and the need for new technology in education. In line with improvements

in technology, teacher education is expected to produce graduates who are technology

compliant. In line with equipping newly qualified teachers with requisite teaching skills,

there should be aggressive effort to reform and revisit teacher education courses

(Samkange, 2012).

BS 4 year Degree Program Scheme of Studies

Eligibility Criteria

1. FA/F.Sc / A level or equivalent with minimum 2nd Division.

2. FA/F.Sc / A level with school subjects

Duration: 4 years

Semester Duration: 16-18 weeks

Semesters: 8

Course load per semester: 15-18 Credit Hours

Number of Courses per semester: 5-6

29

Structure of the Scheme

Courses Credit Hours

Compulsory Courses 19

Professional Courses 51

Foundation Courses 24

Content Courses 26

Teaching Practice 15

Total Credit Hours 135

Year / Semester wise Scheme of Studies

1st Year

SEMESTER – I

S.No Courses Credit Hrs

1 Functional English-1 (Compulsory) 3

2 Islamic Studies/Ethics (Compulsory) 2

3 Child Development (Foundation) 3

4 Urdu / Regional Languages (Content) 3

5 General Science (Content) 3

6 General Methods of Teaching (Foundation) 3


30

SEMESTER – II


1 English-II ( Communication Skills Compulsory) 3

2 Computer Literacy (Compulsory) 3

3 Classroom Management (Foundation) 3

4 General Mathematics (Compulsory) 3

5 Pakistan Studies (Compulsory) 2

6 Methods of Teaching Islamic Studies 3


2nd Year SEMESTER – III


1 Teaching Literacy Skills (Professional) 3

2 Art, Crafts and Calligraphy (Content) 3

3 Teaching of Urdu / Regional Languages

(Professional)

3

4 Teaching of General Science (Professional) 3

5 Instructional and Communication Technology

(ICT) in Education (Professional)

2

6 Teaching Practice (Short Term) 3

31


SEMESTER – IV


1 Classroom Assessment (Foundation) 3

2 Teaching of English (Professional) 3

3 Teaching of Mathematics (Professional) 3

4 School Community and Teacher (Foundation) 3

5 Teaching of Social Studies (Professional) 2

6 Teaching Practice 3


3rd Year SEMESTER – V


1 English – III ( Technical Writing & Presentation Skills

Compulsory)

3

2 Foundations of Education (Foundation) 3

3 Content Course-I

( From Selected Discipline-I)

3

4 Content Course-I 3

32

( From Selected Discipline-II)

5 Curriculum Development (Foundation) 3

6 Educational Psychology (Foundation) 3


SEMESTER – VI


1 Contemporary Issues and Trends in Education (Professional) 3

2 Content Course-II


3

3 Content Course-II


3

4 Comparative Education (Professional) 3

5 Introduction to Guidance and Counseling (Professional) 3


4th Year SEMESTER – VII


1 Content Course-III


3

2 Content Course-III 3

33


3 Pedagogy – I (Methods of teachings related to specialization-I) 3

4 Pedagogy – II (Methods of teachings related to specialization-II) 3

5 Research Methods in Education (Professional) 3

6 Teaching Practice (Short Term) 3


SEMESTER – VIII


1 School Management (Professional) 3

2 Test Development and Evaluation (Professional) 3

3 Teaching Practice (Long Term) 3

4 Research Project (Professional) 3


Grand Total Credit Hours 134

Note: After completing 2 years, the universities / institutions may award an

Associate Degree in Education (ADE). However, the students admitted for 4

years degree programme will continue for 3rd and 4th year.

34

2.9 DEVELOPMENT OF TEACHER EDUCATION

Teacher education in Pakistan can be traced back to 1804 when two teacher-

training institutions were established at Lahore and Karachi and these two institutions

provided non-formal teacher training programmes. In 1854, the institution at Karachi was

made a normal school and it began to offer J.V. (Junior Vernacular) certificate. The

institution at Lahore was made a normal school and offered J.V certificate in 1856. In

1947, when Pakistan came into being, the following were the programmes for training of

the teachers for different categories:

Table 2.3: Showing the trainings for the teachers of different categories

S.No Name of Course Required Qualification for Admission

Duration of Training

Classes to Teach

1 J.V (Junior Vernacular) Middle 1 Year 1-5

2 S.V (Senior Vernacular) Matric 1 Year 1-8

3 C.T (Certificate of

Teaching)

Intermediate 1 Year 1-8

4 O.T (Oriental Teacher) Certificate in

Oriental Language

1 Year Oriental

Languages

5 B.T (Bachelor of teaching) Graduation 1 year 6-10

Source: Government of Pakistan (1998)

35

The 1947 Education Conference expressed concern about teacher education and

recommended revision of teacher education programmes to make them compatible with

changing needs (Siddiqui, 1992). Furthermore, Govt. of Pakistan (1959) recording the

fact that teacher education played an extremely vital role in an educational system

conceded/reassured that no system of education can be better than the teachers who serve

it. The education commission of (1959) recommended the following academic and

professional standards for teachers of different standards.

Table 2.4 Showing the professional standards for teachers

S.No Required Qualification for

Admission

Duration of Training Classes to

Teach

1 Matric 1 Year 1-5

2 Intermediate 2 Years 6-8

3 Bachelor’s Degree 2 Years 9-10

4 Master’s Degree A Short Training

Course

11-12

Source: Government of Pakistan (1998)

According to Shami (2005), the Education Policy 1972-80 promulgated w.e.f

1972 suggested that in order to meet the massive requirements of teachers at all stages,

reorganizing teacher education would increase facilities for teacher education

programmes and by introducing innovative techniques. It was recommended that all

teacher-training courses be revised and reformulated. As a first step the curriculum for

the elementary and secondary stage was revised.

36

National Committee of Experts on Secondary School Teacher education revised

the curriculum for secondary school teachers and introduced one year B.Ed programme.

The scheme of studies was spread over 48 weeks duration and was based on semester

system.

The National Education Policy 1979 promulgated w.e.f 1979 also remarked that

the teacher was the pivot of the entire educational system and suggested to strengthen the

teacher education in the country. Under the policy, all the primary teacher training

institutions and normal schools were upgraded to elementary colleges of education for

elementary teachers (Govt. of Pakistan, 1979).

2.9.1 Pre-Partition Development of Teacher Education

As a nation, Pakistan is very young but as a culture, it is centuries old. To

understand teacher education in Pakistan, it is necessary to look into retrospect at the

many facets, which have had a part in its development. The first facet is the values, which

are fundamental to the Muslim society. From the earliest days of Islam, Muslims have

held education in high esteem (Mahmood & Sheikh, 2000; Anees, 2005).

The second facet of education is that Pakistan is the creation and development of

educational institutions perpetuating the values of the Muslims society. During the Pre

British period, the character and objectives of educational institutions fluctuated and

remained uncertain because the matter was a private concern and the state never became

conscious of the uplift of its subjects. Private educational institutions continued during

the British period (Farooq, 1994).

37

The third facet is the development and expansion of the curriculum in Muslim

educational institutions. Language has had an important part in curriculum change and

expansion. In the Maktab (School), the curriculum included those portions of the Quran

that every Muslim was supposed to be aware of to act dedicatedly regarding religion.

This meant that the medium of instruction was Arabic. Since Persian was the language of

the court of the Mohammedan rulers of India, schools emphasizing the Persian language,

as the medium of instruction, were established.

Fourthly, the role and status of the teacher in the Muslim society in the pre-

Mughal period was that of a learned person who disseminated knowledge to his/her

pupils at his/her own home. Those who knew technical skills passed these to their heirs.

The Imams of the mosques taught Quran and earned their living from the lands that were

endowed to them. Precisely, teaching was not considered a job or a profession. This

logically led to the absence of teacher education. In the British period, however, it was

felt that the teacher needed further education in order to be distinct from his pupils.

Through the establishment of Normal schools it was expected that the teachers would

improve their qualifications. (Mahmood & Shaikh, 2000)

Fifthly, the method of instruction was based on a command over reading the

classical texts. Whereas there was an emphasis on reading the Quran to learn the Arabic

language, learning of Persian was based on reading of Saadi and Hafiz. Akbar and

Aurangzeb introduced some reforms so that the students might relate things to their daily

life. These reforms were further improved during the British period. It is now being

recommended that the teachers should make use of modern methods of instruction (ibid).

38

2.9.2 Post Partition Development of Teacher Education

According to Jumani (2006) efforts to reform the system started in 1947 with the

Pakistan educational conference, which was called on the initiative of the founder of

Pakistan, Quaid-e-Azam Muhammad Ali Jinnah to review the system of education and

suggest improvements. The primary and secondary education committee of the

conference, recognizing the role of teachers in national development, declared, “that a

properly trained and reasonably well paid teaching profession was essential to the

building up of a great state”. The committee further noted that the introduction of free

and compulsory education would require a large number of teachers and, therefore, it was

suggested to adopt special measures to meet this need. The committee also recommended

the adoption of short-term courses for the training of teachers in order to meet the

growing demand of teachers, and adding research departments to training institutions for

the study of special problems related to teaching.

Participants in the conference suggested, that “The provinces should take

necessary steps to ensure the proper training of teachers and an adequate salary scale”.

Since then, Governments have attempted to bring teacher training programmes into line

with the developmental and social needs of the country.

2.9.3 National Education Policies and Teacher Education

Teacher education is a very important sub-sector in the area of education.

Keeping in view its importance, due consideration has been given to teacher education in

educational policies.

39

The committee on teacher training agreed that a properly trained and reasonably

well paid teaching profession was essential to the building up of a great state. It therefore,

suggested that the provinces should take necessary steps to ensure, the proper training of

teachers and an adequate scale of salary. In particular, the committee stressed the

desirability of adding research departments to training institutions for the study of special

problems relating to teaching (Gov. of Pakistan, 1947).

The commission on National Education (1959) presented a comprehensive report

on teacher education. The commission suggested that the professional competence of the

staff of the training institutions was of great importance.

The commission further suggested:

i. There should be a staff training college in each wing of Pakistan for primary

school teachers training institutions.

ii. These colleges should include a research unit where educational problems

relating to primary teacher training can be investigated.

iii. Every staff member of these colleges should be selected periodically

preferably at the end of the every five years, to serve as a teacher in a typical

school so that he/she may keep himself/herself thoroughly acquainted with

school needs and problems (Govt. of Pakistan, 1959).

The policy envisaged that in order to meet the increasing man power

requirements for trained teachers, the study of education, as a subject, will be introduced

in secondary schools and in general colleges and students passing this subject at the

40

matriculation, intermediate or degree level examinations will qualify as primary, middle

or high school teachers respectively. (Govt. of Pakistan, 1972).

The policy further envisaged that candidates admitted to the teacher education

institutions will be required to possess strong commitment to the ideology of Pakistan. In

order to ensure continuous professional growth, all teachers will be required to undergo at

least one in-service training course during every five years. In order to promote pre-

service teacher education, all the primary teacher training institutions and normal schools

will be upgraded to colleges of elementary teachers. The academy of higher education of

the university grants commission will provide pre-service and at least one in-service

training opportunity to all the university and college teachers every five years.

As against the quantitative output which had been the order of the day for the past

few years, the policy recommends qualitative improvement. More emphasis will be given

to the teaching of teachers in science, mathematics, industrial arts, agriculture, commerce

and home economics etc (Govt. of Pakistan, 1979).

The policy emphasized the need to motivate teachers to improve the effectiveness

of teaching learning process. For this purpose, the policy suggested to start a system of

rewards, incentives, career opportunities, teaching facilities and prominent status to the

teachers in the society.

Accordingly, the policy provides guidelines for intimate association of teachers

and scholars with the process of educational reconstruction. The policy has pointed out

that there is no hope of advancing the quality aspect of education unless the teacher

revives his commitment to the profession and is only given a place of honour and

recognition in the society (Govt. of Pakistan, 1992).

41

There has been a constant observation that the duration of primary school

teaching certificate is far below the norm of other developing countries in the world.

Generally, the programmes for primary school teaching certificates range from 12 to 16

years of both general education and teacher training programmes. The norm is therefore,

around 14 years of education in most of the countries in the world. It is proposed in the

policy to start a 3 year diploma in education for matriculates. Though this diploma, the

prospective teachers will study up to the higher secondary school level as well as obtain

pedagogical skills for teaching at the primary level. This diploma will provide the

teachers with integrated training in the school subjects as well as pedagogical skills. This

will enable them to pursue either general studies up to B.A, B.Sc and M.Sc level or

continue to serve the teaching profession.

At present only two institutions in the country offer an integrated programme at

B.Sc plus B.Ed level known as B.S.Ed programme. This programme has proved

successful as it attracts students at F.Sc level and inducts them in the teaching profession

by providing them 3 years integrated training with the benefit of two degrees. It enables

the students to receive the qualifications of both B.Sc and B.Ed levels and enables them

to pursue their higher studies at M.Sc and M.Ed levels.

It is proposed to expand this facility horizontally to those students who want to

pursue general education as well as obtain a B.Ed degree through an integrated B.A plus

B.Ed programme at colleges of education.

The curricula of PTC, C T, B.Ed and M.Ed levels will be improved so as to make

these programmes learner-centered. They will also provide opportunities to the

prospective teachers to receive necessary training in pedagogical skills involving

42

creativity, problem solving, project method and use of other innovative approaches. The

academic calendar of these institutions will be extended by curtailing spring, winter and

summer vacations. The programmes will be based on semester system.

2.9.4 Five Year Development Plans and Teacher Education

The plan projected to open 25 new primary teachers training institutes and to

produce 43500 new trained teachers for primary schools by 1960. It proposed to open

five education extension centers and one institute of education and research at university

level. It was planned to provide 1840 trained teachers for secondary schools (Govt. of

Pakistan, 1957).

During the plan period no new primary teachers training institution could be

opened against the targets of 25, rather the number of primary training institutions

decreased from 97 to 75 during the plan period. The plan failed to raise the annual output

of trained primary teachers. This number remained unchanged at 7400 teachers by the

end of the plan period by raising annual in-take of the training institutes from 40 to 100

students. The plan fell short of the target by 40 teachers, i.e. 97.8 percent achievements

(Haq as quoted by Muzzafar 2002).

It was envisaged to open 15 new training institutions for primary school

teachers, 3 new training colleges for secondary school teachers and an education

extension centre for the in-service training. It also set the targets of producing 1,560

trained primary school teachers and 3,125 secondary school teachers annually (Govt. of

Pakistan, 1966).

All the targets set for teacher’s training were fully achieved. During the plan

period 15 new normal schools and 3 new training colleges were opened showing 100

43

percent achievement. For the provision of in-service training facilities the plan provided

the planned education extension centre and 3 more regional extension service centers

against none in the plan (Govt. of Pakistan, 1966).

The plan envisaged to produce 20,000 trained primary school teachers and 52,000

secondary school teachers annually during the plan period no new training school /

institution was proposed in this plan. (Govt. of Pakistan, 1971).

For teacher’s education, no new training institutions were opened as planned.

Actually the annual output of primary school teachers fell from 14,600 in 1960 to 13,000

in 1970, and the output of secondary school teachers fell from 3,200 to 31,00 due to lack

of job opportunities showing 35 percent and 94 percent shortfall of the target (Govt. of

Pakistan, 1971).

The fourth plan proposed to open 17 new primary teachers training institutes with

an annual output of 5,000 primary school teachers. While 4 new training institutes for

secondary teachers were to be established with an output of 14,000 secondary school

teachers. For in-service training one more education extension centre was to be setup

during the plan period. (Govt. of Pakistan, 1970).

Actually 25,000 additional teachers were inducted into government service

through nationalization (Govt. of Pakistan, 1979).The above achievements were the

period of 1970-72. During the Indo Pak war the implementation of the fourth plan was

stopped and after the war the annual development plans were implemented during the

period 1972-1978.

During the plan period for the additional requirements of teachers, the existing

training institutions were sufficient. So no new institution was planned. However, it was

44

proposed to introduce an education stream at the intermediate particularly in girl’s

colleges to teach classes I-VIII. Further more in-service training was emphasized (Govt.

of Pakistan, 1978).

During the plan period no new institution of teacher training was opened as was

planned. The education stream in the colleges was introduced. (Govt. of Pakistan, 1983).

The sixth plan proposed and modified system of teacher training under which

teachers were to be placed for training after recruitment to meet the shortage of trained

primary school teachers (Govt. of Pakistan, 1983).

The seventh plan envisaged no new teacher training institute rather qualitative

improvement was emphasized. A system of incentives, in the form of awards,

recognition, performances were to be introduced. In-service training was to be expanded

(Govt. of Pakistan, 1988).

The eighth plan proposed that eight exiting colleges of elementary school teachers

will be upgraded as model institutions, which will offer and disseminate modernized

teacher training curricula and techniques. In addition 66 teacher training outputs will be

established at the premises of rural girl’s high schools to facilitate the training of female

teachers in rural areas. At present there are 110 institutions of training of primary school

teachers and 11 colleges for training of secondary school teachers. In addition, there are

about 100 teachers training units attached to secondary schools. The annual training

capacity of the exiting primary school teachers training institutes is about 27,000

teachers, which will produce about 1, 3,5,000 teachers during the plan period and will

improve the quality of existing teacher training schools and colleges (Govt. of Pakistan,

1994).

45

Establishment of elementary teachers training college (women) Khuzdar in

Balochistan, construction of buildings of 2 existing Elementary teachers training colleges

I each in Punjab and NWFP, improvement of physical facilities of all existing elementary

teachers training colleges in Sindh and 2 elementary teachers training colleges in

Balochistan (Govt. of Pakistan, 1994).

During the year work was completed in 6 elementary teachers training colleges

and 2 colleges of education (Govt. of Pakistan, 1995).

During the year construction work was completed in 11 elementary teachers

training colleges and 2 colleges of education: Master Trainers were trained to conduct in-

service training of primary and secondary school teachers at District level (Muzzafar,

2002).

During the year construction was completed for two elementary teachers training

colleges in Sindh and an Hostel Building with elementary teachers training college Qallat

Master trainers were trained to conduct in-service training of primary and secondary

school teachers at district level (Muzzafar, 2002).

During the year construction work continued on elementary teachers training

colleges throughout the country, workshops and training activities were arranged by

curriculum wing. Ministry of Education at federal level and provincial Governments at

suitable locations (Govt. of Pakistan, 1998).

During the 8th plan except the Primary and secondary education, government did

not provide any suitable data about targets and their achievements due to lack of financial

resources. During the plan period, the main stress was on providing physical facilities to

the existing institutions.

46

2.10 QUALITY OF TEACHER EDUCATION IN PAKISTAN

Farooq as quoted by (Ramzan, 2002 and Anees, 2005) Pakistan, having low

literacy ratio is looking for massive expansion of education system. However quantitative

expansion of education system is meaningful only when the qualitative aspects are fully

taken care of or at least properly protected. The quality of education, among other

variables, is dependent on the competence and capability of teachers to impart instruction

in accordance with society’s needs and aspirations. With increased emphasis on

quantitative expansion to make education services available to a large number of people,

the qualitative considerations in terms of proper recruitment, training, supervision and

above all remunerative aspects of teachers have been sacrificed. The teaching profession

has declined in terms of its social status and prestige that consequently deprived the

education system of the good quality teachers. The social status of the teacher is directly

affected by the poor economic status.

Quality of education is a substantial continuous effort towards research and its out

comes in education. Each state defines quality keeping in view its own political, social

cultural and economical visions but all include two key elements which are the basis of

quality: students’ learning and their social, intellectual, emotional and creative

development. This can only be achieved through the quality and efficiency of the

teachers. Therefore, the growing interest and concern in quality of teacher education is

not a new subject in the educational arena, even now a days it is much debate able topic

among authorities, policy makers and general public (UNESCO 2004) because the

quality of education is directly related to quality of instruction in classrooms. The

academic knowledge of the subject matter, qualifications, competence and skills of

teaching and commitment of teachers to their profession have an impact on developing

47

students’ interest and learning. The teacher education system has expanded quantitatively

to keep a reasonable balance and harmony between the demand and supply. On the other

hand, the qualitative dimension of teacher education has received less attention which is

resulting in mass production of teachers with shallow or no understanding of contents

knowledge and pedagogical skills (Jalalzai, 2005).

If they receive very good training of pedagogical skills and techniques with

knowledge of subject matter, they are not performing properly in schools due to multiple

factors as a study conducted by American Institutes for Research (AIR) with

collaboration of USAID in 2006 described different factors affecting quality of teacher in

Pakistan in the perception of teachers and head teachers:

Input factors: quality education depends on input factors, as teachers, resources, and the

community. Teachers and principals both emphasized the importance of sufficient

resources, such as teaching materials, textbooks, desks, classrooms and libraries. They

strongly believe that they are unable to produce quality students due to these essential

factors.

Process factors: Process quality factors are related to teachers’ and students’ activities

and their proper interactions in the classroom and out of class. In all cases, principals and

teachers included a student-centered approach in their perception of education quality.

Output factors: Research participants in all areas drew a strong link between educational

quality and learning outcomes of the students. These educators mentioned outcomes such

as achieving high on exams and getting promotion to the next grade as central to the

quality of education. It all depends if input and process factors are having less impact on

the condition.

48

Various other studies and reports have already been undertaken to look into

teacher education in Pakistan. All of them have cited that teacher quality and

performance is most notably affected by: recruitment of teachers on merit; educational

qualification of teachers; incentives; adequate teacher performance monitoring system;

growth oriented career structure and up gradation of teacher skills. Not only teacher

related factors, the various levels of teacher educators themselves are the same partners of

producing poor quality teachers in the country. They administer their classes in the

traditional way of lecture giving, dictation and handouts. Trainers fail to cultivate any

creative and critical thinking, inquiry and problem solving among the trainees. Most of

them are even not aware of how to improve their own skills and knowledge or to bring

themselves up to date with the modern advancements in teacher trainings. A complex and

endless cycle of these traditional and poor teaching methods thus engulfs the teacher

training system (World Bank, 2006).

Teacher educators are one of the great elements to reduce the quality of teacher

education in Pakistan though a huge amount is being spent on these trainings considering

their importance to bring change in society because Teacher education is considered a

very significant investment for improving the quality of education in the society. Teacher

education/training has brought great revolutions and changes in the history. It can be a

starting point for any kind of change in society. Teacher education is not teaching the

teacher ‘how to teach’. It is to kindle his initiative, to keep it alive, to minimize the evils

of the “hit and miss” (Aggarwal, 2000). But it is important if the teachers apply their

knowledge and skills in actual settings. There are three perspectives of teacher education

as concluded in the report of SAHE (2002).

49

Technical perspectives: teacher acquires knowledge and apply it in particular classroom

situations.

Practical perspectives: teacher employs his/ her theories in practice and engages

himself/herself for improvement.

Critical perspectives: teacher critically analyzes the situations and practices and

identifies constraints, which can affect the performance of the institution.

Teacher training in Pakistan is facing many challenges regarding other aspects

also. The curriculum of some of these programs does not meet the needs of the modern

age. National Education Policy 1998-2010 states that teachers, academic qualification,

knowledge of subject matter and commitment are the most important factors in teaching

learning process. According to the policy, teacher education has both quantitative and

qualitative relationship with the educational system. In Pakistan teacher education system

has expanded quantitatively to a reasonable extent so that there is a reasonable

equilibrium in the demand and supply of teachers but qualitative dimension has lagged

behind (SAHE, 2002). The question arises as to what should be the criteria of teacher

training in Pakistan keeping in view the challenges faced by this system? Many study

indicated those criteria as Govt. of Pakistan its self conducted a study in 2005 in

collaboration with UNICEF. The report describes that:

Training should be based on the requirements.

Teachers’ needs should be first assessed by induction tests, and groups formed

according to the scores achieved by the teachers. These groups should be then

trained and brought up from their current level.

50

Trainings to focus on improving teachers’ promoting group work and activity

based learning as part of the learning experience, their resource management

skills, encouraging them to use no/low cost materials and sources as teaching aids

where supporting and appropriate capacity building co-curricular activities for the

learners.

Teacher preparation programs must recognize that learning to teach effectively

does not consist only in acquiring content skills. Theory itself cannot create

effective and good teachers. Effective teaching should include the processes or

pedagogy of teaching having actual experiences with learners and other

professional (Furniss, 2005).

The very task of teacher education depends on what we teachers must know to do.

If we consider teaching not merely transmission of knowledge and information then our

teacher must know the needs of the learners and the society. They must be able to prepare

next generation on new grounds.

2.11 INITIATIVE OF ACCREDITATION OF TEACHER EDUCATION PROGRAMS

The quality of education provided by the public sector in Pakistan has been poor

due to low levels of teachers’ skill, competence, lack of classroom-based support for

professionals, poor quality of learning materials and textbooks, lack of systems to assess

student-learning achievements, unjust supervision, and weak sector governance and

management/administration (World Bank, 2006.b). All discussions related to quality in

different policies are no doubt directly associated with teacher capability and knowledge,

the relevance of curricula, assessment and evaluation systems, pedagogical methods and

skills, teaching environment, and related materials. A key criticism of teacher education,

51

especially in the public sector, is that it has not resulted in enhancement and improving in

student learning achievement as to the degree of expenditures that have been allocated to

teacher trainings. There has always been lack of commitment to the teacher education

system and neither we can set standards of professionalism for teachers nor resources to

this very aspect of education. This element of education always needed some

improvement in form of guidelines or standards like many other countries (Jamil, 2004).

As in Australia, the Framework for Professional Standards in Teaching describes four

dimensions for teachers. These include competence, graduation, accomplishment &

leadership. Each of these dimensions is defined through four professional components of

teachers’ work; these are professional knowledge, professional values, professional

practice, and professional relationships (Furniss 2005). In general, there are three types of

teacher education standards, including professional standards for teachers, teacher

education units & teacher education programs and subject areas (Levy 2004). It seems

that teacher preparation programs must recognize that learning to teach effectively does

not consist only in acquiring content skills. Theory alone cannot create an effective

teacher. Effective teaching should include the processes or pedagogy of teaching that

incorporate actual experiences with learners and other teacher candidates.

Though, we are spending a lot of amount on teacher education system. According

to a study conducted by the Academy of Educational Development (AED), in Pakistan,

the cost of teacher education is 25.5 times higher. Producing low-grade teachers at such a

high cost should be a matter of concern. We have introduced many a new concept but fail

to achieve the desired out-comes due to non-implementation of proper professional

standards (AED 2006). Standards are needed to improve overall credibility and

development of the system (Idara-e-Taleem-o-Aagahi 2006). Ministry of education also

52

throws light on the worth and usefulness of standards in the system of education in

Pakistan:

Standards:

Define skills, competencies, and attributes which are essential for beginning

teachers, accomplished master trainers, teacher educators and other educational

practitioners;

Guide to plan pre and in-service programs of teacher education;

Establish procedures, policies, and systems for accreditation of teacher education

programs and institutions; and

Assure the public about the quality of education and the educational output.(

MOE, 2009).

Quality assurance requires professional development standards of teacher

education and an effective mechanism and procedure of accreditation of teacher

education programs and institutions. It is a long accepted premise that no system of

education can rise beyond the level of its teachers. Therefore, reform in teacher education

is central to any reform in education. A number of factors have augmented the need for

raising and ensuring quality of teacher and teacher education i.e. move toward

universalization of educational standards, borderless education, information technology

and increasing international mobility of teaching professionals.

In response to all such demands the HEC under 10(e) of its Act notified the

establishment of the Accreditation Council for Teacher Education in December 2006

later on validated through a Gazette notification (10-25/HEC/A&C/2004/25170) for the

53

accreditation of graduate level teacher education programs. ACTE is responsible for the

accreditation and evaluation of teacher training programs. and It will play an active role

to help teacher training institutions to plan training programs. It will also undertake

extensive consultations with schools, universities, training providers, parents and

employers as well as the wider community ( www.pacte.pk.).

Following standards have been established for the evaluation of training programs

in teacher training institutions in Pakistan:

Standard 1: Curriculum and Instruction

According to this standard, curriculum is properly designed to attain the national

professional standards for teachers relating to knowledge, skills and dispositions, is

approved by the competent authority and is disseminated to all concerned.

Standard 2: Assessment and Evaluation system

This standard indicates that the institution has a fair and transparent assessment system

that collects data on various traits of students from their entry to exit in the program,

follow up, teacher performance and institutional functioning. It analyzes data and

provides feed back for individual and institutional consumptions and program

improvement.

Standard 3: physical infrastructure, academic facilities and learning resources

The institution has adequate and necessary physical infrastructure and learning resources

to prepare teachers following the prescribed curriculum. It provides field experiences to

the candidates in the form of teaching practice, internship and other modes through

linkages with the local school systems and community.

54

Standard 4: Resources and Management

The institution has adequate resources, experienced leadership, qualified faculty and

other support staff for effective conduct of the program, opportunities and mechanism for

faculty and staff development through an appropriate budget maintained transparently

following standard procedures.

Standard 5: research, scholarship and equity

The institution facilitates undertaking and conduct of research at the individual and

institution level. It promotes scholarships through merit scholarship and evidences equity

measures by providing financial assistance to needy candidates.

Standard 6: Community Links and Outreach

The institution evidences links with community through its involvement in research,

development work and other relevant activities.

The Professional Standards for practitioners will help ensure that schools are led

and managed by high quality professionals. The teachers’ performance and ability to

organize resources and to deliver high quality education is a critical factor in the

effectiveness of a school. The authorities are responsible to implement the standards with

their real essence. It they are applied well in time and properly all the stake holders can

get benefit from these particular standards It is needed to develop resource materials and

training programs to assist boards to assess teachers’ performance against the

professional standards. Although in Pakistan, the National Professional Standards for

accreditation of Teacher education programs have already been launched, much work is

still required to assure their presence and use in the classroom. The launched professional

standards have to set a framework for our national vision on teachers’ professional

55

performance, but we still need to plan their operationalization if we look forward to

develop and get progress in the field. Therefore, we need feedback that will allow us to:

Initiate a discussion on the priorities and requisites that need to be addressed to

bring into action the professional development standards.

Start mobilizing resources to create the conditions and situations required by the

educational system in general, and teachers in particular, to come closer to

meeting the national standards.

2.12 KEY ISSUES OF TEACHER EDUCATION

A number of studies in the last 30 years have pointed out the key issues and

problems of teacher education in Pakistan. There is a general consensus that quality of

teachers is low. A variety of factors can be involved. It seems that teachers are not able

enough to provide broad general education necessary to foster effective communication

skills, critical thinking and also do not promote in depth content knowledge of language

of the subjects. They depend on students’ rote learning and passive preparation for the

tests. It is also related to teacher related factors like his/ her salary. Teachers’ salary

factor counts much more along with other related factors. The prevailing salary and

service conditions for teachers do not attract academically talented youth to these

programs. Low social and self esteem are further hurdles to quality pre-service training or

continuous professional development of teachers.

Our teacher training programs do not comply with the accepted

norms, benchmarks, criteria or professional standards for teachers in

the 21st

century (Gov of Pakistan, 2009).

56

No doubt Teachers’ training can play a major role in transforming teachers and to

develop their capacity in the changing world. Teacher education can allow them to

challenge their current beliefs related to curricular and pedagogical practices. Teachers’

beliefs, values, ideologies and practices can change the whole scenario of the system of

education (SAHE, 2002). Teacher training in Pakistan is facing many challenges

regarding other aspects also. The curriculum of some of these programs does not meet the

needs of the modern age. The importance of teacher training cannot be underestimated.

Training of teacher can not be the responsibility of schools or any other agency. But it is

a combined effort on the part of all the stake holders. Teacher training program is facing

different types of problems and still it is unresolved in one way or the other. It is

necessary to work closely with the schools as an organization. Close collaboration among

all the stake holders is not being seen regarding training programs (Aviram &

Richardson. 2004).

In most parts of the world, most of the training programs are too short to fulfill

the needs of all the stakeholders. These programs are unrelated to the needs of the

teaching community and the society. They are also unable to upgrade the knowledge base

of the teachers and skills required for the society’s development. In most parts of the

world, most of the training programs are too short to fulfill the needs of all the stake

holders.

Anderson (2004) conducted a study in International Institute of Educational

Planning, on training programs and finally concluded the problem and issues regarding

teacher education in many of the countries:

57

There is lack of clarity concerning the objectives of training programs on the part

of the teachers/ participants.

The main objective of programs is to develop teachers’ competencies. But these

trainings do not focus on particular kind of activities to develop competencies. All

these problems have not been generated in this era, According to Singh (2006)

some have been inherited from the British rule as: although our plans and

education policies repeatedly stated that teacher education should be improved,

we have paid relatively less attention to this important segment of education.

We have failed to execute different useful schemes and curriculum reforms

related to teacher education.

The training period of all teacher training programs is rather short by international

standards and the training imparted to this short period tends to become

superficial in character and fails to enhance and strength the academic and

professional achievement of prospective teachers or develop a sense of dedication

to the profession and the curriculum of teacher training is narrow in scope and

objectives, not able to create interest in learners for the studies.

In teacher training courses, along with all major problems, psychology of the

learner is also becoming a major issue. Psychology of learner is not focused yet. Though

it should be realized that all is done for enhancing the competencies of the learner in

classroom but we are still lagging behind (Syed, 2008).

2.13 REVIEW OF RELATED STUDIES

Commenting on the status of research in teacher education, especially in Pakistan,

Farooq (1990) mentioned it to be discouraging one. Teacher training institutions for

58

secondary school teachers have some potential in terms of well trained faculty but lack of

resources result in absence of proper research activities in the institutions. Majority of the

teacher educators expressed their dissatisfaction on the procedure of admission to teacher

training institutions. They opined that their admissions were not being made in

accordance with the needs of the teachers in different subjects. Aptitude test was

considered to be made mandatory for having competent and motivated prospective

teachers.

Hayon (1989) conducted a variety of research studies; his results suggest that

interpersonal skills can be transmitted to teachers both economically and efficiently.

Further more, teachers who possess these skills are more effective in their classrooms in

terms of students’ behaviour, attitudes and achievements.

A research was conducted by Flander (1967) to produce evidence of comparative

type about teaching which produces data in one country that may be compared with data

yield in another country, at a different time, and possibly by another researcher using

similar instruments. Examples of this type of evidence in which the results of applying

the Flanders’ interaction categories in New Zealand and United States of America are

reported. Flanders’ efforts suggested that both New Zealand and United States of

America teacher spent a higher proportion of time in lecturing than in any other of the

categories of accepting praise, questioning, directing or criticizing. Rarely did teachers of

either country express in words acceptance of students’ feelings and when students

talked, they were much more likely to be responding to teachers’ initiations than

initiating themselves. Subsequent researches have produced similar findings in several

other countries.

59

Das (1988) conducted a study on opinion of pupil teachers towards cooperating

schools during internship in teaching programme in India. The objectives of the study

were to know the perceptions of pupil teachers towards cooperating schools in respect of

different aspects of practice teaching during internship. Perception of internship

programme by heads and other teachers of cooperating schools, guidance to trainees for

preparation of day to day lesson plans and teaching aids, participation of trainee teachers

in the co-curricular activities and cooperation of students during teaching. The major

findings of the study were that most of cooperating schools never allotted regular classes

to the student teachers in their time table, very few teachers guided student teachers in

preparing lesson plans, and all schools encouraged trainee teachers. The researcher

concluded that the climate of cooperating schools was not conducive for pupil teachers.

Rout (1993) conducted a study on organization of student teaching programme in

India. The main objective of the research were to study the current trends and practices of

student teaching programmes prevailing in the country and to recommend future plans to

bring qualitative changes in student teaching programmes. The findings indicated that

pupil teachers were not being properly exposed to lesson planning, art of asking

questions, handling of audio visual aids and writing objective knowledge of content and

methodology. Adequate teaching aids were not available and feedback to pupils was

almost nil.

Tatoo (1999) conducted a research in Mexico on “Improving Teacher Education

in Rural Mexico, The challenges and tensions of constructivist reforms”. The study was

undertaken under the teacher education component of the programme to address

60

educational lag as a part of the comprehensive programme to improve quality of

education.

The constructivist concept as described by educational experts in Mexico is that

teachers need to know that knowledge is constructed by individuals and their society,

they need to be able to construct knowledge themselves, and they need to make sense of

the knowledge with the socio historical content in order to help their students find

meaning in what they learn. Teachers need to know and learn the same things in the same

ways, while they teach their students. The most important challenges to implementing

constructivist approach to teacher education in Mexico were from three areas: challenges

in the programme theory, challenges to programmes implementation and challenges to

programmes continuation.

The programme to address educational lag served as a catalyst for teachers and

principals, but it fell short of its aims by failing to teach teachers in the manner they were

expected to teach pupils. Other findings of the study indicate that programme to address

educational lag courses were too short and must be reinforced with practical In Service

teaching under proper supervision in the class.

Butt (1982) in his study on Pre Service teacher education programme, compares

the opinions of trainers and trainees about the pre Service teacher education programme

in the Punjab. Major findings of his study are as:

1. Both the trainers and trainees were generally satisfied with existing teaching style

and had no wish for further improvement.

2. The trainees’ self perception was more positive than their trainers.

61

3. Both the trainers and trainees were not satisfied with the existing system of

evaluation for the teaching practice.

Mahmood (1999) studied effectiveness of In Service training imparted through

Teacher Training Project. The sample comprised of 240 teachers and 240 students with

an equal proportion of both sexes. Achievement tests, attitude scale, observation schedule

and opinionnaire were developed to find the difference between the performance of

experimental and control group students, consequently the difference between the

effectiveness of the teaching, classroom behavior of experimental and control group was

investigated. The study revealed that there existed a remarkable difference between the

learning achievement of experimental and control group. The participants demanded to

increase the duration of the training and also linked the successful completion of training

with some monetary benefits.

Ahmed (2001) worked on the “Identification of Training needs of Personnel

Involved in Distance Education” for his M.Phil degree. The objective of study was to

identify the training needs of personnel involved in distance education. The sample

consisted of course coordinators, unit writers, editors and tutors. Separate questionnaires

were developed for different categories of the sample. The findings of the research

highlighted the importance of training for all the personnel involved in distance

education. Analysis of the data also revealed that success of the personnel depends upon

Pre Service training.

Ramzan (2002) conducted a comparative study of teacher education system of

United States of America and Pakistan. The sample of the study consisted of four

colleges of education preparing secondary institution teachers from U S A, educational

62

experts / administrators teachers educators and prospective secondary institution teachers.

The study concluded that the entry qualifications to teacher education programmes are

insufficient. This should be enhanced; the duration of the various teacher education

programmes in Pakistan is shorter as compared with the developed countries of the

world. Presently, ratio between theory and practice is inadequate in Pakistan. Revised

curriculum may be introduced in all teacher education institutions of the country as

proposed by the researcher. The subjects of the computer literacy, research techniques

and comparative education may be introduced in teacher curriculum as core subjects.

More attractive financial incentives be provided to the teacher educators particularly to

those busy in educational research. In Service training course in periodic way for teacher

educators be regularly conducted to refresh their knowledge. All teacher training

institutions should be bound legally to employ professionally trained master trainers /

educators.

Gujjar and Dogar (2006) conducted the research under the title “A Comparative

study of PostGraduate Level Teacher Training Programmes offered by Plymouth State

University,USA and Federal College of Education, Pakistan”. the objective of the study

was to compare the Federal college of Education and Plymouth State University. The

researchers concluded that classrooms of Plymouth State University were loaded with the

audio-visual aids and latest equipment while at Federal College of Education the teachers

had to do all the work with chalk and board. The lack of physical facilities in the

classrooms made the teacher’s work all the more difficult. The library at Federal College

of Education was not up to the mark. There were only a very few books in the library.

Moreover, it did not have the facility of multimedia and the Internet. The teachers at

Plymouth State University adopted a much-varied amount of techniques and methods as

63

compared to the teachers at Federal College of Education where teachers used the

traditional methods. All the faculty members of Plymouth State University used

incentives as motivational techniques, but none of Federal College of Education faculty

members used it. About the lecturing activities, only seminars and workshops were

arranged for students of Federal College of Education whereas seminars, educational

conferences, symposium and workshops were arranged for students of Plymouth State

University. All the faculty members of Plymouth State University updated their

knowledge by refresher courses, seminars and symposium but faculty of Federal College

of Education is divided equally on the issue.

Another study conducted by Hussain (2004) on title “Effectiveness of Teacher

Training in developing professional attitude of prospective secondary school teachers”.

The objective of the study was to find out the effectiveness of professional attitude

developed by teacher training. It was concluded that majority of teacher training

institutions was not successful in developing positive professional attitude among their

prospective teachers. The majority of the student teachers wished to adopt new teaching

methods instead of traditional methods. The teacher training should have equipped the

prospective teachers with the useful and latest teaching techniques and strategies. Teacher

training institutions should have aimed at the enhancement and development of

professional competence of student teachers. Teachers were expected to use the best

practices and strategies to meet challenging demands of their career. If the teachers were

well trained and highly motivated, learning would be enhanced. The teaching profession

demands a clear set goal, love for profession and obviously the more favourable attitude

towards the profession. Pakistan needs a well-trained and professionally sound teachers

and a lot of responsibility falls on teacher training institutions.

64

According to Walton et al. ( 2002) “A National Study of Teacher Education

Preparation for Diverse Student Populations” is a national investigation of teacher

education programmes that build teachers’ competency and willingness to provide

effective educational environments for culturally and linguistically diverse students.

Selected major findings of study were:

a. With the exception of New Mexico, all case studies had stated a negative

sociopolitical environment with regard to diversity. There were tensions in these

states between the goals of teacher preparation programs and the educational

reform policies of the states.

b. Case study stated and implemented a variety of programs to prepare new and

practicing teachers for diverse classroom settings. The intensity of focus on

language and culture varies by program.

c. The most comprehensive programs were university pre-service and in-service

programs. These also prepared the least number of bilingual/ESL teachers. The

least comprehensive programs were in-service programs, which prepare the

largest number of endorsed bilingual/ESL teachers.

d. The majority of teacher education programs studied were programs that prepared

bilingual/ESL "specialists." The integration of bilingual/ESL preparation across

the teacher education programs was minimal.

e. All case study sites had made progress in institutionalizing bilingual/ESL

programs within their states and colleges.

65

Lefoka and Stuart (2001) analysed the curriculum for the initial preparation of

primary teachers at the Lesotho National Teacher Training College (NTTC), using

documentary sources only. The focus of analysis was the Diploma in Primary Education

(DPE). The study sets this new programme in its historical context and describes its

structure and overall design. The curriculum was then analyzed in terms of its aims and

objectives, the content, pedagogy, teaching/learning materials and assessment, to evaluate

the consistency and coherence of the curriculum strategy. After a brief general overview,

the four core subjects were analyzed in detail. The analysis showed up some

inconsistencies. The overall programme aims and objectives were couched in the

discourse of the 'reflective practitioner' model, but the individual course outlines reflected

a more behaviorist approach. While there were superficial similarities across subjects,

some were more internally consistent than others. The document stated little about

pedagogy, or about how theory and practice were to be integrated. The study concluded

by raising further questions that could only be answered by studying the curriculum in

action, as it was delivered in the college classrooms. This signals an intention to

challenge the students to think about the content, understand and apply concepts, and to

link theory with practice; in short, to learn in a meaningful way rather than to memorize

and regurgitate. The Curriculum in Action study should have attempted to see how far

this would be true in practice.

There is an assessment at the end of each module as well as exams at the end of

Years 1 and 3. These vary in type and include 4 tests, 4 assignments, 3 projects, and one

each of: practical, portfolio, evaluative report, and essay. There seemed an intention to

ring the changes and to make the assessment match the content and learning aims.

66

Singh and Nath (2005) conducted a study and found that (a) Pupil teachers were

not being properly exposed to lesson planning, art of asking questions, handling of

audiovisual aids and designing improved aids and even writing objective test items. (b)

Practice lessons were supervised by teacher educators having limited knowledge over

content/or methodology or both. (c) Teacher educators found no time to take follow up

action and provide feedback. (d) Few teacher educators did not feel necessity of being

conversant with the change of textbooks; curriculum etc. (e) Academic interaction on

different issues with the teacher educators and classroom teachers was limited. 410

studies were identified as belonging to the area of teacher education.

Researchers working in this area brought into their study a wide spectrum of

variables. One studied selection procedures, another developed curriculum for teacher

education programmes and a third tried to find out the effect of innovative instructional

procedures on teacher education effectiveness. This was largely due to the fact that

teacher education is a long, complicated series of operations. A synoptic overview of the

nature of reviews would help one to take stock of the researchers completed in the area.

Lulla and Singh, in their trend report in, ‘A Survey of Research in Education’, classified

teacher education research into six areas, namely, selection criteria, abilities and qualities

of the teacher, pre-service and in-service training of teachers, workload, job satisfaction

and difficulties experienced by the teachers, personality variables of teachers. In his trend

report in the Second Survey of Research in Education, Mehrotra did the classification

differently. Here the variables were clustered under contextual input, process and output

categories. In the third Survey, Jangira adopted a systems model of classifying variables

under context process- product categories. Usage of the terms, contest-presage, process-

product, instead of input-process-output, has certain advantages for classification. The

67

studies were viewed from three point of view- their nature, methodology of research and

a systems approach to teacher education. There are 276 studies at Ph.D. level and 134 at

project level. Out of the Ph D studies, 245 are in education, 26 in psychology and 6 in

other disciplines. The most explored area in teacher education is pre-service education,

having 248 studies, while 110 studies have been done in in-service education. There are

36 studies that have tried to probe both pre-service and in-service education. In secondary

teacher education, the controlled factors were student teachers, teacher educators,

students, parents of students, supervisors and learning material.

Researchers paid little attention to developmental and evaluation studies. There is

a need to go in for such studies so as to provide guidelines for future teacher education

programmes. Depending upon the location of the university, institution, investigator,

purpose of the study and so on, samples were drawn from different parts of the country.

The populations, for different types of samples, were educational institutions, teachers,

students, student-teachers, teacher-educators supervisors, pupils, headmasters or

principals, administrators etc. the size of the sample varied according to the nature of the

population. The methodology of drawing the sample happened to be simple

randomization, multi-stage randomization, stratified sampling, random stratified clustered

etc, depending upon the nature of the related population and the purpose of the study. The

questionnaires and observation scale were the commonest among the tools used by the

researchers. Other tools included personal data sheets, interview schedules, check lists

and institutional record. The most favoured statistical tools were parametric tests. Non-

parametric tests did not find much favour with investigators. The experimental studies

made use of pre-experimental and experimental designs. Among the most experimental

designs were simple pre-test, post-test designs with one treatment and one control group.

68

There were 29 comparative studies of existing teacher education programmes. These

compared different teacher-education programmes with respect to the facilities available,

courses of study, demonstration or practice teaching schools, clientele, etc. They made a

contribution to teacher education as they point out possible improvements that can be

made in the existing set-up.

Further, researchers in interaction analysis provided to student-teachers an

experience in objective evaluation of the lessons they observed and helped them in

understanding the dynamics of classroom teaching. On the other hand, microteaching

studies aimed at development of teaching skills in student-teachers. Simulated studies

were incorporated for the development of application and decision making abilities.

Above all, the studies in training of student-teachers in alternative models enhanced the

chances of getting rid of outdated approaches in practice teaching programmes. The

teaching for training in models such as Concept Attainment, Inquiry Training, Advance

Organizer Model, etc. helped in recognizing the fact that there should be different models

for teacher education, depending upon the context of teacher education programme.

In the end, it could be said that there was need for more comprehensive and

sophisticated research and better dissemination of results so, that these could be used later

on, for the improvement of teacher-education programme within the framework of the

total educational system in the country. The discussion uncovered several unresolved

issues in teacher education. These include extensive need for teacher education, quality of

existing programmes, contextually relevant structure and content of programmes, balance

between quality and scale, criteria for selection, access and equity, sustainability of

69

programmes and their impact, and follow-up and support mechanisms (Shamim and

Juma, 2006).

Jabeen (2010) conducted a research “A Study on Evaluation of Post-graduate

Programmes Of Teacher Education In Pakistan” The objectives of study were: (1) to

evaluate M.A education programmes of teacher education in public sector universities

and colleges on the basis of CIIP model of evaluation (2) to explore the weaknesses and

strengths of M.A Education programme of Pakistan. In the light of views of prospective

teachers, teachers and heads of education department and respective institutions, it was

concluded that the teaching faculty of M.A education programme was using a variety of

teaching methods according to the nature of objectives, content and students. Evaluation

systems for students of M.A education programme were found satisfactory. The study

revealed that admission criteria for M.A education programme required to be

restructured. In the same way, existing curriculum of M.A education programme needed

revision by getting feedback from faculty members to meet the upcoming demands. On

the other hand, duration of M.A education programme and practice teaching was not

found enough. In order to be creative and innovative, less research work was conducted

by teaching faculty and students of M.A education programme, therefore, less number of

publications such as bulletins and journals but more research reports were produced.

More rewards and incentives required to be awarded to increase students and teachers’

performance. Seminars and workshops for prospective teachers and refresher courses for

teaching faculty required to be conducted on regular basis. Majority of teaching faculty

for M.A education programme was found only with master degree qualification. There

was a strong need to appoint more qualified teachers. The results of study uncovered

various unresolved issues of existing Post- Graduate Teacher Education Programme of

70

Pakistan. It was recommended that required changes be introduced in admission criteria,

curriculum, duration of degree programme, teaching-practice, research work, rewards and

incentives, etc. of existing M.A Education Programme in Pakistan.

Akhtar (2010) conducted a research “Application and Analysis of Total Quality

Management in Colleges of Education in Pakistan” In this study total quality

management has been explored by covering five aspects regarding management,

infrastructure, teaching, examination and objectives of B.Ed program. In order to

examine the quality of education and its five aspects mean, standard deviation, population

mean and t-test were applied. It was concluded that both students and teachers agreed that

the overall quality of education was poor. There was a slight difference in the opinion of

teachers and students. Teachers considered quality more at stake as compared to the

students’ viewpoint. There should have been highly qualified and experienced teachers in

colleges of education to educate the future teachers. Better employment opportunities

may be created for academics.

Conclusion

This chapter reviewed the significant material related to teacher education,

secondary school teacher education, and teacher education with special reference to

Pakistan, development of teacher education in Pakistan and quality of teacher education

in Pakistan The next chapter will describe the research methodology adopted for the

present study.

71

CHAPTER 3

METHOD AND PROCEDURE

This chapter describes the research methodology that was applied to evaluate the

teacher training institutions at secondary level in public sector in Pakistan. It includes the

research design, the description of the population and sample, the data collection tools

and process for data collection, content of the instruments, validity and reliability of the

instruments, pre testing of data collection instruments and pilot study. Information about

the data analysis procedures and ethical concerns is also provided.

3.1 POPULATION

The target population of this study consisted of the teacher educators and student

teachers of teacher training institutions in public sector in Pakistan. The target population

is “the aggregate of cases about which the researcher would like to make

generalizations”.

3.2 SAMPLE

The sample selection included all public sector teacher training institutions

offering B.Ed course, 100% institutions from the population included in sample.

Sampling criteria, which is also referred to as eligibility criteria, involves listing of

attributes essential to the study. The sampling criteria also consist of inclusion criteria

which are characteristics the subjects should have to be included in the study. Exclusion

criteria are also important. That is characteristic that will exclude a subject from a study .

In this study the inclusion criteria consists of all teacher educators, teacher trainees and

head of the teacher training institutions in public sector in Pakistan.

72

3.2.1 Sample Design

In order to ensure adequate representation of the population, the sample

comprised of 650 student teachers, 431 teacher educators and 26 heads of the teacher

training institutions were selected. 26 Govt. Colleges of Education, Institutes of

Education and research/ Departments of Education in the universities were selected.

Description of 26 institutions is provided as ( Appendix-A).

3.2.2 Sample Selection

The sample selection included all public teacher training institutions for

secondary school teachers. Sample consisted of three categories.

Category I

All the heads/ Principals of the teacher training institutions.

Category II

The instrument was administered on all 431 teacher educators but 325 teacher educators

responded.

Category III

650 student teachers/ trainee teachers by taking 25 student teachers/ trainee teachers

randomly selected from each institution.

Category IV

300 teacher educators, 200 teaching to B.Ed and 100 teaching to BS Education

73

Table 3.1: Showing the Categories of Respondents

Category Population Sample

1. Heads of Institution 26 26

2. Teacher educators 431 431

3. Student teachers

4. Teacher educators

7460

100

650

100

Total 7312 1101

3.3 RESEARCH INSTRUMENTS

Data collection in this study refers to gathering information for research purposes.

Data may be collected through a variety of methods using appropriate instruments

(Mouton 2001).

For this study, data were collected through questionnaires which served as the

most appropriate instruments. seven structured self administered questionnaires; two for

the heads of the institutions; three for teacher educators and two for student teachers were

designed for collecting and recording data. The first questionnaire for heads of the

institutions consisted of 47 items. The second questionnaire consisted of 40 items. The

first questionnaire for teacher educators consisted of 36 items second questionnaire

consisted of 73 items and third questionnaire consisted of 28 items. The first

questionnaire for student teachers was consisted of 29 items and the second questionnaire

consisted of 73 items. The questionnaire was used because it is the most comprehensive

74

and reliable method of obtaining information from large number of subjects. It permits

anonymity and may result in most honest responses. The disadvantage is that

questionnaires depend on personal reporting and therefore may be biased or inaccurate

(Enarson et al 2001: 79; Burns & Grove 2003:289 Burns & Grove 2003:159). The areas

where it was feasible to administered the questionnaires personally, it was mailed and

responses were obtained.

3.3.1 Design of Questionnaires

After completion of the literature review six questionnaires were developed for

the study, two for each category.

i) Head of the Institutions

First questionnaire consisted of 47 items and dealt with the available facilities in

the institutions. Second questionnaire consisted of 40 items. The items related to the

B.Ed / training program offered by the institutions.

ii) Teacher Educators

First questionnaire consisted of 36 items which dealt with training program

offered in the institution and teaching learning process. Second questionnaire consisted of

73 items relating to the admission criterion, objectives, facilities, contents, methodology,

teaching practice and evaluation. Third questionnaire on the different aspects of

curriculum.

iii) Student Teachers

First questionnaire consisted of 29 items about the institution and teaching

learning process. Second questionnaire was the same which was administered to the

teacher educators.

75

The design of the structured questionnaires was guided by the objectives, and the

literature review. There were open ended and closed questions. The open ended questions

allowed respondents to be spontaneous while presenting their perceptions and view

points in their own words (Struwig & Stead, 2001:92). How ever most of the questions

were close ended.

A rating scale with five response alternatives was used to measure opinion,

reactions and attitudes in relation to the statement given; in particular the Likert Scale

was used. The alternative responses were: strongly agree, agree undecided, disagree and

strongly disagree. This scale was applied to all the item statements of questionnaire No.2

of student teachers and teacher educators.

3.4 RELIABILITY AND VALIDITY OF INSTRUMENTS

Validity and Reliability are the most important criteria for evaluating quantitative

instruments. The reliability of instruments was measured using the Cronbach’s Alpha.

3.4.1 Reliability

According to Polit & Beck (2004:416), “Reliability is the consistency with which

the instrument measures the target attributes.” This means that administering the same

instrument by various researchers will provide the same results under comparable

conditions (Devos et al 2005:163). Reliability of an instrument can be equated to clarity,

quality, stability, consistency, adequacy and accuracy of the measuring tool (Polit &

Hunglur 1989:242; Varkevissor et al 1991:152). According to Garson (2006:1) reliability

can be estimated in one of the following four ways. Which is internal consistency, split

half reliability, test – retest reliability and inter- rater reliability. In this study reliability of

76

different items of the instrument was tested by mean of the Cronbach’s Alpha, which is

the most common means of testing internal consistency of the items, using the SPSS.

Internal consistency reliability refers to the extent to which all the subparts of an

instrument will measure the identified attributes. By rule a lenient cut of 0.60 is the

common in exploratory research; the Alpha should be at least 0.70 or higher to retain an

item in an adequate scale (Garson 2006:2). For most of the items in this study, the

reliability test was found to be adequate.

Table 3.2: Showing the reliability of questionnaire (Likert Scale) dimension wise

S.No Dimension Cronbach’s Alpha

1 Admission Criterion 0.742

2 Objectives 0.836

3 Facilities 0.826

4 Content 0.814

5 Methodology 0.787

6 Teaching Practice 0.709

7 Evaluation 0.827

8 Over All 0.937

77

3.4.2 Validity

Validity refers to the degree to which an instrument measures what it is supposed

to be measuring. In other words, a valid instrument actually measures the concept it is

supposed to measure (Polit & Hunglur 1989:246; Varkevissor et al 1991:151; Devos et al

2005:160). Three main approaches for assessing the validity of instruments designed to

collect quantitative data are content validity and construct validity. In this study,

construct and content validity were used to assess the validity of instruments by means of

assessing the adequacy, appropriateness, inclusiveness and relevancy of the questions to

the subjects under study.

Content validity of an instrument means validating the fact that the instrument

designed does represent the factors under study and this is substantiated by the study(

Garson 2006:4). Experts in the specific study field were consulted to judge whether or

not the instrument reflects the known content area (Devos et al 2005:161; Brink& Wood

2001:179; Burns & Grove 2003:274-75). Face validity is a subtype of content validity

and is not a technical validation. It merely establishes that the tool ‘appears’ to measure

the variables in the content. In other words, it does not examine whether an instrument

actually measures what it is expected to measure (Devos et al 2005:161; Brink& Wood

2001:178).

3.5 PILOT STUDY

After getting permission from the relevant authorities, a pilot study was carried

out at two teacher training institutions involving two head of the institutions, 20 teacher

educators and 50 student teachers. These institutions were not involved in the major

study. According to Burns & Grove (2003:42) a pilot study is often defined as “a smaller

78

version of a proposed study and is conducted to refine the methodology”. A pilot study

allows the researcher to test the prospective study and is done on a small number of

people having characteristics similar to those of the target respondents. The pilot study

helps to identify possible problems in the proposed study and allows the researcher to

revise the methods and the instruments before the actual study. In other words, it is used

to improve the success and effectiveness of the study (Devos et al 2005:206; Varkevisser

1991:265).

According to Devos et al. (2005:210) the pilot study offers an opportunity for:

Assessing the suitability of the interview schedule or questionnaire.

Testing and adapting the measuring instruments such as assessment scales,

standard scales for sufficiency, validity and reliability.

Determining the suitability of the procedures for collecting data

Testing the suitability of the sampling frame

Determining the number of codes per question and making necessary changes

prior to the study

Estimating the amount of time for completing the questionnaire or interview

schedule.

As depicted in the table: 3.3 two teacher training colleges were considered for the

pilot study at the same time as the selection of the sample took place. Two questionnaires

for the head of the institutions, 20 questionnaires for the teacher educators and 50

questionnaires for the student teachers accompanied by a covering letter explaining the

79

purpose of the pilot study were personally administered/ delivered to the pilot

institutions. The respondents were asked to give constructive feed back with regard to

comprehension, clarity of questions and time necessary to complete the questionnaires.

Table 3.3: Showing the responses of the pilot study

Questionnaires Number sent Number returned %age Returned

1 2 2 100

2 2 2 100

3 10 10 100

4 10 10 100

5 25 25 100

6

7

25

25

25

25

100

100

The respondents gave same comments on different items and variables. They did

not experience difficulty in completing the questionnaires. However, they mentioned that

answering same questions required careful consideration and thinking. It was mentioned

that completion of questionnaires took between 20 to 30 minutes. The necessary

amendments were made accordingly before printing the questionnaires.

80

3.6 COLLECTION OF DATA

Initial contact was initiated to meet the head of the institutions, teacher educators

and student teachers, taking into account some of the problems associated with data

collection. The possibility of questionnaires being sent incomplete and misunderstanding

of items and non- return of questionnaires were problems that were fore seen (Devos et al

2005:212).

To counteract these negative aspects, the researcher visited all the sample

institutions personally and administered all the six questionnaires to the three categories

of the respondents. The teacher educators who were not available during the researcher’s

visit, their contacts were noted and then questionnaires together with a return envelop

were delivered to them by postal mail.

3.7 ANALYSIS OF DATA

Data analysis refers to “the systematic organization and synthesis of research data

and the testing of research hypotheses” (Devos et al. 2005:716). Data analysis gives

meaning to data collected during research (Burns & Groves 2003:479). A total of 2002

completed questionnaires (26: 100 % of questionnaire 1, 26:100 % of questionnaire two,

325: 95 % of questionnaire 3, 325: 95 % of questionnaire 4, 650:100 % of questionnaire

5, and 650: 100 % of questionnaire 6) were received and coded before and until the final

data. Each questionnaire was scrutinized by the researcher to examine the response

pattern and identify abnormalities in the completion of questionnaires. Statistical

softwares like Statistical Package for Social Sciences (SPSS) and Microsoft Excel were

used to analyze the data.

81

Descriptive statistics that includes frequencies and percentages as well as means

were compared by using one sample t-test; independent sample t-test and analysis of

variance (ANOVA.) were used.

82

CHAPTER 4

ANALYSIS AND INTERPRETATION OF DATA

The previous chapter elaborated the research methodology adopted for the present

study. In this chapter, the researcher will undertake the analysis of the data collected from

various subjects. Six questionnaires, two each for the heads of the institutions, teacher

educators and student teachers were administered through scheduled meetings to the

subjects at their respective institutions.

4.1 OPINION OF HEADS OF THE INSTITUTION ABOUT THE TRAINING PROGRAMME

Table 1: Showing the gender distribution of heads

Gender Frequency Percent

Male 20 76.9%

Female 6 23.1%

Total 26 100

Table 1 shows that 76.9% among the respondents were male and 23.1% were

female. Majority of the respondents was male.

Table 2: Showing the marital status of respondents

Marital status Frequency Percent

Married 26 100%

Unmarried 0% 0%

It is evident from table 2 that all the respondents were married and none of them

was unmarried.

83

Table 3: Showing the age of respondents

Variable Frequency Percent

31-35 Years 3 11.5%

36-40 Years 1 3.8%

41-45 Years 4 15.4%

46-50 Years 2 7.7%

+ 50 Years 16 61.5%

Total 26 100

Table 3 reveals that 11.5% respondents were in the age group of 31-35 Years,

3.8% in the age group 36-40 years, 15.4% in the age group of 41-45 years, 7.7% in the

age group of 46-50 years and 61.5% were above 50 years, so it can be concluded from

the above table that majority of the respondents was of above 50 age group.

Table 4: Showing the residence of respondents

Urban Rural Total

Number of Responses 22 4 26

Percentage 84.6% 15.4% 100

Table 4 shows that 84.6% respondents belong to urban area and 15.4% belong to

rural area, so it is concluded that majority of the respondents was from urban area.

84

Table 5: Showing the province of respondents

Balochistan KPK Punjab Sindh Total

Number of Responses 2 4 13 7 26

Percent 7.7% 15.4% 50% 26.9% 100%

Table 5 indicates that 7.7% respondents were from Balochistan, 15.4% from K P

K, 50% from Punjab and 26.9% from Sindh, it is quite clear that majority of the

respondents was from Punjab.

Table 6: Showing the academic qualification of the respondents

M A M Sc M Phil Ph D Total


Percent 50% 15.4% 15.4% 19.2% 100%

Table 6 shows the academic qualification of the respondents. The academic

qualification of 50% respondents was Master of Arts, 15.4% had Master of Science,

15.4% had master of philosophy and 19.2% had doctor of philosophy. It is concluded that

majority of the respondents had the qualification of Master of Arts.

Table 7: Showing the professional qualification of the respondents

Nil B Ed MA (Education)

M Ed M.Phil Ph D Total

Number of Responses 1 3 2 14 1 5 100

Percent 3.8% 11.5% 7.7% 53.8%% 3.8% 19.2% 100%

85

Table 7 reveals that 3.8% respondents had no professional qualification, 11.5%

were bachelor of education, 7.7% were Master of Arts (Education), 53.8% were master of

education, 3.8% master of philosophy and 19.2% were doctor of philosophy. So, it is

concluded that majority of the respondents had the qualification of MA education.

Table 8: Showing the teaching experience of the respondents.

Teaching Experience 1-5

Years

6-10

Years

11-15

Years

16-20

Years

21-25

Years

+25

Years

Total

Number of Responses 1 2 3 3 5 12 26

Percent 3.8% 7.7% 11.5% 11.5% 19.2% 46.2% 100%

It is clear from table 8 that 3.8% had 1-5 years teaching experience, 7.7% had

6-10 years teaching experience, 11.5% had 11-15 years experience, 11.5% had 16-20

years experience, 19.2% had 21-25 years experience and 46.2% had more than 25 years

experience. It is concluded that majority of the respondents had teaching experience more

than 25 years.

Table 9: Showing the administrative experience of the respondents.

Administrative

Experience

Nil 1-5

Years

6-10

Years

11-15

Years

16-20

Years

21-25

Years

+25

Years

Total

Number of Responses

1 7 7 3 3 2 3 26

Percent 3.8% 26.9% 26.9% 11.5% 11.5% 7.7% 11.5% 100%

Table 9 indicates that 3.8% had no administrative experience, 26.9% had 1-5

years experience, 26.9% had 6-10 years experience, 11.5% had 11-15 years experience,

11.5% having the experience of 16-20 years experience, 7.7% had 21-25 years

86

experience and 11.5% with more than 25 years experience. It is concluded that majority

of the respondents had 1-5 and 6-10 years of administrative experience.

Table 10: Showing the programmes being offered by the institutions

Name of Programme Frequency Percent

B Ed 4 15.4

B Ed, B.S Ed , M A (Edu)M Ed 1 3.8

B Ed, Bs Ed 1 3.8

B Ed, M Ed 19 73.1

B.Ed,M.A.M.Ed, M.Phil 1 3.8

Total 26 100.0

It is evident from table 10 that 15.4% institutions offer only B.Ed programme,

3.8% institutions offered B.Ed, B.S.Ed , M A (Edu) and M.Ed programmes, 3.8% B.Ed

and B.S.Ed Programme, 73.1% B.Ed and M.Ed Programme and 3.8% institutions offered

B.Ed, M.Ed, M.A(Edu), M.Phil programmes. So, it can be concluded from the above

table that majority of the institutions were offering B.Ed and M.Ed programmes.

Table 11: Showing the regularity of heads while taking classes

Yes No Total


Percent 84.6% 15.4% 100%

It is evident from table 11 that 84.6% heads of the institutions take regular classes,

while 15.4% do not take classes, so it is concluded that majority of the heads of the

institution took classes.

87

Table 12: Showing the availability of copies of curriculum/syllabus in the institution

Yes No Total


Percent 100% 0 100%

Table 12 shows that all the respondents were of the view that copies of curriculum

/ syllabus were available in the institution. So, it is concluded that copies of curriculum/

syllabus were available in all the institutions.

Table 13: Showing the percentage of the staff given orientation before the implementation of curriculum

Orientation about

Curriculum implementation

1-25 % 26-50% 51-75% 76-100% Total


Percent 46.2%% 23.1% 3.8% 26.9% 100%

Table 13 shows that 46.2% respondents were of the view that 1-25% teacher

educators were given orientation about curriculum, 23.1% respondents about 26-50%

teacher educators, 3.8% about 51-75% teacher educators and 26.9% about 76-100%

teacher educators, so it is concluded that majority of the respondents is of the view

that 1-25% teacher educators were given orientation before the implementation of

curriculum.

88

Table 14: Showing the responses on need for change of curriculum for B.Ed programme.

Yes No Total


Percent 88.5% 11.5% 100%

It is evident from table 14 that 85.5% heads of the institutions were in favour that

there is a need for change in the B.Ed curriculum and 11.5% were of the view that there

is no need, so it is concluded that majority of the respondents is in favour of change in

curriculum of B.Ed.

Table 15: Showing the employment of methodology in institutions, according to the curriculum

Yes To some extent No Total

Responses 11 4 11 26

Percent 42.3% 15.4% 42.3% 100%

It is evident from table 15 that 42.3% heads of the institutions report that the

teaching methodology employed in their institutions was same as in curriculum, 15.4%

were of the view that it was same to some extent and 42.3% were of the view that it was

not same. Therefore, it is concluded that majority of the respondents was agree that the

methodology adopted in their institutions was same as in curriculum.

89

Table 16: Showing the satisfaction of the heads on the usage of the teaching methods by teacher educators.

Fully satisfied Partially satisfied Not satisfied Total

Responses 6 17 3 26

Percent 23.1% 65.4% 11.5% 100%

It is evident from table 16 that 23.1% heads of the institutions were of the view

that they were satisfied with the methods used by teacher educators, 65.4% were partially

satisfied and 11.5% were not satisfied. So it is concluded that majority of the respondents

was partially satisfied with the methods used by teacher educators.

Table 17: Showing the satisfaction of heads on the present duration of training programme


Responses 6 17 4 26

Percent 19.2% 65.4% 15.4% 100%


that they were satisfied with the duration of the programme, 65.4% were partially


is partially satisfied with the duration of the programme.

Table 18: Showing satisfaction of heads on B.Ed training programmes


Responses 7 14 5 26

Percent 26.9% 53.8% 19.2% 100%

90

Table 18 indicates that 26.9% heads of the institutions were of the view that they

were satisfied with the training programme, 53.8% were partially satisfied and 19.2%

were not satisfied. So it is concluded that majority of the respondents was partially

satisfied with the training programme.

Table 19: Showing the appropriateness of the programme for producing competent teachers for secondary school teacher

Fully appropriate

Partially appropriate

Not appropriate

Total

Responses 7 15 4 26

Percent 26.9% 57.7% 15.4% 100%


that they were satisfied that secondary school teacher education programme is

appropriate, 57.7% were partially satisfied and 15.4% were not satisfied. It is, thus,

concluded that majority of the respondents was partially satisfied with the training

programme.

Table 20: Showing the satisfaction of heads on the criteria / policy for admission to teacher education programme


Responses 8 15 3 26

Percent 30.8% 65.4% 11.5% 100%


that they were satisfied with the criteria/policy of admission to the teacher education,

65.4% were partially satisfied and 11.5% were not satisfied. So it is concluded that

91

majority of the respondents was partially satisfied with the admission policy of the

training programme.

Table 21: Showing the application of teaching methods prescribed in the curriculum in the actual classroom situation


Responses 7 7 12 26

Percent 26.9% 26.9% 46.2% 100%

Table 21 indicates that 26.9% heads of the institutions were of the view that the

methods prescribed in the curriculum were applied in actual classroom, 26.9% were of

the view it was to some extent and 46.2% were of the view that it was not applicable. So

it is concluded that majority of the respondents was of the view that methods prescribed

in the curriculum were not applied in the actual classroom situation.

Table 22: Showing the application of teaching techniques prescribed in the curriculum in the actual class room situation


Responses 9 3 14 26

Percent 34.6% 11.5% 53.8% 100%

Table 22 indicates that 34.6% heads of the institutions were of the view that the

techniques prescribed in the curriculum were applied in actual classroom, 11.5% were of

the view it is to some extent and 53.8% were of the view that these were not applied. So

it is concluded that majority of the respondents is of the view that techniques prescribed

in the curriculum were not applied in the actual classroom situation.

92

Table 23: Showing the application of activities prescribed in the curriculum in actual class room situation.



Percent 38.5% 11.5% 50% 100%


that the activities prescribed in the curriculum were applied in actual classroom, 11.5%

were of the view these were applied to some extent and 50% were of the view that these

were not applied. So it is concluded that majority of the respondents was of the view

that activities prescribed in the curriculum were not applied in the actual classroom

situation.

Table 24: Showing the adequacy of qualified teachers for each subject in the institutions

Yes No Total


Percent 69.2% 30.8% 100%


had adequate qualified teachers for each subject, while 30.8% were of the view that they

do not had adequate qualified teachers for each subject. So it is concluded that majority

of the respondents was of the view that they had adequate number of qualified teachers

for each subject.

93

Table 25: Showing the satisfaction of the heads on the knowledge of teacher educators



Percent 50% 11.5% 38.5% 100%

Table 25 indicates that 50% heads of the institutions were of the view that they

were satisfied with the knowledge of teachers of their institutes, 11.5% were of the view

that they were satisfied to some extent. 38.5% were of the view that they were not

satisfied. So it is concluded that majority of the respondents was of the view that they

were not satisfied with the knowledge of the teachers of their institute.

Table 26: Showing the satisfaction of heads on the performance of teacher educators



Percent 42.3% 15.4% 42.3% 100%


that they were satisfied with the performance of teachers of their institutes, 15.4% were

of the view that they were satisfied to some extent and 42.3% were of the view that they

were not satisfied. So it is concluded that majority of the respondents was of the view that

they were not satisfied with the performance of the teachers of their institute.

94

Table 27: Showing the percentage of teacher educators who complete their courses with in time

Orientation about

Curriculum implementation

1-25 % 26-50% 51-75% 76-100% Total


Percent 0% 3.8% 34.6% 61.5% 100%

Table 27 indicates that 3.8% heads of the institutions were of the view that

26-50% teachers complete their course work during the session, 34.6% were of the view

that 51-75% teachers complete their course work during the session and 61.5% were of

the view that 76-100% teachers complete the course of their subjects during the session.

So it is concluded that majority of the respondents was of the view that 76-100% teachers

complete the course work of their subjects during the session.

Table 28: Showing the satisfaction of heads on the organization of co-curricular activities in the institutions


Responses 3 16 7 26

Percent 11.5% 61.5% 26.9% 100%


that they were satisfied with the co-curricular activities 61.5% were partially satisfied and

26.9% were not satisfied. So it is concluded that majority of the respondents was partially

satisfied with the co-curricular activities being performed in their institutions.

95

Table 29: Showing the responses of heads on support from management



Percent 46.2% 38.5% 15.4% 100%


that they had support from their superiors, 38.5% were of the view that they had support

to some extent and 15.4% were of the view that they do not had support from the

superiors. So it is concluded that majority of the respondents was of the view that they

had support from their superiors to take strong measures for the solution of disciplinary

cases.

Table 30: Showing the involvement of heads in policy making regarding teacher training

Yes No Total


Percent 69.2% 30.8% 100%

It is evident from table 30 that 69.2% heads of the institutions had opted in favour

that they had been involved in policy making regarding teacher training, while 30.8%

were of the view that they had not been involved in policy making in this regard, so it is

concluded that majority of the heads of the institutions were involved in policy making

regarding teacher training.

96

Table 31: Showing the involvement of heads in planning / development process regarding teacher training

Yes No Total


Percent 69.2% 30.8% 100%

Table 31 indicates that 69.2% heads of the institutions had opted in favour that

they had been involved in planning/development process regarding teacher training,

while 30.8% were of the view that they had not been involved planning/development in

this regard, so it is concluded that majority of the heads of the institutions were involved

in planning/development regarding teacher training.

Table 32: Showing the involvement of heads in the evaluation process of teacher training

Yes No Total


Percent 76.9% 23.1% 100%

It is evident from table 32 that 76.9% heads of the institutions had opted in favour

that they had been involved in evaluation process regarding teacher training, while 23.1%

were of the view that they had not been involved in evaluation process in this regard; It is

concluded that majority of the heads of the institutions were involved in evaluation

process regarding teacher training.

97

Table 33: Showing the disciplinary problems being faced by the heads

S.No Variable Frequency Percentage

1 Absence of teacher educators 4 15.4%

2 Irregularity of teacher educators 7 26.9%

3 Inefficient teacher educators 1 3.8%

4 Arrogant teacher educators 1 3.8%

5 Un Willing worker 5 19.2%

6 Instigators 1 3.8%

7 Absence of trainees 13 50.0

8 Substandard trainees 11 42.3

It is evident from table 33 that about the discipline problems, 15.4% of the heads

of institutions were of the view that teacher educators remain absent, 26.9% were worried

about the irregularity of teacher educators, 3.8% about inefficient teacher educators, 3.8%

about arrogant teacher educators, 19.2% about un willing worker, 3.8% about instigators,

50% about absence of trainees and 42.3% about substandard trainees. So, it is concluded

that majority of the heads of training institutions were facing problems regarding trainee

teachers (i.e. absence and substandard).

Table 34: Showing the responses of heads on admissions were made on merit

Yes No Mostly Total

Responses 15 2 9 26

Percent 57.7% 7.7% 34.6% 100%


that all admissions were made on merit, 7.7% were of the view that admissions were not

98

made on merit and 34.6% were of the view that mostly admissions were made on merit.

So it is concluded that majority of the respondents was of the view that admissions were

made on merit.

Table 35: Showing the powers of heads regarding grant of admission

Full

powers

To some

Extent

No Total

Responses 12 6 8 26

Percent 46.2% 23.1% 30.8% 100%


had full powers for granting admission, 23.1% were of the view that they had powers to

some extent regarding admission and 30.8% were of the view that they do not had

powers for granting admission. So it is concluded that majority of the respondents is of

the view that they were not having powers regarding grant of admission to the

institute/programme.

Table 36: Showing the relevance of the recommended books with curriculum.

Yes To some

Extent

No Total


Percent 38.5% 23.1% 38.5% 100%


that books recommended were relevant with curriculum, 23.1% were of the view that

these were relevant to some extent and 38.5% were of the view that these were not

99

relevant to the curriculum. So it is concluded that majority of the respondents was of the

view that books recommended were not relevant to the curriculum.

Table 37: Showing the availability of the text books / books recommended.

Yes To some

Extent

No Total


Percent 42.3% 46.2% 11.5% 100%

Table 37 indicates that 42.3% heads of the institutions were of the view that

books recommended were available, 46.2% were of the view that these were available to

some extent and 11.5% were of the view that these were not available. So it is

concluded that majority of the respondents was of the view that books recommended

were not available.

Table 38: Showing the relation of the subject matter of the text books/books recommended to the life situation

Yes To some

Extent

No Total

Responses 7 14 5 26

Percent 26.9% 53.8% 19.2% 100%


that books were related to the subject matter, 53.8% were of the view that these were

related to subject matter to some extent and 19.2% were of the view that these were not

related to subject matter. So it is concluded that majority of the respondents is of the view

that books were related to subject matter.

100

Table 39: Showing the satisfaction with the level of the professional training of teacher training being supervised by the heads

Yes To some

Extent

No Total

Responses 7 14 5 26

Percent 26.9% 53.8% 19.2% 100%


were satisfied with the level of professional training of teachers they were supervising,

53.8% were of the view that they were satisfied to some extent and 19.2% were of the

view that they were not satisfied. So it is concluded that majority of the respondents is

not satisfied with the level of the professional training they supervised.

Table 40: Showing the system of follow up of successful trainees

Yes To some

extent

No Total

Responses 7 9 10 26

Percent 26.9% 34.6 38.5% 100%


that they had the system of follow up of successful trainees, 34.6% were of the view that

they had the system to some extent and 38.5% were of the view that they do not had a

system of follow up of successful trainees. So it is concluded that majority of the

institutions did not had the system of follow up.

101

Table 41: Showing the evaluation procedure in the institutions

Annual Semester Total


Percent 23.1% 76.9% 100%


had annual system and 76.9% were of the view that they had semester system in their

institutions. So it is concluded that majority of the institutions had a semester system for

evaluation.

Table 42: Showing the satisfaction of heads with the available facilities regarding human resources


Responses 4 16 6 26

Percent 15.4% 61.5% 23.1% 100%


that they were satisfied with the available facilities regarding human resources, 61.5%

were partially satisfied and 11.5% were not satisfied. So it is concluded that majority of

the respondents was partially satisfied with the available facilities regarding human

resources.

102

Table 43: Showing the satisfaction of heads with the available physical facilities in the institution.


Responses 4 17 5 26

Percent 15.4% 65.4% 19.2% 100%


that they were satisfied with the available physical facilities, 65.4% were partially


is partially satisfied with the available physical facilities in the institutions.

Table 44: Showing the satisfaction of heads with the available financial resources in the institution.


Responses 3 19 4 26

Percent 11.5% 73.1% 15.4% 100%


were satisfied with the available financial resources, 73.1% were partially satisfied and

15.4% were not satisfied. So it is concluded that majority of the respondents is partially

satisfied with the available financial resources in the institutions.

103

4.2 OPINION OF HEADS ABOUT THE INSTITUTIONS AND FACILITIES

IN THE INSTITUTION

Table 45: Showing the availability of class room furniture.

Responses Frequency Percent

Available 24 92.3

Available to some extent 2 7.7

Total 26 100.0

It is evident from table 45 that 92.3% of the respondents were of the view that

classroom furniture is available in the institutes, while 7.7% were of the view that

classroom furniture is available to some extent. It is concluded that classroom furniture

was available in majority of the institutions.

Table 46: Showing the ownership of the buildings


Government 25 96.2

Private organization 1 3.8

Total 26 100.0

It is evident from table 46 that 96.2% of the respondents responded that the

buildings in which institutes were being run were property of the government, while

3.8% respondents responded that it is the property of private organization. So, it is

concluded that Government owned the buildings of majority of the institutions.

104

Table 47: Showing the condition of buildings


New 11 42.3

Needs minor repair 11 42.3

Needs major repair 4 15.4

Total 26 100.0

It is evident from table 47 that 42.3% of the respondents responded that the

buildings in which institutes were being run were new, 42.3% were of the view that these

need minor repair and 15.4% were of the view that these need major repair. It is

concluded that buildings of the majority of the institutions need minor and major repair.

Table 48: Showing the number of available class rooms in the institutions

Number of Classrooms

Frequency Percent

10 2 7.7

12 1 3.8

13 1 3.8

15 3 11.5

16 1 3.8

2 1 3.8

20 1 3.8

3 2 7.7

4 5 19.2

5 2 7.7

6 1 3.8

8 1 3.8

sufficient 1 3.8

Total 26 100.0

105

Table 48 indicates that there were 10 classrooms in 7.7%, 12 classrooms in

3.8%, 13 classrooms in 3.8%, 15 classrooms in 11.5%, 16 classrooms in 3.8%, two

classrooms in 3.8%, 20 classrooms in 3.8%, three classrooms in 7.7%, four

classrooms in 19.2%, five classrooms in 7.7%, six classrooms in 3.8%, eight

classrooms in 3.8% and sufficient number of classrooms in 3.8% teacher training

institutions. It is concluded that majority of the teacher training institutions had 4 and

15 classrooms.

Table 49: Showing the need of class rooms in the institutions


Yes

7

26.9

No

19

73.1

Total

26

100.0

It is evident from table 49 that 26.9% of the respondents responded that

they need more classrooms and 73.1% were of the view that they do not need more

classrooms. It is concluded that majority of the heads of the institutions do not need

more classrooms.

106

Table 50: Showing the number of classrooms needed by the institutions


10 1 3.8

2-4 1 3.8

2 2 7.7

3 1 3.8

4 1 3.8

6 1 3.8

Nil

1

9

73.1

Total 26 100.0

Table 50 shows that 3.8% respondents need 10 more classrooms, 3.8% need 2-4

classrooms, 7.7% need 2 more classrooms, 3.8% need 3 more classrooms, 3.8% need 4

more classrooms and 3.8% need 6 more classrooms, while 73.1% do not need any more

classroom.

Table 51: Showing availability of libraries in the institutions


Yes 24 92.3

No 2 7.7

Total 26 100.0

It is evident from table 51 that 92.3% heads of the institutions responded that they

had library in their institutes, while 7.7% were of the view that they do not had library in

107

their institutions. It is concluded that libraries were available in majority of the

institutions.

Table 52: Showing the availability of libraries in separate room / building


Yes 22 84.6

No 4 15.4

Total 26 100.0

Table 52 shows that 84.6% heads of the institutions responded that they had

library in separate room, while 15.4% were of the view that they do not had library in

separate rooms in their institutions. It is concluded that in majority of the teacher training

institutions libraries were in separate rooms.

Table 53: Showing the provision of internet in the library for students' use


Yes 8 30.8

No 18 69.2

Total 26 100.0

Table 53 shows that 30.8% heads of the institutions responded that they had the

provision of internet in library for students’ use, while 69.2% were of the view that they

do not had the provision of internet in the library for students’ use. It is concluded that in

majority of the teacher training institutions, internet was not available in libraries for

students’ use.

108

Table 54: Showing the sanction for the post of librarian


Yes 22 84.6

No 4 15.4

Total 26 100.0


post of librarian, while 15.4% were of the view that they do not had the post of librarian.

It is concluded that in majority of the institutions post of librarians were sanctioned.

Table 55: Showing the filling of the post of librarian


Yes 19 73.1

No 7 26.9

Total 26 100.0

Table 55 shows that 73.1% heads of the institutions responded that the post of

librarian is filled in their institution, while 26.9% responded that the post of librarian was

vacant in their institutions. It is concluded that in majority of the institutions post of

librarians were filled.

Table 56: Showing the availability of practicing school


Yes 25 96.2

No 1 3.8

Total 26 100.0

109


practicing schools while 3.8% responded that they do not had practicing school. It is

concluded that majority of the institutions had the availability of practicing schools.

Table 57: Showing the adequacy of staff in practicing schools


Yes 22 84.6

No 4 15.4

Total 26 100.0

It is evident from table 57 that 84.6% heads of the institutions responded that their

practicing schools were adequately staffed, while 15.4% responded that these were not

adequately staffed. It is concluded that majority of the practicing schools were adequately

staffed.

Table 58: Showing the availability resource centre in the institutions


Yes 8 30.8

No 18 69.2

Total 26 100.0


resource centre in their institutions, while 69.2% responded that they do not had resource

centre in their institutions. It is concluded that in majority of the institutions resource

centres were not available.

110

Table 59: Showing the availability of A. V. Room in the institutions


Yes 10 38.5

No 16 61.5

Total 26 100.0

Table 59 shows that 38.5% heads of the institutions responded that they had AV

room in their institutions, while 61.5% responded that they do not had AV room in their

institutions. It is concluded that in majority of the institutions AV rooms were not

available.

Table 60: Showing the adequacy of maintenance of A V room


Yes 9 34.6

No 17 65.4

Total 26 100.0


A V rooms were adequately equipped/maintained, while 34.6% responded that these

were not adequately equipped/maintained. It is concluded that in majority of the

institutions A V rooms were not adequately maintained.

111

Table 61: Showing the availability of computer laboratories in the institutions


Yes 22 84.6

No 4 15.4

Total 26 100.0


computer laboratory in their institutions, while 15.4% responded that they do not had

computer laboratory in their institutions. It is concluded that in majority of the institutions

computer laboratories were available.

Table 62: Showing the adequacy of staff in computer laboratories


Yes 17 65.3

No 9 34.6

Total 26 100.0


computer laboratory is adequately staffed, while 34.6% responded that these were not

adequately staffed. It is concluded that in majority of the institutions computer

laboratories were adequately staffed.

112

Table 63: Showing the number of computers in laboratories

Number of Computers

Frequency Percent

10

2

7.7

14

1

3.8

15

1

3.8

2

1

3.8

20

3

11.5

22

2

7.7

25

1

3.8

30

2

7.7

40

9

34.6

60

1

3.8

nil

3

11.5

Total

26

100.0

Table 63 indicates that there were 10 computers in 7.7%, 14 computers in 3.8%,

15 computers in 3.8%, 02 computers in 3.8%, 20 computers in 11.5%, 22 computers in

7.7%, 25 computers in 3.8%, 30 computers in 7.7%, 40 computers in 34.6%, 60

computers in 3.8% and nil computers in 11.5% teacher training institutions. It is

concluded that in computer laboratories of the majority of the institutions there were 20

to 40 computers.

113

Table 64: Showing the provision of laboratory schools


Yes

5

19.2

No

21

80.8

Total

26

100.0


laboratory schools, while 80.8% responded that they do not had laboratory schools. It is

concluded that in majority of the teacher training institutions there was no provision of

laboratory schools.

Table 65: Showing the adequacy of staff in laboratory schools


Yes 5 19.2

No 21 80.8

Total 26 100.0


laboratory schools were adequately staffed, while 80.8% responded that these were not

adequately staffed. While on the other hand those institutions which had laboratory

schools they all were of the view that laboratory schools were adequately staffed.

114

Table 66: Showing the provision of Physics laboratory in institutions


Yes 14 53.8

No 12 46.2

Total 26 100.0


physics laboratory in their institutions, while 46.2% responded that they do not had

physics laboratory in their institutions. It is concluded that majority of the institutions had

physics laboratories.

Table 67: Showing the adequacy of and maintenance of

Physics laboratory


Yes 9 34.6

No 17 65.4

Total 26 100.0

It is evident from table 67 that 34.6% heads of the institutions responded that

their physics laboratory is adequately equipped, while 65.4% responded that these were

not adequately equipped. It is concluded that in majority of the institutions physics

laboratories were not being maintained adequately.

115

Table 68: Showing the provision of Chemistry laboratory in institutions


Yes 13 50.0

No 13 50.0

Total 26 100.0

Table 68 shows that 50% heads of the institutions responded that they had

chemistry laboratory in their institutions, while 50% responded that they do not had

chemistry laboratory in their institutions. It is concluded that half of the institutions had

chemistry laboratories and half of institutions did not.

Table 69: Showing the adequacy of and maintenance of

Chemistry laboratory


Yes 7 26.9

No 19 73.1

Total 26 100.0


physics laboratory is adequately equipped, while 73.1% responded that these were not

adequately equipped. It is concluded that in majority of the institutions chemistry


116

Table 70: Showing the provision of Biology laboratory in institutions


Yes 13 50.0

No 13 50.0

Total 26 100.0

Table 70 shows that 50% heads of the institutions responded that they had biology

laboratory in their institutions, while 50% responded that they do not had biology

laboratory in their institutions. It is concluded that half of the institutions had biology

laboratories and half of institutions did not.

Table 71: Showing the adequacy of and maintenance of Biology laboratory


Yes 7 26.9

No 19 73.1

Total 26 100.0


biology laboratory is adequately equipped, while 73.1% responded that these were not

adequately equipped. It is concluded that in majority of the institutions biology


117

Table 72: Showing the provision of play ground


Yes 16 61.5

No 10 38.5

Total 26 100.0

It is evident from table 72 that 61.5% heads of the institutions responded that they

had play ground in their institutions, while 38.5% responded that they did not had play

ground in their institutions. It is concluded that in majority of the institutions there was a

provision of play grounds.

Table 73: Showing the adequacy of maintenance of play ground


Yes 13 50.0

No 13 50.0

Total 26 100.0

Table 73 shows that 50% heads of the institutions responded that the play ground

of their institution is adequately maintained, while 50% responded that the play ground in

their institution is not adequately maintained. It is concluded that half of the institutions

maintained play grounds adequately and half of institutions did not.

118

Table 74: Showing the sanction of the post of DPE


Yes 16 61.5

No 10 38.5

Total 26 100.0


post of director physical education (DPE), while 38.5% were of the view that they do not

had the post of DPE. It is concluded that majority of the institutions had sanctioned

posts of DPE.

Table 75: Showing the filling of the post of DPE


Yes 12 46.2

No 14 53.8

Total 26 100.0

Table 75 shows that 46.2% heads of the institutions responded that the posts of

DPE were filled in their institutions, while 53.8% were of the view that the posts of DPE

were vacant in their institutions. It is concluded that in majority of the institutions the

posts of DPE were vacant.

119

Table 76: Showing the provision of supporting staff to DPE


Yes 12 46.2

No 14 53.8

Total 26 100.0


supporting staff to DPE, while 53.8% were of the view that they do not had the

supporting staff to DPE. It is concluded that in majority of the institutions there was no

provision of supporting staff to DPE.

Table 77: Showing the publishing of publication of institutions


Yes 6 23.1

No 20 76.9

Total 26 100.0

It is evident from table 77 that 34.6% institutions had their publications, while

65.4% did not have their publications. It is concluded that majority of the institutions did

not have their publications.

120

Table 78: Showing frequency of publication of the institutions


Nil 20 76.9

Yearly 6 23.1

Total 26 100.0

It is evident from table 78 that all the institutes had their publications annually.

Table 79: Showing the availability of facilities for the organization of co-curricular activities in the institution


Yes 23 88.5

No 3 11.5

Total 26 100.0

Table 79 shows that 88.5% respondents responded that they had the facility for

the organization of co curricular activities, while 11.5 % responded in negative, that they

did not have the facilities for the organization of co curricular activities.

Table 80: Showing availability of facilities for the organization of indoor games in the institution


Yes 15 57.7

No 11 42.3

Total 26 100.0

121

Table 80 shows that 57.7% respondents responded that they had the facility for

the organization of indoor games, while 42.3% responded in negative, that they did not

have the facilities for the organization of indoor games. It is concluded that majority of

the institutions had the facility for the organization of indoor games.

Table 81: Showing the provision auditorium in the institution


Yes 18 69.2

No 8 30.8

Total 26 100.0

Table 81 shows that 69.2% respondents responded that they had the auditorium in

the institutions, while 30.8% responded in negative, that they did not have the auditorium

in the institution. It is concluded that in majority of the institutions auditorium was

available.

Table 82: Showing the capacity of auditorium to accommodate all the students of the institute


Yes 18 69.2

No 8 30.8

Total 26 100.0

It is evident from table 82 that 69.2% respondents responded that the auditorium

of their institutions has the capacity to accommodate all the students of their institutions,

while 30.8% responded in negative, that the auditoriums of their institutions do not had

122

the capacity to accommodate all the students of their institutions. So, it is concluded that

in majority of the institutions auditoriums had the capacity to accommodate all the

students of the institute.

Table 83: Showing the arrangement of competitions of students among themselves


Yes 20 76.9

No 6 23.1

Total 26 100.0

Table 83 shows that 76.9% respondents responded that they arrange competitions

of students among themselves, while 23.1% responded in negative, that they do not

arrange competitions of students among themselves. It is concluded that in majority of

the institutions competitions among students were arranged.

Table 84: Showing the arrangement of seminars for students


Yes 21 80.8

No 5 19.2

Total 26 100.0

Table 84 shows that 80.8% respondents responded that they arranged seminars for

students, while 19.2% responded in negative, that they did not arrange seminars for

students. It is concluded that in majority of the institutions seminars were arranged for

students.

123

Table 85: Showing the provision of hostel facilities for students in the institutions


Yes 21 80.8

No 5 19.2

Total 26 100.0

Table 85 shows that 80.8% respondents responded that they had the facilities of

hostel for the students, while 19.2% responded in negative, that they did not have the

hostel facilities for the students. It is concluded that in majority of the institutions hostel

facilities were available for student teachers.

Table 86: Showing the appropriateness of funding for maintenance of the institute


Yes 11 42.3

No 15 57.7

Total 26 100.0

It is evident from table 86 that 42.3% respondents responded that they had the

appropriate funding for maintenance of the institution, while 57.7% responded in

negative, that they did not have the appropriate funding for maintenance of the

institution. It is concluded that in majority of the institutions funding for maintenance was

not appropriate.

124

Table 87: Showing the teacher student ratio in the teacher training institutions.

S.No Name of Institution Students Teachers Ratio

1 F U U ST Karachi 55 4 1:13.75

2 G C E F B Werea Karachi 404 22 1:18.36

3 G J M C E Malir, Karachi 232 11 1:21.10

4 F O E ,University of Sindh, Hyderabad 266 24 1:11.09

5 G C E Sukkur 300 17 1:17.65

6 I E D, SALU Khairpur 134 7 1:19.14

7 U O E Vehari campus 137 14 1:9.79

8 U O E, Multan Campus 820 31 1:26.45

9 U O E, D G Khan Campus 490 26 1:18.84

10 U O E, Okara Campus 350 10 1:35

11 U O E, Faisalabad Campus 600 35 1:17.14

12 U O E, Lower Mall Lahore Campus 500 20 1:25

13 U O E, Bank Road Lahore Campus 900 35 1:25.71

14 U O E, Township, Lahore Campus 850 30 1:28.33

15 Education Department, University of Sargodha, Sargodha

255 7 1:36.43

16 U O E, Joharabad Campus 257 18 1:14.28

17 Education Department, U A A Rawalpindi 54 6 1:9

18 F C E,H-9, Islamabad 450 33 1:13.64

19 U O E, Attock Campus 253 6 1:42.17

20 Education Department, Hazara University Mansehra

74 11 1:6.72

21 I E R, university of Peshawar, Peshawar 464 12 1:38.67

22 I E R, K U S T, Kohat 30 4 1:7.5

23 I E R, Gomal University, D I Khan 195 11 1:17.72

24 G C E , Quetta 110 19 1:5.79

25 Education Department, University of Baloachistan, Quetta

160 12 1:13.33

26 Department of Educational Training, I U B, Bahawalpur

110 6 1:18.33

Total 8450 431 1:19.61

125

Table 87 shows the teacher student ratio in the institutions, the lowest teacher

student ratio was in the Government college of education, Quetta which is 1: 5.79 and the

highest teacher student ratio was in IER, The University of Peshawar, which is 1: 38.67

the teacher student ratio of the other 24 institutions is in between 1: 5.79 and 1:38.67.

4.3 OPINION OF TEACHER EDUCATORS ABOUT THE INSTITUTIONS AND TRAINING PROGRAMME

Table 88: Showing the responses on availability of syllabus/curriculum in the institution

It is evident from the table 88 that 90.2% respondents were of the view that copies

of the syllabus/curriculum were available in the institution while 9.8% were of the view

that copies of the syllabus curriculum were not available in the institution. This difference

between the yes and no is significant at 0.0001 p-value. So it is concluded that significant

majority was of the view that copies of syllabus/curriculum were available in the

institution.

Table 89: Showing the responses on having personal copies of the curriculum

Variable Yes No df t-value p-value

Were copies of curriculum &syllabus of the

subject(s) you teach, available in the

institution?

293

90.2%

32

9.8%

324

24.375

0.000


Do you had personal copies of the

curriculum &syllabus of the subject you

teach?

296

91.1%

29

8.9%

324

26.021

0.000

126

The table 89 shows that 91.2% respondents were of the view that they had

personal copies of the syllabus /curriculum while 8.9% were of the view that they do not

had the personal copies of the syllabus /curriculum. This difference between the yes and

no is significant at 0.0001 p-value. So it is concluded that significant majority was of the

view that they had the personal copies of syllabus/curriculum.

Table 89: Showing the general opinion about the contents of the programme

S.No Variable Frequency Percent

1 Practicable 149 45.8%

2 Non practicable 16 4.9%

3 Short 25 7.7%

4 Lengthy 55 16.9%

5 Does not cover all aspects 49 15.1%

6 Appropriate and satisfactory 186 57.2%

7 Contents were appropriate 102 31.4%

Total 325 100%

Table 89 depicts that 45.8% teacher educators were of the view that contents were

practicable, 4.9% consider these non practicable, 7.7% think these short, 16.9% view

them lengthy, 57.2% regard them appropriate and satisfactory and 31.4% were of the

view that contents were appropriate, So majority was of the view that contents were

practicable, appropriate and satisfactory.

127

Table 90: Showing the opinion about the appropriateness of the duration for covering the syllabus

The table 90 reveals that chi square value is significant at 0.0005 significant level

and all the responses were significantly different among each other, as the level of

agreement is towards yes. Hence it is concluded that majority of the respondents agreed

that duration of the session is appropriate to cover the whole syllabus.

Table 91: Showing the availability of the course content

It is evident from table 91 that chi square value is significant at 0.0005 significant

level and all the responses were significantly different among each other, as the level of

agreement is towards yes. Hence it is concluded that majority of the respondents agreed

that course content were available.

Variable Yes To Some Extent

No df Chi Square

p-value

Duration of academic session is

appropriate to cover the whole

syllabus.

178

54.8%

93

28.6%

54

16.6%

2

74.222

0.0001


No df Chi Square

p-value

Availability of the textbooks

/recommended books covering

contents of curriculum & syllabus

readily available in the market.

133

40.9%

144

44.3%

48

14.8%

2

50.960

0.0001

128

Table 92: Showing the opinion on the relationship between textbooks and curriculum

It is evident from table 92 as value of chi square is significant and level of

agreement is towards no and to some extent, so it is concluded that text books/ books

recommended catered to all aspects of the content to some extent.

Table 93: Showing the opinion about the objectives of the subjects


No df Chi Square

p-value

The text books/ books

recommended cater to all aspects

of the contents of curriculum &

syllabus.

105

32.3%

166

51.1%

54

16.6%

2

58.049

0.0001


No df Chi Square

p-value

Clear and understandable

200

61.5%

101

31.1%

24

7.4%

2

143.711

0.0001

Attainable

96

29.5%

169

52%

60

18.5%

2

56.942

0.0001

Relevant to the course content

117

36%

164

50.5%

44

13.5%

2

67.502

0.0001

Well organized

65

20%

209

64.3%

51

15.7%

2

141.218

0.0001

129

Table 93 reveals that value of Chi Square is significant at p-value of 0.0001,

regarding clarity and understanding level agreement is towards yes and to some extent, so

it is concluded that objectives were clear and understandable; regarding the attainability

of the objectives level of agreement is toward yes and to some extent, so it is concluded

that objectives were attainable to some extent; regarding the relevancy of the objectives

level of agreement is toward yes and to some extent, so it is concluded that objectives

were relevant to some extent and regarding the organization of the objectives level of

agreement is toward yes and to some extent, so it is concluded that objectives were well

organized to some extent.

Table 94: Showing the appropriateness of period to complete the course.

Table 94 depicts that 82.5% of the teacher educators were of the view that they

had appropriate numbers of periods to complete the course while 17.5% were of the view

that they were not having the appropriate number of periods. This difference of

appropriate and need more periods is significant at 0.0001 significant level. So it is

concluded that majority of the respondents had the appropriate periods to complete the

courses.

Variable Appropriate Need More

df t-value p-value

Do you think you had

appropriate number of periods

to complete the course?

268

82.5%

57

17.5 %

324

15.420

0.0001

130

Table 95: Showing the responses on the change in the contents

It is evident from table 95 that 21.5% were of the view that they need change,

40.6% were of the view that they need change to some extent and 37.8% were of the

view that they do not need any change. As level of agreement is towards to some extent

and no, it is concluded that change is needed but to some extent.

Table 96: Showing responses about the provision of teacher guidebooks.

Table 96 shows that 80.9% of the teacher educators were of the view that they

were not provided with teacher guidebooks and 19.1% were of the view that they had

been provided with teacher guidebooks and this difference is highly significant at 0.0001

significant level. So it is concluded that majority of the teacher educators were not

provided with teacher guidebooks.


No df Chi Square

p-value

Any need for change in the

content of your subject.

70

21.5%

132

40.6 %

123

37.8%

2

20.720

0.0001


Is teacher guidebook

provided to you?

62

19.1 %

263

80.9%

324

14.171

0.0001

131

Table 97: Showing the responses on agreement to method prescribed in curriculum/syllabus

It is evident from table 97 that chi square value is significant at 0.0001 significant

level and all the responses were significantly different among each other, as the level of

agreement is towards partially agreed and agreed. Hence, it is concluded that majority

of the respondents were partially agreed to the method prescribed in curriculum /

syllabus.

Table 98: Showing the opinion on the duration of the programme

It is evident from table 98 that chi square value for B.Ed is significant at 0.0001

level. So it is concluded that majority of the teacher educators is partially satisfied from

the present duration of teacher training programme of B.Ed.

Variable Fully Agreed

Partially Agreed

Not Agreed

df Chi Square

p-value

Your agreement to the

method prescribed in your

subject curriculum.

80

24.6%

197

60.6%

48

14.8%

2

113.582

0.0001

Variable Fully

Satisfied

Partially

Satisfied

Not

Satisfied

df Chi

Square

p-

value

B.Ed

78

24%

163

50.2%

84

25.8%

2

41.545

0.0001

132

Table 99: Showing the opinion on the present model of teacher training programme

Table 99 depicts that chi square value for B.Ed model of teacher training is

significant at 0.0001 level, and level of agreement is toward partially satisfied and not

satisfied. So it is concluded that majority of the teacher educators is partially satisfied

with the present model of teacher training programme of B.Ed.

Table 100: Showing the responses on the richness of library to meet the requirements of teachers.

Table 100 depicts that chi square value is significant at 0.0026 level, and level of

agreement is towards to some extent and no. So it is concluded that majority of the

teacher educators is of the view that the library of their institutions is rich to some extent

in order to fulfill the requirements of the teachers.

Variable Fully

Satisfied

Partially

Satisfied

Not

Satisfied

df Chi

Square

p-

value

B.Ed

56

17.2%

182

56%

87

26.8%

2

79.575

0.0001

Variable

Yes

To Some Extent

No

df

Chi Square

p-value

The library of your

institution is rich enough to

meet the requirements of

teachers.

79

24.3%

124

38.2 %

122

37.5%

2

11.932

0.0026

133

Table 101: Showing the responses on the richness of library to meet the requirements of students

It is evident from table 101 that chi square value is significant at 0.0005 level, and

level of agreement is towards yes and to some extent. So it is concluded that majority of

the teacher educators is of the view that the libraries of their institutions were rich enough

to fulfill the requirements of the student teachers.

Table 102: Showing the responses about the issuance of books to student teachers

It is evident from the table 102 that 84% respondents were of the view that library

books were issued to trainees as a routine while 16% were of the view that library books

were not issued to student teachers as a routine. This difference between the yes and no is

significant at 0.0001 p-value. So it is concluded that significant majority was of the view

that books were issued to student teachers as a routine.

Variable

Yes

To Some Extent

No

df

Chi Square

p-value

The library of your

institution is rich enough to

meet the requirements of

students.

140

43.1%

101

31.1%

84

25.8%

2

15.218

0.0005


Were the library books easily issued to

trainees as a routine?

273

84%

52

16%

324

16.719

0.0001

134

Table 103: Showing the responses about duration of library hours.

It is evident from the table 103 that 54.2 % respondents were of the view that

library is open for trainees use for longer hour; while 45.8% were of the view that library

is not opened for trainees use for longer hour. This difference between the yes and no is

in significant as p-value is 0.1296. So it is concluded that there is no significant

difference between the library opened for long hours and not opened for longer hours.

Table 104: Showing the responses about the adequacy of equipment in the laboratories.

It is evident from the table 104 that 43.4 % respondents were of the view that

laboratories of their institutions were adequately equipped, while 56.6% were of the view

that laboratories of their institutions were not adequately equipped. This difference

between the yes and no is significant as p-value is 0.0169. So it is concluded that majority

of the laboratories were not adequately equipped.


Is the library of your institution open

for trainees' use for longer hours?

176

54.2%

149

45.8%

324

1.520

0.1296


Were the laboratories of your institution

equipped adequately?

141

43.4%

184

56.6%

324

2.401

0.0169

135

Table 105: Showing the responses about the demonstration of lesson before students.

Table 105 depicts that 77.2% respondents were of the view that they demonstrate

model lesson before the students, while 22.8% were of the view that they do not

demonstrate model lesson before the student teachers. This difference between the yes

and no is significant as p-value is 0.001. So it is concluded that majority of the teacher

educators demonstrate model lessons before the student teachers.

Table 106: Showing the number of conferences / seminars / workshops attended by teacher educators

S.No Number of Conferences/Seminars Frequency Percent

1 None 56 17.2%

2 One 33 10.2%

3 Two 78 24.0%

4 Three 54 16.6%

5 Four 40 12.3%

6 Five 07 2.2%

7 Six 57 17.5%

Total 325 100%


Do you demonstrate model lesson before

the trainees?

251

77.2%

74

22.8%

324

11.688

0.001

136

It is evident from table 106 that 17.2% teacher educators had not attended any

conference, 10.2% attended one conference, 24% attended two conferences, 16.6%

attended three conferences, 12.3% attended four conferences, 2.2% attended five

conferences and 17.5% attended six conferences. So it is concluded that majority of the

teacher educators 24% had attended two conferences.

Table 107: Showing the priority of objectives of teacher education programme by teacher educators.

S.No Variables Frequency Percent

1 To create interest for teaching profession. 269 82.8%

2 To develop commitment for national ideology. 204 62.8%

3 To provide knowledge and training in teaching

techniques/ methods.

255 78.5%

4 To develop competence to understand the

students' problems and their solutions.

212 65.2%

5 To cultivate the habits of critical thinking in

prospective teachers.

247 76%

6 To make the prospective teachers competent to

deal the students on the basis of individual

differences.

176 54.2%

7 To develop teaching skills in prospective

teachers.

291 89.5%

From table 107 it is evident that 82.8% were of the view that creation of interest

for teaching profession is the objective of teacher education, for 62.8% development of

commitment for national ideology, for 78.5%, the provision of knowledge and training in

teaching techniques/methods, for 65.2%, the development of competence for the

understanding of the students’ problems and their solutions, to 76%, the cultivation of

137

habit of critical thinking in prospective teachers, for 54.2%, to make the prospective

teachers competent to deal the students on the basis of individual differences, and for

89.5%, the development of teaching skills in prospective teachers is the objective of

teacher education. So it is concluded majority was of the view that development of

teaching skills in prospective teachers is the objective of teacher education.

Table 108: Showing responses about the sufficiency of time ratio between theory and practice.

Table 108 depicts that 48.3% respondents were of the view that the ratio between

theory and practice is sufficient, while 51.7% were of the view that the ratio between

theory and practice is insufficient. The difference between yes and no is insignificant as

the p-value is 0.5401. So it is concluded that respondents having the same views about

the sufficiency and insufficiency, there is a difference but that difference is not

significant.

Table 109: Showing the responses about the procedure of teaching practice

Table 109 depicts that 44% respondents were of the view that the present

procedure of teaching practice is adequate, while 56% were of the view that the present


Do you consider the time ratio

between theory and teaching practice

sufficient?

157

48.3%

168

51.7%

324

0.613

0.5401


Do you consider the present procedure of

teaching practice adequate?

143

44%

182

56%

324

2.179

0.0300

138

procedure of teaching practice is inadequate. The difference between yes and no is

significant as the p-value is 0.0300. So it is concluded that significant majority of the

teacher educators were of the view that the present procedure of teaching practice was in-

adequate.

Table 110: Showing responses regarding help of student teachers in preparation of model lessons

Table 110 depicts that 88.6% respondents were of the view that they help in the

preparation of model lessons, while 11.4 % were of the view that they do not help in the

preparation of model lessons. The difference between yes and no is significant as the p-

value is 0.0001. So it is concluded that significant majority of the teacher educators were

of the view that they help the student teachers in the preparation of lesson plans.

Table 111: Showing the responses about the supervision of teaching practice of relevant subjects

Table 111 depicts that 79.7% respondents were of the view that they supervise

teaching practice lesson of their field, while 20.3% were of the view that they do not

supervise the teaching practice lessons of their field. The difference between yes and no


In addition to model lesson, do you help

trainees in preparation of lesson plans?

288

88.6%

37

11.4%

324

21.896

0.0001


Do you supervise the practice teaching

lessons of your subject or some one else

supervises them?

259

79.7%

66

20.3%

324

13.311

0.0001

139

is significant as the p-value is 0.0001. So it is concluded that significant majority of the

teacher educators supervised teaching practice lessons of their field.

Table 112: Showing the responses regarding the strength of the classes in the institutions

It is evident from table 112 that chi square value is significant at 0.0001 level and

level of agreement is towards manageable, so it can be concluded from the above table

that majority of the teacher educators were of the view that the strength of classes in their

institutions were manageable.

Table 113: Showing the responses about the interest of the staff of practicing school


level of agreement is towards usually take interest, so it can be concluded from the above

table that majority of the teacher educators were of the view that the practicing school

staff usually take interest in teaching practice.

Variable Over Crowded

Manageable Under Strength

df Chi Square

p-value

What is the strength of

classes in your

institution?

73

22.5%

240

73.8%

12

3.7%

2

257.212

0.0001

Variable

Take Interest

Usually Take Interest

Does not Take Interest

df Chi Square

p-value

Does the practicing school

staff takes interest and is

helpful to organize

teaching practice.

90

27.7%

195

60%

40

12.3%

2

115.538

0.0001

140

Table 114: Showing the percentage of the trainees who deliver all the lessons


level of agreement is towards 51-75% and 76-100%, so it can be concluded from the

above table that majority of the teacher educators were of the view that 51-75% student

teachers deliver all of their lessons.

Table 115: Showing the frequency of tests to assess achievement

Table 115 depicts that chi square value is significant at 0.0001 level and level of

agreement is towards monthly and quarterly, so it can be concluded from the above table

that majority of the teacher educators were of the view that they take test of the student

teachers quarterly.

Variable 1-25% 26-50%

51-75% 76-100%

df Chi Square

p-value

What percent of

trainees deliver all the

practice teaching

lessons?

9

2.8%

39

12%

175

53.8%

102

31.4%

3

199.689

0.0001

Variable

Monthly

Quarterly

Half Yearly

Yearly

df

Chi Square

p-value

Do you take tests

of trainees

regularly to assess

their achievement?

84

25.8%

169

52%

52

16%

20

6.2%

3

151.566

0.0001

141

Table 116: Showing the preference of assessment scheme


level of agreement is towards semester, so it can be concluded from the above table

that majority of the teacher educators were of the view that they prefer semester

system.

Table 117: Showing the support of administrators to the teacher educators


agreement is towards yes, so it can be concluded from the above table that majority of the

teacher educators were of the view that they enjoy the full support from their

administrators to deal with disciplinary cases.

Variable

Annual

Semester

Any Other

df

Chi Square

p-value

Which assessment scheme do

you prefer?

43

13.2%

257

79.1%

25

7.7%

2

307.520

0.0001

Variable

Yes

To Some Extent

No

df

Chi Square

p-value

You enjoy full support from

your administrators to deal

with disciplinary cases.

146

44.9%

156

48%

23

7.1%

2

101.286

0.0001

142

Table 118: Showing the research articles/papers publication of teacher educators

It is evident from table 118 that 28% respondents were of the view that they had

published their research articles/papers, while 72% were of the view that they had not

published their research articles/papers. The difference between yes and no is significant

as the p-value is 0.0001. So it is concluded that significant majority of the teacher

educators had not published their research articles/papers.

Table 119: Showing the number of articles/ papers of teacher educators

S.No Number of Conferences/Seminars Frequency Percent

1 Nil 234 72%

2 One 15 4.6%

3 Two 51 15.7%

4 Three 7 2.2%

5 Four 3 0.9%

6 Five 15 4.6%

Total 325 100%

It is evident from table 119 that 72% teacher educators had not published their

research articles/papers, 4.6% had published one paper, 15.7% had published two papers,

2.2% had published three papers, 0.9% has published four papers and 4.6% had published


Do you had got published your research

articles/ papers?

91

28%

234

72%

324

8.833

0.0001

143

five papers. So it can be concluded from the above table that significant majority i.e. 72%

had not published their papers and after that 15.7% had published two papers.

Table 120: Showing the satisfaction teacher educators with the policy for admission to secondary school teacher education


agreement is towards partially satisfied and not satisfied, so it can be concluded from the

above table that majority of the teacher educators were not satisfied with the admission

policy of the teacher training institutions.

Table 121: Showing the preference of teacher educators for the criteria of admission to teacher education programmes for secondary school teachers


1 Academic Qualification 68 20.9%

2 Entry Test 73 22.5%

3 Interview 54 16.6%

4 Aptitude Test 110 33.8%

5 G R E 40 12.3%

6 All of the above 117 36%

It is evident from table 121 that 20.9% teacher educators were of the view that

academic qualification should be the basis of admission in teacher training institutions,

22.5% for entry test, 16.6% for interview, 33.8% for aptitude test, 12.3% for G R E and

Variable Fully Satisfied

Partially Satisfied

Not Satisfied

df Chi Square

p-value

Were you satisfied with the

admission policy

50

15.4%

135

41.5%

140

43.1%

2

47.231

0.0001

144

36% were of the view that academic qualification, entry test, interview, aptitude test and

GRE should be the basis of the admission to the teacher training institutions. So it can be

concluded from the above table that majority is of the view that aptitude test and all the

variables should be the basis of admission.

4.4 OPINION OF THE STUDENT TEACHERS ABOUT THE TEACHER TRAINING INSTITUTIONS

Table 122: Showing the responses of student teachers about their admission

to the B.Ed programme Variables N Percent

Academic Qualification Only

334

51.4

Entry Test only

19

2.9

Interview Only

21

3.2

Qualification and Interview

220

33.8

Qualification Test and Interview

36

5.5

Qualification and Aptitude Test

06

0.9

Qualification Aptitude test and GRE

14

2.2

Total

650

100.0

It is evident from the table 122 that 51.4% respondents were of the view that they

were granted admission on the basis of academic qualification, 2.9% on entry test, 3.2%

on interview only, 33.8% on qualification and interview, 5.5% on qualification, test and

interview, 0.9 % on qualification and aptitude test and 2.2% on qualification, aptitude test

and GRE test. It can be concluded that majority i.e. 51.4% is of the view that the

admission criterion was only academic qualification.

145

Table 123: Showing the responses of students about choice of profession as teaching

It is evident from the table 123 that 60.2% respondents were of the view that

teaching profession is not their final profession while 39.8% were of the view that

teaching profession is their final choice. This difference between the yes and no is

significant at 0.0001 p-value. So it is concluded that significant majority’s final

profession was teaching.

Table 124: Showing the responses on provision of syllabus/curriculum at the time

of admission.

Table 124 shows that 46% student teachers were of the view that they had been

provided with syllabus/curriculum at the time of admission while 54% were of the

opposite view. The difference between provided and not provided is significant as p-

value is .0001. Hence it is concluded that significant majority was not provided with

syllabus/curriculum at the time of admission.


Is teaching profession your final

choice?

391

60.2%

259

39.8%

649

5.313

0.0001


Were you given copy of the syllabus /

curriculum at the time of admission?

299

46 %

351

54 %

649

2.046

0.0001

146

Table 125: Showing the responses of student teachers on seeing and reading of the syllabus/curriculum

It is quite clear from the table 125 that 55.5% respondents were of the view that

they had seen the syllabus/ curriculum while 44.5% were of the view that they had not

seen the syllabus/ curriculum. This difference between the yes and no is significant as p-

value is 0.000. So it is concluded that significant majority has seen the prescribed

syllabus/ curriculum.

Table 126: Showing the responses of student teachers about the orientation given by the institutions at the time of admission

Table 126 shows that 67.1% student teachers were of the view that they had been

given orientation by the institutions at the time of admission while 32.9% were of the

view that they had not been given orientation by the institutions at the time of admission.

The difference between orientation given and orientation not given is significant as p-

value is .0001. Hence it is concluded that significant majority was given orientation by

the institutions at the time of admission.


If not, had you seen / read the syllabus/

curriculum prescribed for your course?

361

55.5%

289

44.5%

649

2.822

0.0049


Were you given any orientation at the

time of admission in respect of scheme

of studies and usage of other facilities

like, library, laboratory, hostel etc.

436

67.1%

214

32.9%

649

9.279

0.0001

147

Table 127: Showing the responses of the student teachers about the guidance of the books.

It is quite clear from the table 127 that 63.7% respondents were of the view that

they were guided about the places wherefrom the textbooks recommended could be had

while 36.3% think the otherwise. This difference between the guided and not guided is

significant as p-value is 0.0001. So it is concluded that significant majority was guided

about the places wherefrom the textbooks recommended could be had.

Table 128: Showing the responses of student teachers about the access to books


had access to textbooks/books recommended, while 36.6 % were of the view that they do

not had access to textbooks/books recommended. This difference between the ‘had

access’ and ‘not had access’ is significant as p-value is 0.0001. So it is concluded that

significant majority had access to the textbooks/books recommended.


Were you guided about the places

wherefrom the textbooks / books

recommended could be had?

414

63.7%

236

36.3%

649

7.264

0.0001


Do you had access to textbooks / books

recommended?

412

63.4%

238

36.6%

649

7.092

0.0001

148

Table 129: Showing the mode of preparation of students for exams


1

By Borrowing

6

2.52%

2 Through note of the previous years 65 27.31%

3

Through guide books

138

57.98%

4 Did not feel any need of preparation

3 1.26%

5 By making own notes

5 2.10%

6 By our noted lectures

2 0.84%

7 Class lectures

2 0.84%

8 Helping books

5 2.10%

9 Internet

6 2.52%

10 Notes of recent year

5 2.10%

11 Through reference books and other media

1 0.42%

Total 238 100%

Table 129 shows that among 238 student teachers who had no access to

textbooks/books recommended, 2.52% prepwere by borrowing books, 27.31 % through

notes of the previous years, 57.98% through guide books, 1.26% did not feel any need of

preparation, 2.10% by making their own notes, 0.84% by noted lectures, 2.10% by

helping books, 2.52% by internet, 2.10% by notes of recent year and 0.42% through

reference books and other media. So, it is concluded that majority prepared for through

guidebooks.

149

Table 129: Showing the responses of student teachers about the adoption of teaching methodology by teacher educators.

It is evident from table 129 that chi square value is significant at 0.0001

significant level and all the responses were significantly different among each other, as

the level of agreement is towards partially satisfied. Hence it is concluded that majority

of the respondents was partially satisfied with the teaching methodology adopted by the

teacher educators.

Table 130: Showing the responses of student teachers about the usage of AV aids

by the teacher educators

Table 130 shows that the chi square value is significant at 0.0001 significant level

and all the responses were significantly different from each other, as the level of

agreement is towards some times. Hence it is concluded that majority of the respondents

was of the view that teacher educators use A V aids some times.

Variable Fully Satisfied

Partially Satisfied

Not Satisfied

df Chi square

p-value

Your satisfaction with the

teaching methodology

adopted by the teacher

educators.

180

27.7%

371

57.1%

99

15.2%

2

180.040

0.0001

Variable Mostly Some times

Never df t-value p-value

How far the teacher

educators use A.V. aids

during training?

205

31.5%

417

64.2%

28

4.3%

2

350.145

0.0001

150

Table 131: Showing the responses of student teachers about the usage of different methods used by teacher educators S.No Variable Always Usually Some

times Occasionally Never df Chi

Square p-value

1 Lecture Method 586

90.2%

38

5.8%

11

1.7%

9

1.4%

6

0.9%

4

2004.446

0.0001

2 Illustrated Lecture

Method

44

6.8%

173

26.6%

181

27.8%

119

18.3%

133

20.5%

4

92.123

0.0001

3 Problem Solving

Method

16

2.5%

92

14.2%

194

29.8%

174

26.8%

174

26.8%

4

172.369

0.0001

4 Demonstration

Method

42

6.5%

59

9.1%

199

30.6%

215

33.1%

135

20.8%

4

190.738

0.0001

5 Question Answer

Method

112

17.2%

132

20.5%

139

21.4%

178

27.4%

89

13.7%

4

33.800

0.0001

6 Discussion

Method

82

12.6%

109

16.8%

110

16.9%

199

30.6%

150

23.1%

4

63.892

0.0001

7 Team Teaching

Method

14

2.2%

26

4%

46

7.1%

92

14.2%

472

72.6

4

1151.815

0.0001

8 Simulation

Method

5

0.8%

10

1.5%

23

3.5%

49

7.5%

563

86.6%

4

1811.723

0.0001

Table 131 shows that the chi square value is significant at 0.0001 significant level

and all the responses were significantly different among each other, significant majority

is of the view that teacher educators always use lecture method. In case of illustrated

lecture method level of agreement is towards sometimes and usually, so majority is of the

view that teacher educators use illustrated lecture method. In case of problem solving

method level of agreement is towards occasionally and never, so majority is of the view

that teacher educators occasionally and never use problem solving method. In case of

demonstration method level of agreement is towards occasionally and never, so majority

is of the view that teacher educators occasionally and never use demonstration method. In

case of question answer method level of agreement is towards always, usually and

151

sometimes, so majority is of the view that teacher educators always and occasionally use

question answer method. In case of discussion method level of agreement is towards

occasionally and never, so majority was of the view that teacher educators occasionally

and never use discussion method. In case of team teaching method level of agreement is

towards never, so majority is of the view that teacher educators never use team teaching

method. In case of simulation method level of agreement is towards never, so majority is

of the view that teacher educators never use simulation method.

Table 132: Showing the responses of student teachers about the demonstration lessons.


had been given demonstration lessons. While 55.1 % were of the view that they had not

been given demonstration lessons. This difference between the given and not given is

significant as p-value is 0.009. So it is concluded that significant majority has not been

given demonstration lesson.

Table 133: Showing the responses of student teachers about the help in preparation of lesson plans by teacher educators


Were demonstration lessons given in all

the subjects?

292

44.9%

358

55.1%

649

2.614

0.0092

Variable

Yes

To some extent

No

df

t-value

p-value

Your teachers help in the

preparation of lesson plan.

347

53.4%

246

37.8%

57

8.8%

2

200.034

0.0001

152


significant level and all the responses were significantly different from each other, as the

level of agreement is towards yes. So it is concluded that majority of the respondents was

of the view that teacher educators helped in the preparation of lesson plan.

Table 134: You were given guidance about your strong and weak points of the practice lesson by your supervisor at the end of the lesson.




of the view that teacher educators gave guidance about the strong and weak points of the

teaching practice.

Table 135: Showing the responses of student teachers about the observation of lesson plans by supervisors.

Variable

Yes

To some extent

No

df

t-value

p-value

You were given guidance

about your strong and weak

points of the practice lesson

by your by your supervisor

at the end of the lesson.

363

55.8%

200

30.8%

87

13.4%

2

177.714

0.0001

Variable

Yes

To some extent

No

df

t-value

p-value

Your supervisor observes

your whole lesson.

377

58%

192

29.5%

81

12.5%

2

206.403

0.0001

153




of the view that teacher educators observed whole lesson of the student teachers during

teaching practice.

Table 136: Showing the responses of student teachers about the evaluators

of the teaching practice.

Variables Frequency Percent

Heads of the institution 95 14.61%

Supervisor 228 35.07%

Panel of experts 68 10.46%

Supervisor and Heads of institution 203 31.23%

Supervisor and Panel of Experts 56 8.61%

Total 650

Table 136 shows that 14.61% respondents were of the view that heads of the

institution evaluate the teaching practice, 35.07% respondents responded about

supervisors, 10.46% about panel of experts, 31.23% about supervisors and heads of

institution and 8.61% about supervisor and panel of experts. It is concluded that majority

was of the view that supervisor, supervisor and heads of the institution evaluated the

teaching practice.

154

Table 137: Showing the responses of student teachers about appropriateness

of duration of teaching practice.



level of agreement is towards No and to some extent. So it is concluded that majority of

the respondents was of the view that teaching practice duration was not appropriate to

develop teaching skills.

Table 138: Showing the responses of student teachers about help/effectiveness of teaching practice in developing teaching skills.

It is evident from the table 138 that chi square value is significant at 0.0001


level of agreement is towards partially sufficient and insufficient. So it is concluded that

majority of the respondents was of the view that teaching practice has not helped them in

the development of teaching skills.

Variable Yes To some extent

No df t-value p-value

The teaching practice

duration is appropriate to

develop teaching skills.

300

46.15%

155

23.84%

195

30%

2

51.769

0.0001

Variable Fully Sufficient

Partially Sufficient

Insufficient df Chi Square

p-value

To what extent the practice

teaching has helped in the

development of teaching

skills?

192

29.5%

389

59.8%

69

10.6%

2

240.520

0.0001

155

Table 139: Which of the following teaching skills had been developed through teaching practice


1 Stimulus Variation 147 22.6%

2 Classroom Management 399 61.4%

3 Planning and Preparation of Lesson 497 76.5%

4 Maintaining discipline in the class 390 60%

5 Developing and using A V aids 394 60.6%

6 Summary of the lesson 255 39.2%

7 Silence and non-verbal clues 213 32.8%

8 Reinforcement of student participation 206 31.7%

9 Lecturing 369 56.8%

10 Effective Communication 348 3.5%

11 Remedial Teaching 149 22.9%

12 Questioning Answering 419 64.5%

It is evident from table 139 that 22.6% respondents were of the view that

teaching practice has developed stimulus variation, 61.4% vote for classroom

management, 76.5% for planning and preparation of lesson, 60% for maintaining

discipline in the class, 60.6% for developing and using AV aids, 39.2% for summary of

the lesson, 32.8% for silence and non verbal clues, 31.7% for reinforcement of student

participation, 56.8% for lecturing, 53.5% for effective communication, 22.9% for

remedial teaching and 64.5% for questioning answering. it is concluded that majority of

the student teachers is of the view that classroom management, planning and preparation

of lesson, maintaining discipline in the class, developing using AV aids, lecturing and

questioning answering had been developed in them through teaching practice.

156

Table 140: Showing the responses of student teachers about the applicability of theory and practice in actual classroom situation.



level of agreement is towards to some extent and no. So it is concluded that majority of

the respondents was of the view that whatever is being taught in theory and practice was

not applicable in actual classroom situation.

Table 141: Showing the views of student teachers about teacher educators


1 Helpful 316 48.6%

2 Friendly 265 40.8%

3 Flamboyant 10 1.5%

4 Not helpful 37 5.7%

5 Not friendly 22 3.4%

Total 650 100.0

It is evident from table 141 that 48.6% student teachers were of the view that their

teachers were helpful, 40.8% consider them friendly, 1.5% flamboyant, 5.7% not helpful

and 3.4 % not friendly. So, it is evident from the table that majority was of the view that

their teachers were helpful and friendly.

Variable

Yes

To some extent

No

df

Chi square

p-value

Whatever is being taught in

theory and practice teaching

is applicable in actual

classroom situation.

112

17.23%

310

47.69%

228

35.07%

2

91.360

0.0001

157

Table 142: Showing the views of student teachers about administrative staff


1 Helpful 343 52.8%

2 Friendly 155 23.8%

3 Flamboyant 24 3.7%

4 Not helpful 93 14.3%

5 Not friendly 35 5.4%

Total 650 100.0

It is evident from table 142 that 52.8% student teachers were of the view that

their administrative staff is helpful, 23.8% think they were friendly, 3.7% flamboyant,

14.3% not helpful and 3.4 % not friendly. So, it is evident from the table that majority

was of the view that their administrative staff is helpful.

Table 143: Showing the responses of student teachers about the regularity of tests

S.No

Variables Frequency Percent

1 Weekly 115 17.7%

2 Fortnightly 44 6.8%

3 Monthly 238 36.6%

4 Quarterly 253 38.9%

Total 650 100.0

It is evident from table 143 that 17.7% student teachers were of the view that their

tests were held weekly, 6.8% report that these were held fortnightly, 36.6% monthly and

38.9% quarterly. It is quite clear from the table that majority was of the view that their

tests were held monthly and quarterly.

158

Table 144: Showing the views of student teachers about the system of evaluation


1 Internal (By subject teacher) 340 52.3%

2 External 83 12.8%

3 Internal and External 227 34.9%

Total 650 100.0

Table 144 shows that 52.3% respondents were of the view that their system of

evaluation is internal, 12.8% think it is external and 34.9% were of the view that it is both

external and internal. It is evident from the table that majority was of the view that their

system of evaluation is internal.

Table 145: Showing the choice of student teachers about the system of evaluation


1 Internal (By subject teacher) 205 31.5%

2 External 83 12.8%

3 Internal and External 362 55.7%

Total 650 100.0

It is quite clear from the table 145 that on the choice for the system of evaluation

31.5% were of the view that their choice is for internal evaluation system, 12.8% for

external and 55.7% were in favour of internal as well as external systems of evaluation.

159

Thus most of the student teachers were in favour of both internal and external systems of

evaluation.

Table 146: To which of the following objectives of teacher education programme do you agree?


1 To create interest for teaching profession. 536

82.5%

2 To develop commitment for national ideology. 313

48.2%

3 To provide knowledge and training in teaching techniques/ methods.

493

75.8% 4 To develop competence to understand the

students' problems and their solutions.

420

64.6% 5 To cultivate the habits of critical thinking in

prospective teachers.

315

48.5% 6 To make the prospective teachers competent to

deal the students on the basis of individual differences.

348

53.5% 7 To develop teaching skills in prospective

teachers.

571

87.8%

From table 146 it is evident that 82.5% were of the view that creation of interest for

teaching profession is the objective of teacher education, for 48.2% development for

commitment for national ideology, for 75.8%, the provision of knowledge and training in

teaching techniques/methods, for 64.6%, the development of competence for the

understanding the students’ problems and their solutions, to 48.5%, the cultivation of

habit of critical thinking in prospective teachers, for 53.5%, to make the prospective

teachers competent to deal the students on the basis of individual differences, and for

87.8%, the development of teaching skills in prospective teachers is the objective of

teacher education. It is concluded that majority of the student teachers was of the view

160

that to create interest for teaching profession, to provide knowledge and training in

teaching techniques/ methods, to cultivate the habits of critical thinking in prospective

teachers and to develop teaching skills in prospective teachers should be the objectives of

teacher education programme.

4.5 ANALYSIS OF QUESTIONNAIRE ON LIKERT SCALE

Table 147: Showing the mean difference between mean scores of male and female student teachers on different parameters of teacher training Dimensions Gender N Mean Std.

Deviation df

t-value

p-value

Admission

Criterion

Male 153 2.7952 .66019

648

4.333

0.001 Female 497 3.0537 .64047

Objectives

Male 153 3.4070 .75499 648 4.582 0.001

Female 497 3.7262 .75061

Facilities

Male 153 2.9022 .86855 648 5.272 0.001

Female 497 3.3569 .94813

Content

Male 153 3.1371 .83433 648 6.231 0.001

Female 497 3.5933 .77527

Methodology

Male 153 3.1743 .89622 648 4.716 0.001

Female 497 3.5124 .73456

Teaching

practice

Male 153 3.6784 .79214 648 4.170 0.001

Female 497 3.9944 .82739

Evaluation

Male 153 3.3301 .88727 648 3.138 0.002

Female 497 3.5765 .83728

It is evident from table 147 that there is a significant difference between the mean

scores of female student teachers and male student teachers on all the parameters of

teacher training. i.e. admission criterion of the teacher training institutions, objectives of

teacher training being achieved, facilities provided in the teacher training institutions,

contents taught during training, methodology adopted by the teacher educators, teaching

161

practice component of the training and evaluation process of the training. Female student

teachers were more confident and more positive on all the parameters of the training.

Therefore, it is concluded from the above table that female student teachers were more

positive and confident towards the teacher training of secondary school teachers.

Table 148: Showing the mean difference between mean scores of student teachers resident wise on different parameters of teacher training

Dimensions Residence N Mean Std. Deviation

df t-value p-value

Admission

Criterion

Urban 453 3.0375 .65911

648

2.655

0.000 Rural 197 2.8900 .63154

Objectives

Urban 453 3.7247 .72361 648 3.152 0.000

Rural 197 3.4823 .82487

Facilities

Urban 453 3.3098 .94892 648 2.429 0.015

Rural 197 3.1137 .93805

Content

Urban 453 3.5908 .77883 648 5.044 0.000

Rural 197 3.2472 .83818

Methodology

Urban 453 3.5077 .74004 648 3.711 0.000

Rural 197 3.2606 .86651

Teaching

practice

Urban 453 3.9859 .81966 648 3.102 0.002

Rural 197 3.7673 .83424

Evaluation

Urban 453 3.5960 .82139 648 3.538 0.000

Rural 197 3.3401 .90501


scores of urban and rural student teachers on all the parameters of teacher training. i.e.

admission criterion of the teacher training institutions, objectives of teacher training

being achieved, facilities provided in the teacher training institutions, contents taught

during training, methodology adopted by the teacher educators, teaching practice

162

component of the training and evaluation process of the training. Urban student teachers

were more confident and more positive on all the parameters of the training. Therefore, it

is concluded from the above table that urban student teachers were more positive and

confident towards the teacher training of secondary school teachers.

Table 149: Showing the ANOVA on all the parameters of teacher training among students teachers of all the provinces

Dimensions Source of variation

Sum of Squares

df Mean Square

F Sig.

Admission Criterion

Between Groups 35.499 3 11.833 31.584

.0001

Within Groups 242.023 646 .375 Total 277.522 649

Objectives Between Groups 43.122 3 14.374 27.736

.0001

Within Groups 334.266 646 .518

Total 377.388 649

Facilities Between Groups 37.592 3 12.531 14.797

.0001


Total 582.944 649

Content Between Groups 51.801 3 17.267 29.653

.0001


Total 426.229 649

Methodology Between Groups 39.936 3 13.312 23.680

.0001


Total 403.094 649

Teaching

practice

Between Groups 12.325 3 4.108 6.112

.0001


Total 445.914 649

Evaluation Between Groups 30.799 3 10.266 14.948

.0001


163

Table 149 shows that there is a significant difference on all the dimensions of

training among the students of the four provinces, so it is decided to run POST HOC

Table 150: Showing the multiple comparisons on admission criterion

S.No Pairs Mean Difference p-value

1 KPK vs Balochistan .52828 .001

2 Punjab vs Balochistan .72480 .001

3 Punjab vs KPK .19651 .004

4 Sindh vs Balochistan .92329 .001

5 Sindh vs KPK .39501 .001

6 Sindh vs Punjab .19849 .001

Table 149 shows that the students’ admission criterion at KPK was significantly

better than Balochistan, Punjab was significantly better than Balochistan and KPK, where

as Sindh was significantly better than all the other three provinces. So it is concluded that

Sindh was significantly better and Balochistan was significantly lower among the

provinces.

Table 150: Showing the multiple comparisons on objectives






5 Sindh vs KPK .46509 .001

Table 150 shows that on objectives of teacher training KPK is significantly better

than Balochistan, Punjab is significantly better than Balochistan and KPK and Sindh is

164

significantly better than Balochistan and KPK. So it is concluded that Sindh was

significantly better and Balochistan was significantly lower among the provinces.

Table 151: Showing the multiple comparisons on facilities






5 Sindh vs KPK .51754 .001


Table 151 shows that on facilities provided in the institutions KPK is significantly

better than Balochistan, Punjab is significantly better than Balochistan and KPK and

Sindh is significantly better than all the other three provinces. So it is concluded that


provinces.

Table 152: Showing the multiple comparisons on content





4 Sindh vs Balochistan 1.06580 .000

5 Sindh vs KPK .60499 .000


165

Table 152 shows that on content taught during training in the institutions KPK is

significantly better than Balochistan, Punjab is significantly better than Balochistan and

KPK, where as Sindh is significantly better than all the other three provinces. So it is

concluded that Sindh was significantly better and Balochistan was significantly lower

among the provinces.

Table 153: Showing the multiple comparisons on methodology






5 Sindh vs KPK .47233 .001

Table 153 shows that on methodology adopted in the institutions KPK is


KPK and Sindh is significantly better than Balochistan and KPK. So it is concluded that


provinces.

Table 154: Showing the multiple comparisons on teaching practice




3 Sindh vs KPK .39939 .001

166

Table 154 shows that on teaching practice component of the training Punjab is

significantly better than KPK, Sindh is significantly better than Balochistan and KPK.

So it is concluded that Sindh was significantly better and KPK was significantly

lower among the provinces.

Table 155: Showing the multiple comparisons on evaluation process






5 Sindh vs KPK .46688 .001


Table 155 shows that on evaluation process of the training KPK is significantly

better than Balochistan, Punjab is significantly better than Balochistan and KPK and

Sindh is significantly better than all the other three provinces. So it is concluded that


provinces.

167

Table 156: Showing the mean difference between mean scores of male and female teacher educators on different parameters of teacher training

Dimension Gender N Mean Std. Deviation

df

t-value

p-value

Admission Criterion

Male 174 2.9387 .82281

323

1.526

0.128 Female 151 3.0728 .75119

Objectives

Male 174 3.3287 .66053 323 2.961 0.003

Female 151 3.5408 .62466

Facilities

Male 174 3.1448 .63288 323 3.176 0.002

Female 151 3.3863 .73798

Content

Male 174 3.1919 .70223 323 1.996 0.047

Female 151 3.3383 .60869

Methodology

Male 174 3.2083 .67734 323 1.784 0.075

Female 151 3.3361 .60311

Teaching Practice

Male 174 3.5322 .82350 323 2.235 0.026

Female 151 3.7377 .83080

Evaluation

Male 174 3.3741 .76049 323 3.630 0.001

Female 151 3.6623 .65562

It is evident from table 156 that there is significant difference between the mean

scores of female teacher educators and male teacher educators on objectives of teacher

training being achieved, facilities provided in the teacher training institutions, contents

taught during training, teaching practice component of the training and evaluation process

of the training. Female Teacher educators were more confident and more positive on

objectives of teacher training being achieved, facilities provided in the teacher training

institutions, contents taught during training, teaching practice component of the training

168

and evaluation process of the training. While on the other parameters i.e. admission

criterion of the institutions and methodology adopted by the teacher educators there is a

difference but that difference is not significant statistically. So it can be concluded from

the above table that female teacher educators were more positive and confident towards

the teacher training of secondary school teachers.

Table 157: Showing the mean difference between mean scores of urban and rural teacher educators on different parameters of teacher training

Dimension Residence N Mean Std.

Deviation df

t-value

p-value

Admission

Criterion

Urban 286 2.9662 .77637

323

2.159

0.032 Rural 39 3.2564 .86674

Objectives

Urban 286 3.3681 .62812 323 4.569 0.000

Rural 39 3.8615 .66586

Facilities

Urban 286 3.2632 .67210 323 0.432 0.666

Rural 39 3.2120 .84090

Content

Urban 286 3.2501 .63048 323 0.717 0.474

Rural 39 3.3314 .87513

Methodology

Urban 286 3.2255 .62203 323 3.232 0.001

Rural 39 3.5769 .73880

Teaching

Practice

Urban 286 3.5958 .82589

323

1.878

0.061 Rural 39 3.8615 .84996

Evaluation

Urban 286 3.4979 .72125

323

0.577

0.499 Rural 39 3.5821 .77353


scores of teacher educators from urban and rural areas on admission criterion of the

institutions, objectives of teacher training achieved and methodology adopted by the

teacher educators during the training. Teacher educators from rural locality were more

confident and more positive on admission criterion of the training institutions, objectives

of training were being achieved as well as the teacher educators adopt good methodology

169

while their counter parts from urban locality were significantly less confident than them.

While on all the other parameters there is a difference but that difference is not

significant statistically. Hence it can be concluded from the above table that teacher

educators from rural locality were more positive and confident towards the teacher

training of secondary school teachers.

Table 158: Showing the ANOVA on all the parameters of teacher training regarding age of teacher educators. Dimension Source Sum of

Squares df Mean

Square F Sig.

Admission Criterion

Between Groups 9.423 6 1.571 2.577

.019


Objectives Between Groups 3.736 6 .623 1.479

.185


Total 137.647 324

Facilities Between Groups 2.285 6 .381 .790

.579


Total 155.699 324

Content Between Groups 2.313 6 .386 .874

.514


Total 142.618 324


.009


Total 135.252 324

Teaching

Practice

Between Groups 2.671 6 .445 .639

.699


Total 224.271 324

Evaluation Between Groups 4.259 6 .710 1.352

.234


170

According to table 158 there is a significant deference among the teacher

educators regarding age on the dimensions of admission criterion and methodology, so it

is decided to run PoST HOC multiple comparisons.



1 26-30 Years vs 41-45 Years .44550 .008

2 31-35 Years vs 41-45 Years .28554 .040

3 46-50 Years vs 41-45 Years .32491 .028

4 Above 50 Years vs 36-40 Years .33382 .030

5 Above 50 Years vs 41-45 Years .51553 .001

Table 159 shows that on the students’ admission criterion group having 26-30

years age is significantly better than the one having age of 41-45 years. Group having

31-35 years is significantly better than the one having the age of 41-45 years. Group

having age of 46-50 years is significantly better than the one having the age of 41-45

years. Group having age of 50+ years is significantly better than having the age of 36-40

years. Group having age of 50+ years is significantly better than the one having the age

of 41-45 years. Therefore, it can be concluded from the above table that group having the

age above 50+ years was significantly better among the groups and group having the age

41-45 years was significantly lower among the groups.



1 26-30 Years vs 31-35 Years .30079 .029

2 26-30 Years vs 36-40 Years .45653 .001

3 26-30 Years vs 41-45 Years .50667 .000

4 26-30 Years vs 46-50 Years .34153 .018

5 26-30 Years vs Above 50 Years .32104 .028

171

Table 160 shows that on methodology adopted by the teacher educators group

having 26-30 years age is significantly better than those having age of 31-35 years, 36-40

years, 41-45 years, 46-50 years and 50+ years. Hence, it can be concluded from the

above table that group having the age 26-30 years was significantly better among the

groups and group having the age 31-35 years was significantly lower among the groups.

Table 161: Showing the ANOVA on all the parameters of teacher training province wise

Dimension Source Sum of Squares

df Mean Square

F Sig.

Between Groups 23.721 3 7.907 14.140 .001


Total 203.222 324

Between Groups 6.185 3 2.062 5.034 .002


Total 137.647 324

Between Groups 3.778 3 1.259 2.661 .048


Total 155.699 324

Between Groups 3.047 3 1.016 2.336 .074


Total 142.618 324

Between Groups 5.905 3 1.968 4.884 .002


Total 135.252 324

Between Groups 7.931 3 2.644 3.923 .009


Total 224.271 324

Between Groups 10.966 3 3.655 7.321 .001


Total 171.239 324

172

According to the table 161 there is a significant difference among the various

groups on all the parameters of teacher training except contents taught during the training

among the provinces, so it is decided to run POST HOC multiple comparisons.



1 KPK vs Balochistan 1.20525 .001

2 KPK vs Punjab .64620 .001

3 KPK vs Sindh .43423 .005




Table 162 shows that the students’ admission criterion at KPK is significantly

better than Balochistan, Punjab and Sindh.Punjab is significantly better than Balochistan

and Sindh is significantly better than Balochistan and Punjab. So it is concluded that

KPK was significantly better and Balochistan was significantly lower among the

provinces on admission criterion of the teacher training institutions of the secondary

school teachers.

Table 163: Showing the multiple comparisons on objectives





173

Table 163 shows that the objectives of training at KPK were significantly better

than Balochistan, Punjab is significantly better than Balochistan and Sindh is

significantly better than Balochistan. So it is concluded that Balochistan was significantly

lower among the provinces on admission criterion of the teacher training institutions of

the secondary school teachers.





Table 164 shows that on the facilities in the teacher training institutions, KPK is

significantly better than Balochistan, and Sindh is significantly better than Balochistan.

So it is concluded that Balochistan was significantly lower among the provinces on

admission criterion of the teacher training institutions of the secondary school teachers.

Table 165: Showing the multiple comparisons on contents




Table 165 shows that on contents taught during training in the teacher training

institutions KPK is significantly better than Balochistan, and Sindh is significantly better

than Balochistan. So it is concluded that Balochistan was significantly lower among the

provinces on admission criterion of the teacher training institutions of the secondary

school teachers.

174






Table 166 shows that on methodology adopted by the teacher educators during

training, KPK is significantly better than Balochistan, Punjab is significantly better than

Balochistan and Sindh is significantly better than Balochistan. Hence, it is concluded that

Balochistan was significantly lower among the provinces on methodology adopted by the

teacher educators of the teacher training institutions of the secondary school teachers.






Table 167 shows that on teaching practice component of the teacher training,

KPK is significantly better than Balochistan, Punjab is significantly better than

Balochistan and Sindh is significantly better than Balochistan. Hence, it is concluded that

Balochistan is significantly lower among the provinces on teaching practice component

of the teacher training.

175

Table 168: Showing the multiple comparisons on evaluation





Table 168 shows that on evaluation process of the teacher training, KPK is


Sindh is significantly better than Balochistan. So it is concluded that Balochistan was

significantly lower among the provinces on evaluation process of the teacher training.

Table 169: Showing the ANOVA on all the parameters of teacher training regarding teaching experience Dimension Source Sum of

Squares df Mean

Square F Sig.

Admission Criterion

Between Groups 13.935 6 2.322 3.902

.001


Objectives Between Groups 4.680 6 .780 1.865

.086


Facilities Between Groups 6.351 6 1.059 2.254

.038


Content Between Groups 4.641 6 .773 1.783

.102



.001


Teaching Practice

Between Groups 9.195 6 1.532 2.266

.037


Evaluation Between Groups 6.862 6 1.144 2.212

.042


176

According to the table 169 there is a significant difference among the various

groups on all the parameters of teacher training except contents taught during the training

and objectives of the training. So it is decided to run POST HOC multiple comparisons.



1 25+ Years vs 0 year 1.38889 .014

2 25+ Years Vs 11-15 Years 0.49074 .004

3 20-25 Years vs 0 year 1.46078 .010

4 20-25 Years vs 6-10 Years 0.35326 .033

5 20-25 Years vs 11-15 Years 0.56264 .001

6 16-20 Years vs 0 year 1.15497 .038

7 6-10 Years vs 0 year 1.10753 .047

8 1-5 Years vs 0 year 1.30882 .019

9 1-5 Years vs 11-15 years 0.41068 .002

Table 170 shows that on the students’ admission criterion group having 25+ years

experience is significantly better than those having experience of 0 year and 11-15 years.

Group having 20-25 years is significantly better than those having the experience of

0 year, 6-10 years and 11-15 years. Group having experience of 16-20 years is

significantly better than those having the experience of 0 year. Group having experience

of 6-10 years is significantly better than those having the experience of 0 year. Group

having experience of 1-5 years is significantly better than those having the experience of

0 year and 11-15 years. It can be concluded from the above table that group having the

experience 20-25 years was significantly better among the groups and group having the

experience 0 year was significantly lower among the groups.

177



1 6-10 Years vs 1-5 Years .31841 .009

2 20-25 Years vs 1-5 Years .43725 .003

3 20-25 Years vs 11-15 years .34782 .015

4 20-25 Years vs 16-20 years .31225 .036

It is evident from the table 171 that on the facilities provided in the institutions

group having experience of 6-10 years is significantly better than the one having the

experience of 1-5 years. The group having the experience of 20-25 years is significantly

better than those having the experience of 1-5 years, 11-15 years and 16-20 years. Hence,

it can be concluded from the above table that group having the experience of 20-25 years

was significantly better among the groups and group having the experience of 1-5 years

was significantly lower among the groups.



1 25+ Years Vs 11-15 Years .46310 .000

2 16-20 Years vs 11-15 years .24793 .026

3 6-10 Years vs 11-15 years .31818 .004

4 1-5 Years vs 16-20 years .48638 .000

5 1-5 Years vs 11-15 years .23845 .035

178

It is evident from the table 172 that on methodology adopted by the teacher

educators group having experience of 25+ years is significantly better than those

having an experience of 11-15 years. The group having the experience of 16-20 years

is significantly better than the one having the experience of 11-15 years. The group

having the experience of 6-10 years is significantly better than the one having the

experience of 11-15 years. The group having the experience of 1-5 years is

significantly better than those having the experience of 11-15 years and 16-20 years.

Thus, it can be concluded from the above table that group having the experience of 1-

5 years was significantly better among the groups and group having the experience of

11-15 years was significantly lower among the groups.



1 20-25 Years vs 11-15 Years .42859 .013

2 20-25 Years vs 16-20Years .41909 .019

3 6-10 Years vs 11-15 Years .33163 .021

4 6-10 Years vs 16-20 Years .32213 .034

5 1-5 Years vs 16-20 years .31615 .033

6 1-5 Years vs 11-15 years .32565 .020

It is evident from the table 173 that on teaching practice practiced in the training

institutions the group having experience of 20 -25 years is significantly better than those

having the experience of 11-15 years and 16-20 years The group having the experience of

179

6-10 years is significantly better than those having the experience of 11-15 years and 16-

20 years. The group having the experience of 1-5 years is significantly better than those

having the experience of 11-15 years and 16-20 years. So, it can be concluded from the

above table that group having the experience of 20-25 years was significantly better

among the groups and group having the experience of 11-15 years was significantly

lower among the groups.

Table 174: Showing the multiple comparisons on evaluation


1 20-25 Years vs 11-15 Years .42075 .005

2 6-10 Years vs 11-15 years .28271 .024

3 1-5 Years vs 11-15 years .33987 .005

It is evident from the table 174 that on evaluation process adopted in the

training institutions the group having experience of 20 -25 years is significantly

better than the one having the experience of 11-15 years. The group having the

experience of 6-10 years is significantly better than the one having the experience of

11-15 years. The group having the experience of 1-5 years is significantly better than

the one having the experience of 11-15 years. Therefore, it can be concluded from

the above table that group having the experience of 20-25 years was significantly

better among the groups and group having the experience of 11-15 years was

significantly lower among the groups.

180

Table 175: Showing the ANOVA on all the parameters of teacher training regarding professional qualification of teacher educators Dimension Source Sum of

Squares df Mean

Square F Sig.

Admission Criterion


.532 Within Groups 199.561 318 .630

Total 202.775 324 Objectives Between Groups 3.171 6 .529 1.249

.281

Within Groups 134.147 318 .423 Total 137.318 324 Facilities Between Groups 4.120 6 .687 1.440

.199

Within Groups 151.120 318 .477 Total 155.240 324 Content Between Groups 2.494 6 .416 .941

.466

Within Groups 140.046 318 .442 Total 142.540 324 Methodology Between Groups 2.850 6 .475 1.140

.339

Within Groups 132.082 318 .417 Total 134.931 324 Teaching Practice

Between Groups 4.314 6 .719 1.037

.401 Within Groups 219.817 318 .693

Total 224.132 324 Evaluation Between Groups 4.020 6 .670 1.271

.270


It is evident from the table 175 that there is no significant difference among the

mean scores of teacher educators on all the parameters of teacher training i.e. admission

criterion adopted by the training institutions, objectives of the teacher training, facilities

provided in the training institutions, content taught during training, methodology adopted

by the teacher educators, teaching practice component of the training and evaluation

process of the training. So, it can be concluded from the above table that all the teacher

educators had the same opinion about the all parameters of the teacher training regarding

professional qualification.

181

Table 176: Showing the ANOVA on all the parameters of teacher training regarding academic qualification of teacher educators.

Dimension Source Sum of Squares

df Mean Square

F Sig.

Admission Criterion

Between Groups 4.002 4 1.001 1.607

.172 Within Groups 199.220 320 .623

Total 203.222 324 Objectives Between Groups 2.568 4 .642 1.521

.196

Within Groups 135.079 320 .422 Total 137.647 324 Facilities Between Groups 1.053 4 .263 .545

.703

Within Groups 154.646 320 .483 Total 155.699 324 Content Between Groups 1.548 4 .387 .878

.477

Within Groups 141.070 320 .441 Total 142.618 324 Methodology Between Groups 1.868 4 .467 1.121

.347

Within Groups 133.384 320 .417 Total 135.252 324 Teaching Practice


.597 Within Groups 222.342 320 .695

Total 224.271 324 Evaluation Between Groups 3.637 4 .909 1.736

.142


It is evident from the table 176 that there is no significant difference among the

mean scores of teacher educators on all the parameters of teacher training i.e. admission

criterion adopted by the training institutions, objectives of the teacher training, facilities

provided in the training institutions, content taught during training, methodology adopted

by the teacher educators, teaching practice component of the training and evaluation

process of the training. Hence, it can be concluded from the above table that all the

teacher educators had the same opinion about all the parameters of the teacher training

regarding academic qualification.

182

Table 177: Showing the mean scores of student teachers on admission criterion of the training institutions

Table 177 reveals mean scores of students on admission criterion of the institutions in

descending order as well as t value and p value. Mean of means (X) is 2.9928 and GJMCE

Malir, UOE, D G Khan campus, GCE, F B Werea Karachi, Education department, university

of Sargodha, Faculty of Education, UOS Hyderabad, B.Ed department, FUUST, Karachi,

UOE Faisalabad campus and UOE township Lahore campus were significantly better than

mean of means (X) at 0.05 level. While IER, KUST Kohat, IED, SALU Khairpur, IER,

Gomal university D I Khan, education department, University of Balochistan, Quetta, GCE,

Name of Institution Mean N Std. Deviation

t value P value

G J M C E Malir, Karachi 3.7467 25 0.17427 21.709 0.001

U O E, D G Khan Campus 3.6133 25 0.62864 4.958 0.001

G C E Federal B area Karachi 3.5067 25 0.73359 3.522 0.001

Education Dept., UOS, Sargodha 3.5067 25 0.62450 4.137 0.001

F O E, U O S, Hyderabad 3.4267 25 0.85808 4.083 0.001

F U U S T Karachi 3.4133 25 0.76546 2.765 0.011

U O E, Faisalabad Campus 3.3733 25 0.64060 2.992 0.006

U O E, Township, Lahore Campus 3.3067 25 0.70000 2.262 0.033

U O E, Vehari Campus 3.2000 25 0.70711 1.485 0.151

U O E, Multan Campus 3.1733 25 0.63187 1.451 0.160

U O E, Okara Campus 3.1333 25 0.71362 1.004 0.325

U O E, Bank Road Lahore Campus 3.0400 25 0.53852 0.865 0.396

Education Dep, Hazara University Mansehra 2.9867 25 0.48572 -0.034 0.973

I E R, university of Peshawar, Peshawar 2.8267 25 0.46268 -1.765 0.090

U O E, Joharabad Campus 2.7867 25 0.51711 -1.966 0.061

I E R, K U S T, Kohat 2.7867 25 0.21257 -4.783 0.001

IED,SALU,Khairpur 2.7467 25 0.33720 -3.608 0.001

I E R, Gomal University,D I Khan 2.7467 25 0.24114 -5.045 0.001

Education Dept, Univ. of Baloachistan,Quetta 2.7200 25 0.22933 -5.045 0.001

G C E Sukkur 2.7067 25 0.20000 -7.083 0.001

Education Department, UAA Rawalpindi 2.6933 25 0.13333 -11.125 0.001

Dept.of Edu. Training, IUB, Bahawalpur 2.6933 25 0.21344 -6.950 0.001

UOE, Lower Mall Lahore Campus 2.6400 25 0.21344 -8.199 0.001

F C E,H-9, Islamabad 2.6400 25 0.27080 -6.642 0.001

U O E, Attock Campus 2.5067 25 0.48228 -5.011 0.001

G C E, Quetta 1.8933 25 0.45866 -11.955 0.001

Total 2.9928 650 0.65392

183

Sukkur, Education department, UAA Rawalpindi, department of Educational training, IUB

Bahawalpur, UOE lower mall Lahore campus, FCE, H-9, Islamabad, UOE Attock campus

and GCE Quetta were significantly worse than the mean of means (X). There is a difference

among other institutions and mean of means (X) but this difference is not significant. Hence

it is concluded that mostly institutions were significantly below the standard mean. This

indicates quality level of teacher education institutions and sure a lot of improvement was

needed to raise the standards.

Table 178: Showing the mean scores of student teachers on achieving the objectives of the training


t-value p-value

G J M C E Malir, Karachi 4.4907 25 0.27208 15.421 0.001 U O E, Faisalabad Campus 4.3227 25 0.41530 8.081 0.001 FUUAS T karachi 4.1973 25 0.58578 4.659 0.001 U E, D G Khan Campus 4.1493 25 0.51793 4.806 0.001 UOE, Township, Lahore Campus 4.0667 25 0.67687 3.067 0.005 UOE, Vehari Campus 3.9733 25 0.47765 3.369 0.003 UOE, Multan Campus 3.9250 25 0.55649 3.309 0.004 Education Department, UAA Rawalpindi 3.8933 25 0.74585 1.621 0.118 FOE, U O S, Hyderabad 3.8507 25 0.52679 3.460 0.002 G C E Sukkur 3.6773 25 0.80131 0.161 0.873 Education Department, UOS, Sargodha 3.6693 25 0.63230 0.141 0.889 F C E,H-9, Islamabad 3.6667 25 0.47842 0.159 0.875 G C E Federal B area Karachi 3.6240 25 0.61940 -0.222 0.826 U O E, Okara Campus 3.5867 25 0.74087 -0.438 0.666 U O E, Bank Road Lahore Campus 3.5707 25 0.70608 -0.006 0.995 I E R, K U S T, Kohat 3.5707 25 1.02000 -0.396 0.695 I E R, Gomal University, D I Khan 3.4853 25 0.65983 -1.259 0.220 U O E, Lower Mall Lahore Campus 3.4293 25 0.93474 -1.188 0.246 IED,SALU,Khairpur 3.4160 25 0.66312 -1.776 0.088 U O E, Joharabad Campus 3.3387 25 0.59346 -2.636 0.014 Education Dept, Hazara Univ. Mansehra 3.3227 25 0.70414 -2.335 0.028 U O E, Attock Campus 3.3200 25 0.56240 -2.947 0.007 Dept. of Edu. Training, IUB, Bahawalpur 3.2960 25 0.63889 -2.782 0.010 I E R, university of Peshawar, Peshawar 3.2747 25 0.82312 -2.289 0.031 G C E , Quetta 2.9440 25 0.87933 -4.023 .001 Education Depr, Univ. of Balochistan, Quetta 2.8880 25 0.63588 -6.004 .001 Total 3.6515 650 0.76314

Table 178 reveals mean scores of students on objectives of the training being

achieved in descending order as well as t value and p value. Mean of means (X) is 3.6515 and

GJMCE Malir, UOE, Faisalabad campus, B.Ed department, FUUST, Karachi, UOE D G

184

Khan campus, UOE , township, Lahore campus, UOE Vehari campus and UOE Multan

campus were significantly better than mean of means (X) at 0.05 level. While UOE

Joharabad campus, Education department Hazara University Mansehra, UOE Attock campus,

department of educational training IUB Bahawalpur, IER university of Peshawar, GCE

Quetta and Education department university of Balochistan Quetta were significantly lower

than mean of means (X). There is a difference among other institutions and mean of means

(X) but this difference is not significant. Therefore, it is concluded that mostly institutions

were significantly below the standard mean. This indicates quality level of teacher education

institutions and sure a lot of improvement was needed to raise the standards.

Table 179: Showing the mean scores of student teachers on provision of facilities in the teacher training institutions

Name of Institution Mean N Std. Deviation t-value p-value

G J M C E Malir, Karachi 4.3840 25 0.22050 31.577 0.001 U O E, Faisalabad Campus 3.9733 25 0.87199 4.146 0.001 Dept. of Educational Training, IUB, Bahawalpur 3.7493 25 0.42482 5.875 0.001 F O E, U O S, Hyderabad 3.6800 25 0.66165 3.248 0.003 F U U S T karachi 3.6778 25 0.82770 2.531 0.019 G C E Federal B area Karachi 3.6667 25 0.55743 3.660 0.001 U O E, D G Khan Campus 3.5440 25 0.94098 1.561 0.132 U O E, Township, Lahore Campus 3.4853 25 1.08620 1.082 0.290 F C E,H-9, Islamabad 3.4533 25 0.71388 1.423 0.168 Education Department, UOS, Sargodha 3.3840 25 0.57034 1.173 0.252 U O E, Okara Campus 3.3840 25 0.85251 0.785 0.440 U O E, Bank Road Lahore Campus 3.3680 25 0.85204 0.695 0.523 IED,SALU,Khairpur 3.3680 25 1.01837 0.578 0.568 U O E, Multan Campus 3.3653 25 0.85399 0.674 0.507 I E R, K U S T, Kohat 3.3360 25 1.10277 0.389 0.701 U O E, Vehari Campus 3.2747 25 0.51794 0.236 0.815 Education Dept., U A A Rawalpindi 3.0907 25 1.08813 -0.733 0.471 Education Dept, Univ. of Balochistan, Quetta 3.0853 25 0.80566 -1.023 0.316 U O E, Lower Mall Lahore Campus 3.0800 25 1.00148 -0.850 0.404 I E R, university of Peshawar, Peshawar 3.0667 25 0.99126 -0.926 0.364 Education Dept., Hazara University Mansehra 3.0293 25 0.75427 -1.464 0.156 I E R, Gomal University, D I Khan 2.7253 25 0.76964 -3.410 0.002 U O E, Joharabad Campus 2.7120 25 0.62619 -4.297 0.001 G C E Sukkur 2.6533 25 0.98432 -3.032 0.006 G C E , Queetta 2.2107 25 0.64397 -8.071 0.001 U O E, Attock Campus 1.7920 25 0.32621 -22.350 0.001 Total 3.2502 650 0.94921

185

Table 179 reveals mean scores of student teachers on facilities available in the

institutions in descending order as well as t value and p value. Mean of means (X) is 3.2502

and GJMCE Malir, UOE, Faisalabad campus, department of educational training IUB,

Bahawalpur, Faculty of education university of Sindh, B.Ed department, FUUST, Karachi

and GCE Federal B Werea Karachi were significantly better than mean of means (X) at 0.05

level. While Education department Hazara University Mansehra, IER Gomal University D I

Khan, UOE Joharabad campus, G CE Sukkur, GCE Queeta and UOE Attock campus were

significantly lower than the mean of means (X). There is a difference among other

institutions and mean of means (X) but this difference is not significant. Hence, it is

concluded that mostly institutions were significantly below the standard mean. This indicates

quality level of teacher education institutions and sure a lot of improvement was needed to

raise the standards.

Table 180: Showing the mean scores of student teachers on appropriateness of contents taught during the training


t-value p-value

G J M C E Malir, Karachi 4.6092 25 0.27639 20.318 0.001 F UUST Karachi 4.2215 25 0.64447 5.706 0.001 U O E, Faisalabad Campus 4.0462 25 0.62295 4.495 0.001 F O E, UOS, Hyderabad 4.0154 25 0.49554 4.340 0.001 U O E, Vehari Campus 3.9519 25 0.47894 4.765 0.001 U O E, Township, Lahore Campus 3.9415 25 0.66739 3.412 0.001 G C E Federal B area Karachi 3.6492 25 0.75861 1.075 0.293 F C E, H-9, Islamabad 3.6338 25 0.62346 1.185 0.248 Education Dept, UOS, Sargodha 3.5723 25 0.53251 1.170 0.268 Education Dept, UAA Rawalpindi 3.5600 25 0.83280 0.444 0.661 U O E, D G Khan Campus 3.5256 25 0.82152 0.236 0.816 IED,SALU,Khairpur 3.5077 25 0.62176 0.174 0.864 U O E, Lower Mall Lahore Campus 3.4246 25 0.73920 -0.416 0.681 U O E, Multan Campus 3.3723 25 0.67816 -0.839 0.410 Dept. of Edu. Training, IUB, Bahawalpur 3.3631 25 0.63763 -0.965 0.344 I E R, Gomal University, D I Khan 3.3397 25 0.69246 -1.035 0.311 I E R, K U S T, Kohat 3.3231 25 0.76020 -1.072 0.294 U O E, Joharabad Campus 3.2554 25 0.71464 -1.614 0.120 U O E, Okara Campus 3.2554 25 0.64615 -1.785 0.087 U O E, Bank Road Lahore Campus 3.2308 25 0.58835 -1.820 0.081 Education Dept., Univ. of Baloch., Quetta 3.1723 25 0.90508 -1.734 0.096 Education Dept, Hazara Univ. Mansehra 3.1385 25 0.62925 -2.762 0.011 I E R, university of Peshawar, Peshawar 3.0862 25 0.91296 -2.190 0.038 U O E, Attock Campus 3.0800 25 0.58011 -3.500 0.002 G C E Sukkur 3.0154 25 0.81559 -2.886 0.008 G C E, Quetta 2.3631 25 0.92295 -6.084 .000 Total 3.4861 650 0.81228

186

Table 180 reveals mean scores of student teachers on contents being taught during

training in descending order as well as t value and p value. Mean of means (X) is 3.4861 and

GJMCE Malir, B.Ed department, FUUST, Karachi, UOE, Faisalabad campus, Faculty of

education university of Sindh, UOE Vehari campus and UOE township, Lahore campus were

significantly better than mean of means (X) at 0.05 level. While Education department Hazara

University Mansehra, IER university of Peshawar, UOE Attock campus, G CE Sukkur and GCE

Queeta were significantly lower than the mean of means (X). There is a difference among other

institutions and mean of means (X) but this difference is not significant. Thus, it is concluded that

mostly institutions were significantly below the standard mean. This indicates quality level of

teacher education institutions and sure a lot of improvement was needed to raise the standards.

Table 181: Showing the mean scores of student teachers on methodology adopted by the teacher educators in the training institutions


t-value

p-value

G J M C E Malir, Karachi 4.2100 25 0.15237 25.503 0.001 F O E, UOS, Hyderabad 4.0367 25 0.44298 6.816 0.001 Education Department, UAA Rawalpindi 3.9067 25 0.69818 3.394 0.002 FUUST Karachi 3.8900 25 0.58912 3.880 0.001 U O E, Vehari Campus 3.7800 25 0.59506 2.917 0.008 U O E, Township, Lahore Campus 3.7700 25 0.55864 3.018 0.006 U O E, Faisalabad Campus 3.7367 25 0.50728 2.995 0.006 F C E,H-9, Islamabad 3.7267 25 0.61498 2.389 0.025 U O E, D G Khan Campus 3.6667 25 0.82636 1.415 0.170 U O E, Multan Campus 3.6633 25 0.82372 1.399 0.175 Education Department, UOS, Sargodha 3.4333 25 0.69555 0.004 0.997 U O , Lower Mall Lahore Campus 3.3867 25 0.99416 -0.232 0.818 U O E, Okara Campus 3.3833 25 0.60141 -0.411 0.685 Education Dept., Univ, of Baloach, Quetta 3.3733 25 0.69394 -0.428 0.672 U O E, Joharabad Campus 3.3600 25 0.70371 -0.517 0.610 G C E Federal B area Karachi 3.3067 25 0.56145 -1.123 0.272 Education Dept., Hazara Univ. Mansehra 3.2900 25 0.57540 -1.241 0.227 IED,SALU,Khairpur 3.2867 25 0.73365 -0.996 0.329 U O E, Bank Road Lahore Campus 3.2600 25 0.89892 -0.307 0.762 U O E, Attock Campus 3.2033 25 0.64553 -1.777 0.088 I E R, university of Peshawar, Peshawar 3.1400 25 0.91752 -1.596 0.124 I E R, Gomal University, D I Khan 3.1333 25 0.79931 -1.873 0.073 Dept. of Edu. Training, IUB, Bahawalpur 3.1133 25 0.47864 -3.337 0.003 I E R, K U S T, Kohat 3.0367 25 0.78730 -2.516 0.019 G C E Sukkur 3.0233 25 0.76130 -2.689 0.013 G C E , Queetta 2.1367 25 0.63959 -10.133 0.000 Total 3.4328 650 0.78810

187

Table 181 reveals mean scores of student teachers methodology adopted by the teacher

educators in descending order as well as t-value and p-value. Mean of means (X) is 3.4328 and

GJMCE Malir, Faculty of education university of Sindh, Education department UAA Rawalpindi,

B.Ed department, FUUST, Karachi, UOE, Vehari campus, UOE township, Lahore campus, UOE

Faisalabad campus and FCE H-9, Islamabad were significantly better than mean of means (X) at

0.05 level. While department of educational training, IUB Bahawalpur, IER KUST Kohat, G CE

Sukkur and GCE Quetta were significantly lower than the mean of means (X). There is a

difference among other institutions and mean of means (X) but this difference is not significant.

Therefore, it is concluded that mostly institutions were significantly below the standard mean.

This indicates quality level of teacher education institutions and sure a lot of improvement was


188

Table 182: Mean scores of student teachers on teaching practice component of training


t-value p-value

G J M C E Malir, Karachi 4.7840 25 0.33126 13.043 0.001 UOE, Faisalabad Campus 4.4960 25 0.60586 4.754 0.001 UOE, Vehari Campus 4.4720 25 0.57700 4.784 0.001 FUUST Karachi 4.3360 25 0.56486 3.683 0.001 U O E, D G Khan Campus 4.2880 25 0.69060 2.665 0.014 F C E,H-9, Islamabad 4.2000 25 0.43589 3.213 0.004 Education Deptt, UAA Rawalpindi 4.1440 25 1.00253 1.118 0.275 F O E, U O S, Hyderabad 4.1120 25 0.51666 1.859 0.075 U O E, Township, Lahore Campus 4.1120 25 0.60575 1.586 0.126 U O E, Multan Campus 4.0960 25 0.52637 1.673 0.107 G C E Federal B area Karachi 4.0400 25 0.78951 0.761 0.454 U O E, Okara Campus 3.9360 25 0.66513 0.121 0.905 Education Department, Univ. of Sargodha, Sargodha 3.9040 25 0.63802 -0.125 0.902 U O E, Attock Campus 3.8750 25 0.76400 -0.288 0.776 I E R, K U S T, Kohat 3.8560 25 0.78850 -0.405 0.689 Education Dept., Univ. of Baloachistan, Quetta 3.8000 25 0.86603 -0.692 0.495 I E R, Gomal University, D I Khan 3.7520 25 0.64622 -1.299 0.206 G C E , Quette 3.6800 25 0.72111 -1.663 0.109 IED,SALU, Khairpur 3.6080 25 0.93002 -1.677 0.107 U O E, Joharabad Campus 3.5920 25 0.69637 -2.354 0.027 Education Dept, Hazara Univ. Mansehra 3.5920 25 0.80928 -2.026 0.054 U O E, Lower Mall Lahore Campus 3.5600 25 1.22610 -1.468 0.155 Deptt. of Educational Training, IUB, Bahawalpur 3.4800 25 0.50990 -4.314 0.001 G C E Sukkur 3.4400 25 1.02632 -2.294 0.031 U O E, Bank Road Lahore Campus 3.4080 25 0.97721 -2.294 0.031 I E R, university of Peshawar, Peshawar 3.3520 25 1.05243 -2.698 0.013 Total 3.9199 650 0.82954

Table 182 reveals mean scores of student teachers on teaching practice component of the

training in descending order as well as t value and p value. Mean of means (X) is 3.9199 and

GJMCE Malir, UOE, Faisalabad campus, UOE Vehari campus, B.Ed department, FUUST,

Karachi, UOE D G Khan campus and FCE H-9, Islamabad were significantly better than mean

of means (X) at 0.05 level. While UOE Joharabad campus, Education department Hazara

University Mansehra, department of educational training IUB Bahawalpur, GCE Sukkur, UOE

Bank road Lahore campus and IER university of Peshawar significantly lower than the mean of

means (X). There is a difference among other institutions and mean of means (X) but this

difference is not significant. Hence, it is concluded that mostly institutions were significantly

189

below the standard mean. This indicates quality level of teacher education institutions and sure a

lot of improvement was needed to raise the standards.

Table 183: Showing the mean scores of student teachers on evaluation process of the training


t-value p-value

G J M C E Malir, Karachi 4.7200 25 0.27988 21.464 0.001 U O E, Faisalabad Campus 4.2560 25 0.54626 6.750 0.001 F U U S T Karachi 4.0600 25 0.58023 4.666 0.001 F O E, U O S, Hyderabad 3.9480 25 0.46289 4.639 0.001 U O E, Vehari Campus 3.8320 25 0.53985 2.904 0.008 U O E, D G Khan Campus 3.7320 25 0.74873 1.426 0.167 U O E, Multan Campus 3.7120 25 0.62338 1.552 0.134 I E R, Gomal University, D I Khan 3.6840 25 0.67926 1.218 0.235 U O E, Township, Lahore Campus 3.6800 25 0.58737 1.375 0.182 Education Department, UAA Rawalpindi 3.6680 25 1.04750 -1.202 0.241 F C E,H-9, Islamabad 3.6320 25 0.58432 0.971 0.341 Education Department, UOS, Sargodha 3.6120 25 0.87670 0.533 0.599 U O E, Joharabad Campus 3.5280 25 0.69193 0.069 0.946 G C E Federal B area Karachi 3.5120 25 0.73503 -0.044 0.965 Deptt of Edu. Training, IUB, Bahawalpur 3.4640 25 0.68000 -0.401 0.692 U O E, Okara Campus 3.4360 25 0.45906 -0.899 0.378 Education Dept, Univ. of Balochistan, Quetta 3.4280 25 1.02287 -0.442 0.662 IED,SALU,Khairpur 3.4000 25 0.85878 -0.690 0.497 I E R, K U S T, Kohat 3.2560 25 0.86076 -1.525 0.140 U O E, Attock Campus 3.2560 25 0.72116 -1.820 0.081 Education Dept, Hazara University Mansehra 3.1560 25 0.75060 -2.415 0.024 U O E, Lower Mall Lahore Campus 3.1280 25 0.93965 -2.078 0.049 I E R, university of Peshawar, Peshawar 3.0760 25 0.93598 -2.364 0.027 G C E Sukkur 2.9920 25 0.81031 -3.249 0.003 U O E, Bank Road Lahore Campus 2.8280 25 0.83791 -3.250 0.003 G C E , Quetta 2.4840 25 0.85717 -6.034 .000 Total 3.5185 650 0.85504

Table 183 reveals mean scores of student teachers on evaluation procedure of the

training in descending order as well as t value and p value. Mean of means (X) is 3.5185

and GJMCE Malir, UOE, Faisalabad campus, B.Ed department, FUUST, Karachi,

Faculty of education university of Sindh Hyderabad and UOE Vehari campus were

significantly better than mean of means (X) at 0.05 level. While Education department

Hazara University Mansehra, UOE lower mall Lahor campus, IER university of

Peshawar, GCE Sukkur, UOE bank road Lahore campus and GCE Quetta were

190

significantly lower than the mean of means (X). There is a difference among other

institutions and mean of means (X) but this difference is not significant. Thus, it is

concluded that mostly institutions were significantly below the standard mean. This

indicates quality level of teacher education institutions and sure a lot of improvement was


Table 184: Mean scores of student teachers and teacher educators on admission criterion of teacher training institutions.


t- value p- value

G J M C E Malir, Karachi 3.7549 34 0.48066 14.623 0.001 Education Department, UOS, Sargodha 3.5161 31 0.59528 4.623 0.001 F U U S T karachi 3.3678 29 0.74719 2.493 0.019 G C E Federal B Werea Karachi 3.3496 41 0.73768 2.844 0.007 Education Deptt, Hazara University Mansehra 3.2476 35 0.73361 1.820 0.078 F O E, U O S, Hyderabad 3.2439 41 0.84005 1.692 0.098 U O E, D G Khan Campus 3.2197 44 0.67798 1.935 0.0.60 U O E, Vehari Campus 3.1982 37 0.65480 1.638 0.110 U O E, Bank Road Lahore Campus 3.1630 45 0.75419 1.259 0.215 U O E, Multan Campus 3.1481 45 0.58411 1.450 0.154 U O E, Township, Lahore Campus 3.0667 45 0.59289 0.507 0.615 U O E, Okara Campus 3.0000 33 0.68718 -0.183 0.856 U O E, Joharabad Campus 3.0000 42 0.69454 -0.204 0.839 I E R, Gomal University, D I Khan 3.0000 35 0.65179 -0.199 0.844 I E R, university of Peshawar, Peshawar 2.9815 36 0.65195 -0.372 0.712 Education Department, UAA Rawalpindi 2.9667 30 0.69674 -0.434 0.667 U O E, Lower Mall Lahore Campus 2.9333 45 0.57560 -1.032 0.308 I E R, K U S T, Kohat 2.9310 29 0.43076 -1.136 0.266 U O E, Faisalabad Campus 2.9000 50 0.67763 -1.272 0.209 G C E Sukkur 2.8571 42 0.50549 -2.112 0.041 F C E,H-9, Islamabad 2.8455 41 0.57299 -1.971 0.056 IED,SALU,Khairpur 2.7419 31 0.34113 -4.569 0.001 Dept. of Educational Training, IUB, Bahawalpur 2.7312 31 0.21806 -7.423 0.001 Education Dept, Univ of Baloachistan, Quetta 2.6095 35 0.31814 -7.668 0.001 U O E, Attock Campus 2.5556 30 0.79430 -3.216 0.003 G C E , Queetta 2.1930 38 0.66047 -7.737 0.001 Total 3.0219 975 0.69431

It is evident from the table 184, that it shows the mean scores of student teachers and

teachers on admission criterion institution wise in descending order. The mean of means (X)

is 3.0219 and GJMCE Malir; education department University of Sargodha; B.Ed

department, FUUST Karachi; were significantly better than the mean of means, while GCE

Sukkur; IED, SALU, Khairpur; department of educational training, IUB; education

191

department University of Balochistan, Quetta; UOE Attock campus and GCE Quetta were

significantly lower than mean of means. There is a difference among mean of means and

mean scores of other institutions but this difference is not significant. This indicates quality

level of teacher education institutions and sure a lot of improvement was needed to raise the

standards.

Table 185: Mean scores of student teachers and teacher educators on objectives being achieved in teacher training institutions.

Name of Institution Mean N Std. Deviation t-value p-value G J M C E Malir, Karachi 4.1431 34 0.79377 4.154 0.001 F U U S T karachi 4.0690 29 0.63558 4.162 0.001 U O E, Vehari Campus 3.9892 37 0.42266 5.922 0.001 Education Dept, UAA Rawalpindi 3.9756 30 0.74884 2.910 0.007 F O E, U O S, Hyderabad 3.8211 41 0.61562 2.532 0.015 U O E, D G Khan Campus 3.8136 44 0.59587 2.626 0.012 U O E, Multan Campus 3.8030 44 0.60163 2.092 0.042 F C E,H-9, Islamabad 3.7447 41 0.54302 1.969 0.056 Education Department, UOS, Sargodha 3.7118 31 0.67096 1.113 0.275 U O E, Faisalabad Campus 3.6800 50 0.72631 .996 0.324 U O E, Bank Road Lahore Campus 3.6311 45 0.67713 .996 0.325 G C E Sukkur 3.6270 42 0.71909 .444 0.659 U O E, Township, Lahore Campus 3.6193 45 0.73534 .379 0.706 I E R, K U S T, Kohat 3.6184 29 0.95600 .229 0.820 I E R, Gomal University, D I Khan 3.5810 35 0.69293 .028 0.978 IED,SALU,Khairpur 3.5011 31 0.67766 -.630 0.534 G C E Federal B area Karachi 3.4650 41 0.64282 -1.122 0.268 U O E, Okara Campus 3.4020 33 0.73134 -1.380 0.177 U O E, Attock Campus 3.3867 30 0.54313 -1.926 0.064 Education Department, Hazara Univ. Mansehra 3.3505 35 0.72964 -1.842 0.074 U O E, Joharabad Campus 3.3413 42 0.64538 -2.374 0.022 U O E, Lower Mall Lahore Campus 3.3333 45 0.71308 -2.299 0.026 I E R, university of Peshawar, Peshawar 3.3130 36 0.75084 -2.116 0.042 Dept. of Edu. Training, IUB, Bahawalpur 3.2344 31 0.60022 -3.184 0.003 G C E , Quette 2.9789 38 0.83829 -4.403 0.001 Education Dept, Univ. of Baloachistan, Quetta 2.8819 35 0.56409 -7.297 0.001 Total 3.5777 975 0.73447


teachers on objectives achieved during the training institution wise in descending order. The

mean of means (X) is 3.5777 and GJMCE Malir; UOE Vehari campus, Education department

UAA Rawalpindi, FUUST Karachi; Faculty of Education UOS Hyderabad, UOE Multan

campus and UOE D G Khan campus were significantly better than the mean of means, while

192

UOE Joharabad campus, UOE lower mall Lahore campus, IER University of Peshawar,

department of Educational Training, IUB; GCE Quetta and Education department University

of Balochistan, Quetta; were significantly lower than mean of means. There is a difference

among mean of means and mean scores of other institutions but this difference is not

significant. This indicates quality level of teacher education institutions and sure a lot of

improvement was needed to raise the standards.

Table 186: Mean scores of student teachers and teacher educators on facilities provided in the teacher training institutions Name of Institution Mean N Std.

Deviation t-value p-value

G J M C E Malir, Karachi 4.0333 34 0.83190 5.452 0.001 UOE, Bank Road Lahore Campus 3.7081 45 0.81368 4.725 0.001 Dept. of Edu. Training, IUB, Bahawalpur 3.6516 31 0.43706 5.046 0.001 F U U S T Karachi 3.5833 28 0.81319 2.133 0.042 G C E Federal B area Karachi 3.5417 40 0.58630 3.087 0.004 U O E, Faisalabad Campus 3.5333 50 0.81360 2.415 0.020 U O E, Vehari Campus 3.4703 37 0.64021 2.041 0.049 U O E, D G Khan Campus 3.4697 44 0.72845 1.950 0.058 F O E, U O S, Hyderabad 3.4374 41 0.72664 1.603 0.117 I E R, K U S T, Kohat 3.3862 29 1.05340 .668 0.509 U O E, Multan Campus 3.3837 45 0.79241 1.085 0.284 U O E, Township, Lahore Campus 3.3200 45 0.83685 .517 0.608 Education Department, UOS, Sargodha 3.2968 31 0.54970 .418 0.679 IED,SALU,Khairpur 3.2710 31 0.95699 .090 0.929 U O E, Okara Campus 3.2424 33 0.78772 -.095 0.925 Education Dept, Univ. of Balochistan, Quetta 3.2419 35 0.72402 -.111 0.912 F C E,H-9, Islamabad 3.2276 41 0.77287 -.231 0.819 IER, Univ. of Peshawar, Peshawar 3.1574 36 0.88014 -.669 0.508 Education Dept, UAA Rawalpindi 3.1444 30 1.07768 -.564 0.577 G C E Sukkur 3.1317 42 1.03148 -.778 0.441 UOE, Lower Mall Lahore Campus 3.1067 45 0.75336 -1.325 0.192 Education Dept, Hazara Univ. Mansehra 3.0629 35 0.83751 .770 0.447 I E R, Gomal University, D I Khan 3.0343 35 0.88935 -1.472 0.150 U O E, Joharabad Campus 2.8254 42 0.57064 -4.885 0.001 G C E , Queetta 2.3105 38 0.56041 10.395 0.001 U O E, Attock Campus 1.8089 30 0.33527 -23.633 0.001 Total 3.2555 975 0.87096


teachers on facilities provided in the institutions in descending order. The mean of means (X)

is 3.2555 and GJMCE Malir; UOE bank road Lahore campus, department of Educational

Training The Islamia University of Bahawalpur, FUUST Karachi, GCE F B Werea Karachi,

193

UOE Vhari campus and UOE Faisalabad campus; were significantly better than the mean of

means, while UOE Joharabad campus, GCE Quetta and UOE Attock campus were




standards.

Table 187: Mean scores of student teachers and teacher educators on the content being taught during training in the teacher training institutions.


t-value p-value

G J M C E Malir, Karachi 4.2534 34 0.86709 5.668 0.001 F U U S T karachi 4.1114 29 0.67518 5.590 0.001 F O E, U O S, Hyderabad 3.8218 41 0.68294 3.855 0.001 U O E, Vehari Campus 3.7970 36 0.57510 4.031 0.001 Education Department, UOS, Sargodha 3.6551 31 0.58545 2.325 0.027 U O E, Faisalabad Campus 3.5877 50 0.66857 1.873 0.067 Education Department, UAA Rawalpindi 3.5256 30 0.88033 .716 0.480 U O E, Township, Lahore Campus 3.5128 45 0.71655 .957 0.344 F C E,H-9, Islamabad 3.5009 41 0.58586 .987 0.329 G C E Federal B area Karachi 3.4634 41 0.67598 .500 0.620 I E R, Gomal University, D I Khan 3.4525 34 0.72477 .421 0.676 U O E, D G Khan Campus 3.4293 43 0.63282 .194 0.847 I E R, K U S T, Kohat 3.3793 29 0.73608 -.229 0.821 IED,SALU,Khairpur 3.3350 31 0.82241 -.512 0.612 U O E, Multan Campus 3.3333 45 0.74832 -.693 0.492 Dept. of Edu. Training, IUB, Bahawalpur 3.3201 31 0.58721 -.858 0.398 G C E Sukkur 3.3077 42 0.81762 -.816 0.419 U O E, Lower Mall Lahore Campus 3.2872 45 0.57573 -1.438 0.157 U O E, Bank Road Lahore Campus 3.2872 45 0.57783 -1.017 0.315 U O E, Joharabad Campus 3.2344 42 0.68549 -1.666 0.103 Education Dept, Univ. of Balochistan, Quetta 3.2330 35 0.80645 -1.303 0.201 Education Dept, Hazara Univ. Mansehra 3.2308 35 0.65378 -1.627 0.113 U O E, Attock Campus 3.1385 30 0.58666 -2.541 0.017 U O E, Okara Campus 3.1212 33 0.62137 -2.675 0.012 IER, University of Peshawar, Peshawar 3.0000 36 0.88588 -2.781 0.009 G C E , Quetta 2.4899 38 0.94675 -5.995 0.001 Total 3.4106 975 0.77426


teachers on contents being taught during training in the institutions in descending order. The

mean of means (X) is 3.4106 and GJMCE Malir; FUUST Karachi , Faculty of Education

UOS Hyderabad, UOE Vehari campus and Education department University of Sargodha;

194

were significantly better than the mean of means, while UOE Attock campus, UOE Okara

campus, IER University of Peshawar and GCE Quetta were significantly lower than mean

of means. There is a difference among mean of means and mean scores of other institutions

but this difference is not significant. This indicates quality level of teacher education

institutions and sure a lot of improvement was needed to raise the standards.

Table 188: Mean scores of student teachers and teacher educators on the methodology adopted by teacher educators in teacher training institutions.


t-value p-value

G J M C E Malir, Karachi 3.9755 34 0.55827 6.300 0.001 Education Department, U A A Rawalpindi 3.8917 30 0.71390 3.985 0.001 F U U S T Karachi 3.8190 29 0.57695 4.169 0.001 F O E, U O S, Hyderabad 3.7764 41 0.66208 3.908 0.001 U O E, Vehari Campus 3.6712 37 0.53574 3.393 0.002 F C E,H-9, Islamabad 3.5630 41 0.69342 1.789 0.074 U O E, Multan Campus 3.5611 45 0.70024 1.809 0.077 Education Dept, Univ. of Sargodha, Sargodha 3.5081 31 0.68663 1.101 0.280 U O E, Joharabad Campus 3.4603 42 0.70884 .805 .426 U O E, Faisalabad Campus 3.4600 50 0.50738 1.222 0.228 U O E, Township, Lahore Campus 3.3833 45 0.63076 .117 0.907 U O E, Bank Road Lahore Campus 3.3444 45 0.82277 .342 0.734 Education Department, Hazara Univ. Mansehra 3.3405 35 0.57287 -.329 0.744 U O E, D G Khan Campus 3.3277 44 0.75598 -.392 0.697 I E R, Gomal University, D I Khan 3.3000 35 0.81705 -.524 0.604 U O E, Okara Campus 3.2904 33 0.56139 -.838 0.408 IED,SALU,Khairpur 3.2769 31 0.71892 -.739 .466 U O E, Lower Mall Lahore Campus 3.2630 45 0.82227 -.892 0.377 U O E, Attock Campus 3.2583 30 0.71865 -.869 0.392 Education Dept, Univ. of Baloachistan, Quetta 3.2190 35 0.68899 -1.733 0.092 G C E Federal B area Karachi 3.2134 41 0.54008 -1.441 0.157 G C E Sukkur 3.1885 42 0.72323 -1.647 0.107 I E R, university of Peshawar, Peshawar 3.1458 36 0.91099 -1.492 0.145 Dept. of Edu. Training, I U B, Bahawalpur 3.0833 31 0.46696 -3.445 0.002 I E R, K U S T, Kohat 3.0805 29 0.77616 -2.025 0.049 G C E , Queetta 2.3268 38 0.80989 -7.958 0.001 Total 3.3723 975 0.74910


teachers on methodology adopted during the training by the teacher educators in the

institutions in descending order. The mean of means (X) is 3.3723 and GJMCE Malir;

Education department UAA Rawalpindi, FUUST Karachi , Faculty of Education UOS

195

Hyderabad, UOE Vehari campus; were significantly better than the mean of means, while

department of Educational Training, The Islamia university of Bahawalpur; IER, KUST

Kohat and GCE Quetta were significantly lower than mean of means. There is a difference

among mean of means and mean scores of other institutions but this difference is not

significant. This indicates quality level of teacher education institutions and sure a lot of

improvement was needed to raise the standards.

Table 189: Mean scores of student teachers and teacher educators on the teaching practice component of the training in teacher training institutions.


t-value p-value

G J M C E Malir, Karachi 4.6647 34 0.46637 10.149 0.000 U O E, Vehari Campus 4.3784 37 0.60145 5.313 0.000 F U U S T karachi 4.2621 29 0.56088 3.928 0.001 U O E, D G Khan Campus 4.1682 44 0.59758 3.499 0.001 Education Dept, UAA Rawalpindi 4.1400 30 0.97294 1.616 0.117 U O E, Multan Campus 4.1378 45 0.48019 3.978 0.000 F O E, U O S, Hyderabad 4.1220 41 0.62270 2.766 0.009 F C E,H-9, Islamabad 4.0195 41 0.55282 1.929 0.061 Education Dept, UOS, Sargodha 3.9806 31 0.67795 1.048 0.303 I E R, KUST, Kohat 3.9310 29 0.75834 .554 0.584 U O E, Attock Campus 3.8621 29 0.77479 .063 0.950 Education Dept, Univ. of Balochistan, Quetta 3.8571 35 0.73336 .033 0.974 U O E, Faisalabad Campus 3.8320 50 0.86601 -.171 0.865 U O E, Township, Lahore Campus 3.8222 45 0.61971 -.333 0.741 G C E Federal B area Karachi 3.8195 41 0.77692 -.276 0.784 I E R, Gomal University, D I Khan 3.7314 35 0.73715 -.976 0.336 U O E, Okara Campus 3.7212 33 0.69989 -1.082 0.287 Education Dept, Hazara Univ. Mansehra 3.7029 35 0.79760 -1.114 0.273 G C E Sukkur 3.6143 42 0.89595 -1.727 0.092 U O E, Joharabad Campus 3.5952 42 0.76571 -2.182 0.035 U O E, Bank Road Lahore Campus 3.5511 45 0.98457 -1.686 0.099 IER, Univ. of Peshawar, Peshawar 3.5111 36 1.01806 -2.015 0.052 IED,SALU,Khairpur 3.5097 31 0.90309 -2.117 0.043 Dept. of Edu. Training, IUB, Bahawalpur 3.4903 31 0.60186 -3.355 0.002 U O E, Lower Mall Lahore Campus 3.4800 45 0.96333 -2.597 0.013 G C E , Quetta 3.4421 38 0.94057 -2.693 0.011 Total 3.8530 975 0.81208


teachers on teaching practice component of the training in the institutions in descending

order. The mean of means (X) is 3.8530 and GJMCE Malir; UOE Vehari campus, FUUST

Karachi , UOE DG Khan campus, UOE Multan campus and Faculty of Education UOS

196

Hyderabad were significantly better than the mean of means, while UOE Joharabad campus,

IED, SALU Khairpur, department of Educational Training, The Islamia university of

Bahawalpur; UOE lower mall Lahore campus and GCE Quetta were significantly lower

than mean of means. There is a difference among mean of means and mean scores of other

institutions but this difference is not significant. This indicates quality level of teacher

education institutions and sure a lot of improvement was needed to raise the standards.

Table 190: Mean scores of student teachers and teacher educators on evaluation process of the training in teacher training institutions.


t-value p-value

G J M C E Malir, Karachi 4.4588 34 0.63155 8.749 0.001 F U U S T Karachi 3.9690 29 0.59708 4.129 0.001 U O E, Vehari Campus 3.9270 37 0.51782 4.885 0.001 I E R, Gomal University, D I Khan 3.7629 35 0.73328 2.030 0.050 F O E, U O S, Hyderabad 3.7220 41 0.71257 1.894 0.065 U O E, D G Khan Campus 3.6955 44 0.61642 1.983 0.054 Education Department, UOS, Sargodha 3.6871 31 0.84133 1.164 0.254 U O E, Multan Campus 3.6778 45 0.69540 1.607 0.115 U O E, Faisalabad Campus 3.6700 50 0.73962 1.518 0.135 Education Dept, UAA Rawalpindi 3.6667 30 1.00562 .847 0.404 F C E,H-9, Islamabad 3.6463 41 0.61770 1.401 0.169 U O E, Joharabad Campus 3.5548 42 0.71609 .394 0.695 Dept. of Edu. Training, IUB, Bahawalpur 3.5290 31 0.65787 -3.086 0.004 U O E, Township, Lahore Campus 3.4800 45 0.53453 -.392 0.697 G C E Federal B area Karachi 3.4585 41 0.63284 -.533 0.597 I E R, K U S T, Kohat 3.3759 29 0.85843 -.849 0.403 U O E, Attock Campus 3.3733 30 0.72203 -1.046 0.304 U O E, Bank Road Lahore Campus 3.3667 45 0.97608 -.495 0.623 Education Dept, Hazara Univ. Mansehra 3.3200 35 0.77224 -1.465 0.152 IED,SALU,Khairpur 3.3065 31 0.80826 -1.410 0.169 Education Dept, Univ. of Baloachistan, Quetta 3.3057 35 0.98248 -1.237 0.224 U O E, Okara Campus 3.2939 33 0.52734 -2.367 0.024 G C E Sukkur 3.2690 42 0.78320 -2.004 0.050 IER, Univ. of Peshawar, Peshawar 3.1722 36 1.02305 -1.988 0.055 UOE, Lower Mall Lahore Campus 3.1600 45 0.72438 -3.252 0.002 G C E , Quetta 2.5579 38 0.92550 -6.350 0.001 Total 3.5112 975 0.81574


teachers on evaluation component of the training programme in descending order. The mean

of means (X) is 3.5112 and GJMCE Malir; FUUST Karachi ,UOE Vehari campus and IER

197

Gomal university D I Khan were significantly better than the mean of means, while UOE

Okara campus, GCE Sukkur, UOE lower mall Lahore campus and GCE Quetta were




standards

4.6 ANALYSIS OF QUESTIONNAIRE ON CURRICULUM

Table 191: Programme inculcates Islamic ideology in the students

Programme N Mean Std. Deviation

df T value P value

B.Ed 200 4.00 1.100 298 1.517 0.130

B S Education 100 3.80 1.110

Table 191 shows that the calculated value of t was found to be statistically non-

significant at 0.05 level. Therefore, teachers of both the programmes agreed on the

statement “Programme inculcates Islamic ideology in the students”.

Table 192: Programme enhances students’ professional competencies


df T value P value

B.Ed 200 3.99 .972 298 1.28 0.210

B S Education 100 4.12 .498

It is evident from table 192 that the calculated value of t was found to be

statistically non- significant at 0.05 level. Therefore, teachers of both the programmes

agreed on the statement “Programme enhances students’ professional competencies”.

198

Table 193: Programme develops competency in the students to use acquired skill

in proper way in their professional life


df T value P value

B.Ed 200 3.72 1.126 298 1.528 0.104




statement “Programme develops competency in the students to use acquired skill in

proper way in their professional life”.

Table 194: Programme introduces modern concepts of teaching learning process


df T value P value

B.Ed 200 3.38 1.150 298 2.239 0.026


Table 194 exhibits that the calculated value of t was to be statistically significant

at 0.05 level. Therefore, teachers of both the programmes disagreed on the statement

“Programme introduces modern concepts of teaching learning process”. BS Education

programme was viewed as better in introducing modern concepts of teaching learning

process.

199

Table 195: Programme develops new perceptions among students’ about educational problems


df T value P value

B.Ed 200 3.12 1.268 298 5.350 0.001




“Programme develops new perceptions among students’ about educational problems”. BS

Education programme was viewed as better in developing new perceptions among

students’ about educational problems.

Table 196: Courses reflect latest knowledge about teaching-learning process


df T value P value

B.Ed 200 3.32 1.198 298 3.153 0.002




“Courses reflect latest knowledge about teaching-learning process”. BS Education

programme was viewed as better in reflecting latest knowledge about teaching learning

process.

200

Table 197: Courses reflects latest application of knowledge


df T value P value

B.Ed 200 3.19 1.053 298 6.528 0.001




“Courses reflects latest application of knowledge”. BS Education programme was viewed

as better in reflecting latest application of knowledge.

Table 198: Courses equip the learners with professional insights


df T value P value

B.Ed 200 3.58 1.157 298 4.512 0.001




“Courses equip the learners with professional insights”. BS Education programme was

viewed as better in equipping the learners with professional insights.

Table 199: Courses equip the learners with professional skills


df T value P value

B.Ed 200 3.58 .958 298 2.940 0.004


201



“Courses equip the learners with professional skills”. BS Education programme was

viewed as better in equipping the learners with professional skills.

Table 200: Courses contain sufficient practical work and application skills


df T value P value

B.Ed 200 3.32 1.084 298 3.140 0.002

B S Education 100 3.74 1.070



“Courses contain sufficient practical work and application skills”. BS Education

programme was viewed as better in containing sufficient practical work and application

skills.

Table 201: Courses help to develop leadership qualities in the learners


df T value P value

B.Ed 200 3.45 .895 298 2.409 0.017




“Courses help to develop leadership qualities in the learners”. BS Education programme

was viewed as better in helping to develop leadership qualities in learners.

202

Table 202: Courses create awareness about the child psychology


df T value P value

B.Ed 200 3.80 .986 298 2.412 0.016




“Courses create awareness about the child psychology”. BS Education programme was

viewed as better in creating awareness about the child psychology.

Table 203: Courses give guidelines for guidance to the students


df T value

P value

B.Ed 200 3.32 .944 298 4.445 0.001




“Courses give guidelines for guidance to the students”. BS Education programme was

viewed as better in giving guidelines for guidance to the students.

Table 204: Courses give guidelines for counseling to the students


df T value P value

B.Ed 200 3.46 1.160 298 1.025 0.306


203



statement “Courses give guidelines for counseling to the students”.

Table 205: Activities related to the instructional skills were properly used in

the courses


df T value P value

B.Ed 200 3.00 1.215 298 2.434 0.016 B S Education 100 3.35 1.086



“Activities related to the instructional skills were properly used in the courses”. BS

Education programme was viewed as better in relating activities to the instructional skills

in the course.

Table 206: Courses provide adequate base for research


df T value P value

B.Ed 200 3.04 1.067 298 1.805 0.072

B S Education 100 3.28 1.055



statement “Courses provide adequate base for research”.

204

Table 207: Language of the content of courses is easy to understand.


df T value P value

B.Ed 200 3.53 .966 298 1.664 0.097




statement “Language of the content of courses is easy to understand”.

Table 208: Training courses prepare the student teachers for creative thinking.


df T value P value

B.Ed 200 3.00 1.035 298 3.934 0.001 B S Education 100 3.45 .730



“Training courses prepwere the student teachers for creative thinking.” BS Education

programme was viewed as better in preparing the student teachers for creative thinking.

Table 209: Content of the training courses fulfill the future needs of the students regarding methods of teaching.


df T value P value

B.Ed 200 2.94 1.240 298 7.695 0.001




205

“Content of the training courses fulfills the future needs of the students regarding

methods of teaching.” BS Education programme was viewed as better in fulfilling the

future needs of the students regarding methods of teaching

Table 210: Content of the courses fulfill the future needs of the students regarding measurement and evaluation techniques


df T value P value

B.Ed 200 2.92 1.182 298 6.014 0.001




“Content of the courses fulfills the future needs of the students regarding measurement

and evaluation techniques.” BS Education programme was viewed as better in fulfilling

the future needs of the students regarding measurement and evaluation techniques.

Table 211: Content of the training courses fulfills the future needs of the trainees regarding lesson planning.


df T value P value

B.Ed 200 3.44 1.101 298 2.101 0.036




“Content of the training courses fulfills the future needs of the trainees regarding lesson

206

planning.” BS Education programme was viewed as better in fulfilling the future needs of

the students regarding lesson planning.

Table 212: Proportion of theory and practice teaching duration is appropriate.


df T value P value

B.Ed 200 3.24 1.077 298 3.599 0.001




“Proportion of theory and practice teaching duration is appropriate.” BS Education

programme was viewed as appropriate in proportion of theory and practice teaching

duration.

Table 213: Distribution of marks between theory and practice teaching is suitable.


df T value P value

B.Ed 200 3.18 1.047 298 3.399 0.001




“Distribution of marks between theory and practice teaching is suitable.” BS Education

programme was viewed as suitable in distribution of marks between theory and practice

teaching.

207

Table 214: Duration of training programme is sufficient to produce effective teachers.


df T value P value

B.Ed 200 2.60 1.207 298 10.728 0.001




“Duration of training programme is sufficient to produce effective teachers.” BS

Education programme was viewed as better regarding duration of training programme for

production of effective teachers.

Table 215: Duration of course is long enough.


df T value P value

B.Ed 200 2.58 1.019 298 10.401 0.001




“Duration of course is long enough.” BS Education programme’s duration is considered

long enough.

208

Table 216: Programme is more popular among the students keeping in view the effectiveness


df T value P value

B.Ed 200 3.20 1.231 298 4.355 0.001




“Programme is more popular among the students keeping in view the effectiveness.” BS

Education programme was viewed as more popular among the students regarding its

effectiveness.

Table 217: Objectives of the course reflect aspiration of society.


df T value P value

B.Ed 200 3.26 .931 298 2.388 0.018




“Objectives of the course reflect aspiration of society.” The objectives of BS Education

programme were reflected according to the aspiration of society.

Table 218: Objectives of the course were attainable within the prescribed period.


df T value P value

B.Ed 200 3.24 1.188 298 2.205 0.028


209



“Objectives of the course were attainable within the prescribed period.” BS Education

programme was viewed as better in attaining the objectives of course.

4.7 DISCUSSION

4.7.1 Institutions

There are 26 teacher training institutions in Pakistan in public sector responsible

for training of secondary school teachers. Among these institutions six are in the province

of Sindh, 13 in the province of Punjab, one in federal capital, four in the province of N W

F P and two are in the province of Balochistan. These institutions offer B.Ed, M.Ed and

M A (Education) degrees programmes. Among them six offer only the B.Ed programme,

one institute B.Ed, B.S.Ed, M.Ed and M.A (Education) programmes, one institute B.Ed

and B.S.Ed and 18 institutions offer B.Ed and M.Ed programmes. The intake capacity of

these institutions is 8450 per annum. According to Govt. of Pakistan (2008), at present,

there are 29 students per teacher, eight teachers per school and 509 students per school in

the secondary schools of Pakistan. There are 9656 secondary schools and 170390

teachers in these secondary schools. By 2009-10, 2136 additional secondary schools are

required and by 2014-15, 1192 more secondary schools in addition to 2136 in 2009-10.

25244 teachers are required by 2009-10 and an additional number of 14090 teachers are

required by 2014-15.

4.7.2 Admission Criterion

Admission criterion ensures a good and talented input / intake in the institutions a

qualitative out put of the training process. However about 50% TTIs are not coming to

210

the required criterion and lagging behind, these institutions are: IER, KUST Kohat:

IED,SALU Khairpur: IER, Gomal university D I Khan: Education department, UOB

Queetta: GCE, Sukkur: Education department, UAA Rawalpindi: department of

educational training, IUB Bahawalpur:UOE, Lower mall campus Lahore: FCE,

Islamabad: UOE, Attock campus and GCE, Queetta. Majority of the respondents

expressed partial satisfaction over the admission criteria. Training program in Pakistan

lacks vision and commitment. There is no uniform admission criterion to follow. Each

teacher education institution has different pre- requisite for enrollment in B.Ed. In some

institutions admission is offered on academic qualification, other institutions conduct test

and interview as well. There are many loopholes in the criteria observed during the

admission. The students had to confront unnecessary problems which need to be

addressed on war-footing, some malpractices on the behalf of admission committees e.g

increasing or decreasing marks in test and interview may had generated this negative

response. About the entry test, aptitude test and GRE tests, respondents express mixed

opinion. Some agreed that test should be taken, others favoured only aptitude test of the

students, many of the students favour entry test. Students are not aware of the use of

objectives of the GRE aptitude test and entry test. Students may not be satisfied against

the admission criteria because some of the respondents are of the view that they were

granted admission only on the basis of academic qualification which supports UNESCO

(2006) and Ramzan (2002).

4.7.3 Physical Facilities

Majority of the TTIs need minor and major repair regarding buildings. 26.91 %

TTIs need more classrooms and this need ranges from 2-10 rooms. 53.8% institutions had

physics laboratories; out of them 34.6% institutions’ laboratories are properly equipped

211

and well managed. It is a well known reality that in Pakistan large number of institutions

is deprived of science laboratories in which science subjects are offered. There is a small

number of institutions which enjoy facilities of full furnished and well equipped

laboratories. Teaching of science remains almost incomplete rather ineffective until

theory is translated into practice. Non- provision of adequate facilities in physics

laboratory has adverse impact on the quality of teaching physics. Consequently, students

fare bad in practical field. 50% institutions had chemistry and Biology laboratories, out of

which 34.6% can be benefited fully. This indicates that a considerable number of

institutions can not provide the practical facilities to their students. This research supports

Ramzan (2002) that there is a lack of science laboratories and competent science teachers

in institutions. It also supports Govt. of Pakistan (1998), Murtaza (2005), Akbar (2001)

and Gujjar & Dogar (2006).

69.2% of the institutions do not had the facility of internet in the library. Use of

internet in Pakistani libraries is comparatively an innovative concept. This concept is

gaining currency. Provision of internet may contribute in solving many educational

problems, e.g it may be used to meet the deficiency of books, promote research culture

and it can provide updated information about the trends emerging in the field of teacher

education and can be of great help to researcher. Non-availability of internet costs

negative impact on quality and in the field of exploration. This research supports the

results of many other researches such as Govt. of Pakistan (1998), SEARAT (1998),

Ramzan (2002), Anees (2004) and UNESCO (2006) but it contradicts Iqbal (2000).

69.2% of the heads of the institutions are of the view that they do not had resource centre

in their institutions. Establishment of resource centre is mandatory in teacher education

institutions, since these centres may go a long way in research and development and

212

preparation of teaching aids locally, which otherwise costs heavily. Absence of resource

centre results in the material waste. Resources may be established by self effort without

looking for aid and help if they are deemed to really indispensable. 61.5% of the heads of

the institutions are of the view that they do not had AVAids rooms in their institutions.

65.4% respondents are of the view that AVAids are not provided to the

institutions. In 65.4% institutions A V rooms are not maintained properly, In nearly two

fifth of the TTIs there are no play grounds and in the same number of institutions there

are no DPEs as well as the supporting staff to DPEs whereas in nearly one third of TTIs

there is no provision of auditoriums. There are many other researches which support this

study for instance Ramzan (2002), Anees (2004) and UNESCO (2006) but this research

contradicts SEARAT (1998), Farooq (1998) and Govt. of Pakistan (1998). Purchase and

preparation of educational aids are money and time consuming objects. Majority of the

institutions do not had aids. If they are fortunately available there is lack of sense of their

importance and allocation of proper place for their preservation. On the dimension of

facilities, 19.23% of TTIs do not had the required facilities and had significantly lower

facilities than the standard mean/population mean. These institutions are: IER, Gomal

university D I Khan: UOE, Joharabad campus: GCE, Sukkur: GCE, Queetta: and UOE,

Attock campus. When compared province wise Sindh is significantly better than

Balochistan, NWFP and Punjab: Punjab is significantly better than Balochistan and

NWFP: NWFP is significantly better than Balochistan. Overall Sindh is significantly

better and Balochistan is significantly lower among the provinces.

So non-availability and poorly furnished laboratories had made science teaching

almost non- productive and useless activity. Lack of physical facilities has caused great

loss and system has failed to deliver. Results of the study drew attention towards key

213

problems in science education. It can be concluded that there is lack of attention towards

science education. Physics laboratories are facing adverse situation and demand focused

attention. There is also lack of competent teacher educators to teach science subjects in

teacher training institutions.

This pressing issue calls for due attention. Development of the AVAids is a sort

of practice. When we prepare them, we actually learn their theory as well. So the study

has drawn attention toward a very vital issue. Findings conclude that there is a lack of

internet facility in libraries, resource centres with updated books and relevant material

and AVAids to make the teaching effective and dynamic.

4.7.4 B.Ed Programme

53.8% of the heads of the institutions are partially satisfied with B.Ed program.

Results reveals that B.Ed had been declared inadequate and ineffective. From time to

time B.Ed has come to receive severe criticism. The opinion may establish since the

graduates as teachers had failed to deliver what they are supposed to. Respondents’

dissatisfaction calls for new dimensions to the program. 57.7% of the head teachers are

partially satisfied regarding production of competent teachers. Their opinion seems more

valid and authentic because the quality of trained teachers by and large has been

disappointing in the practical field. But in certain cases their point of view may be biased.

The term ‘competent’ may be interpreted variously. Some graduates had poor grades,

others had excellent grades but practically they may prove deficient. Study has pointed

out a new angle of the program. Results mandate flaws in the program which may be

removed. Majority of the teachers show their concern about the BEd program. This

research supports Ramzan (2002), Govt. of Pakistan (1998), Anees (2004) and Farooq

214

(1990). It shows that since last two decades, there has been a dire need to revamp the

B.Ed program but still in vain. This program is very vital in teacher education.

Educationists hold very low opinion regarding the efficiency of the program. They may

be true but there is a need to come up with positive feed back and improved mode of

teacher education at BEd level. But it may be possible that the respondents may had

observed the program from their view points.

So keeping in view the comments of the teachers, it can be said that B.Ed

program is still ineffective and is under severe criticism. Almost all the respondents are

dissatisfied with the effectiveness of training program which is not able to produce

quality teachers and still there is a question mark on their performance.

Objectives

Regarding objectives of teacher training programme 26.92% TTIs are below the

standard mean / population mean. These TTIs are UOE, Joharabad campus: Education

department, Hazara University Mansehra: UOE, Attock campus: department of

educational training, IUB Bahawalpur: IER, University of Peshawar: GCE, Queetta and

education department, University of Balochistan. When compared province wise Punjab

and Sindh are significantly better than NWFP and Balochistan and NWFP is significantly

better than Balochistan and over all Sindh and Punjab are significantly better and NWFP

& Balochistan are significantly lower on the achievement of objectives of training

programme. Respondents had raised very valuable issue but quite common one. B.Ed

program has definite objectives but mostly teacher educators are not acquainted with the

objectives because objectives are mentioned in policy document. The issue that matters is

that teachers themselves try to pursue the objectives. In addition, objectives should be

defined in behavioural form and they should be achieved. Majority of the teachers opine

215

that clarity of objectives attract the students towards the program. This statement may be

true to a little extent. Objectives must be obligatory but student teachers focus on ends

rather than the means. It is inconceivable that any education program can work in

vacuum. The problem may not be setting up the goals. They may need some refinement.

Focus should be on getting these objectives. Objectives stimulate critical thinking.

Everybody enters into teacher education program with well defined goal. What should be

the objectives of teacher training program; According to the views of student teachers,

the objectives of training program should be: to develop teaching skills in prospective

teachers, to create interest for teaching profession, to provide command and training in

teaching skills and training and to develop competence to understand students’ problems.

When the targets are clearly stated students become not only motivated but also strive to

strike the targets. But the objectives should be chalked out keeping in mind the ground

reality. It is inferred that teachers had recognized the importance of objectives and

demand that these should be established. So it is concluded that the training program does

not had clear objectives or guidelines. Institutions do not had clear goals to achieve. The

students of teacher training institutions are unaware of the objectives of the institutions.

Contents

Regarding contents taught during the training 19.23% TTIs are below the standard

mean / population mean. These institutions are Education department, Hazara University

Mansehra: IER, University of Peshawar: UOE Attock campus: GCE, Sukkur and GCE

Queetta. Existing courses are not future oriented and do not provide base for research to

the student teachers. Moreover course content do not reflect latest knowledge and modern

concepts. Majority of the head teachers are of the view that staff is not briefed about the

curriculum. An underlying reason is that in Pakistan teaching is not a recognized

216

profession. Curriculum is imposed upon them without imparting training to them. This

imposition contributes towards failure of the system. Our curriculum of B.Ed program

needs improvement. Many of the topics had become obsolete and outdated. They had no

practical application. However change in curriculum means changing the minds of the

people. Teachers raise voices in the favour of the curriculum but when change is

introduced teachers reject it. Change in curriculum is essential and this change should be

acceptable for the teachers. Most of the teachers use the methods prescribed in syllabus.

Appropriate method of teaching makes teaching a very successful task. But it may be

noted that curriculum is not designed to implement some particular methods. Prescribed

methods may produce reverse results. More over single method may prove boring. Most

of the heads of the institutions are of the view that curriculum needs change. It supports

Anees (2005). Existing courses are not future oriented and provide no base for the student

teachers for research. It also supports Ramzzan (2002), Butt (1982), Rashid (1992), Iqba

(1996), Akhtar (2002), Anees (2001) and UNESCO (2006). Majority of the teachers

agreed that prescribed methods are not applicable to teach curriculum. In Pakistan, there

is a widely held opinion that method can not be applied in practice. This point is

debatable. It is true but to a little extent. It should be pointed out that faults and flaws lie

with the teacher and not merely with the method. Teachers in our country are poor

practitioners. This negative attitude may be replaced by the positive one. There can be

many reasons for the poor practice of accepting change in curriculum and adopting

suitable method for teaching. Reasons may be lack of skill, availability of resources etc.

This is the weakest area where respective authorities need to concentrate their attention

and solve students’ educational problems by writing and printing authentic and reliable

text books for B.Ed classes. It seems, according to the findings, that teacher education

217

institutions do not focus on curriculum. It has not changed since decades. That is why it is

out-dated and obsolete. Teachers resist change in curriculum more than other stake-

holders of this circle.

Methodology

Majority of the heads of TTIs are partially satisfied with the methods being used

by the teacher educators, 46.2% heads are of the view that teacher educators do not apply

the teaching methods, techniques and activities prescribed in the curriculum. Majority of

the teacher educators opine that content of the training programme are appropriate and

satisfactory, while some are of the view that these are short, non practicable and do not

cover all aspects. Majority of the student teachers are of the view that teacher educators

always use lecture method. According to Anees (2005) teacher educators often use

lecture and discussion methods during instruction, instead of using advance instructional

strategies. All the pedagogical researches agree that lecture method is least effective and

productive for innovations. Malik (2002) stated that teacher educators need professional

training. When TTIs are compared institution wise on methodology it was found that

15.38% TTIs are below the standard mean. These TTIs are department of educational

training, IUB Bahawalpur: IER, KUST Kohat: GCE, Sukkur and GCE Queetta. On

province wise comparison Punjab, Sindh and NWFP are significantly better than

Balochistan.

Teaching Practice

Laboratory schools had much importance for teacher training institutions. 80

percent teacher training institutions do not had laboratory schools where student teachers

can apply theory into practice in short duration of this program because 53.85 percent

student teachers are of the view that the duration of teaching practice is not enough to

218

develop the teaching skills. 59.8 percent student teachers are partially satisfied that

teaching practice is helpful in developing teaching skills. Siddique (1992), UNESCO

(1987), Farooq (1990), Government of Pakistan (1998) found that duration of teaching

practice is short and it is supported by Ramzan (2002) and Iqbal, Ramzan & Awan (2005)

that the duration of teaching practice is inappropriate. Along with the duration, what is

taught in this duration is not applicable in actual situations. Anees (2005) opined that

teacher educators emphasized more on theoretical work than practical work but Ramzan

(2002) found that 54 percent teacher educators and 64 percent student teachers responded

that due to this short duration of teaching practice they are unable to train the prospective

student teacher. That is a weak point of teacher education programme in Pakistan.

Government of Pakistan (1998), Farooq (1990), Hoodbhoy (1998), and Akbar (2001) had

also high lighted the similar weakness. Farooq (1990) shows that majority of the teacher

educators (75.6%) are not satisfied with the duration of teaching practice and has

recommended that 33 percent weightage should be given to teaching practice. Murtaza

(2005) found that 85 percent respondents suggested that duration of teaching practice

may be increased and teaching practice must be taken seriously. Teaching practice

duration is highly debatable issue. Majority of the stake holders had expressed their

dissatisfaction and had demanded increase in it. So right they are, but the problem is that

over all duration of training programme is much shorter as compared to academic courses

e.g B A. This issue is strongly interlinked with laboratory schools attached with the

institutions. According to Ramzan (2002) mostly there are no laboratories schools in

teacher training institutions which indicate that poor management and planning had been

done in this regard in Pakistan. That’s why there is a lack of concentration on teaching

practice. Each teacher training institution must had laboratory school. The issue is

219

important because principally whatever content is taught, student teachers are required to

implement in actual classroom. But here the student teachers are sent for teaching

practice at the end of the session, when content has been forgotten. Furthermore they take

it as a ceremonial task. In present conditions, intelligent use of time and by adopting such

teaching strategies which involves student teachers in practicum during coursework

deficiency may be over come to a larger effect. Pattern of teaching practice is steeped

with flaws as respondents had indicated. The main fault lies in the way we conduct

teaching practice not with the prescribed procedure. Student teachers spend less time in

classroom teaching and more in trivial affairs e.g preparation of unnecessary aid and

large number of lesson plans. When TTIs were compared on the component of teaching

practice 23.07% TTIs were found below the standard mean and these institutions are:

UOE, Joharabad campus: Education department, Hazara university Mansehra:

department of educational training, IUB: GCE, Sukkur: UOE, Bank road Lahore campus

and IER, university of Peshawar. When compared province wise, it was found that

NWFP, Punjab and Sindh are having the same status while Balochistan is significantly

lower than all the other provinces. There is entirely misconceived perception formed in

the teacher educators as well as in the student teachers that our courses are theory based

and had no practical implication. The results of this study confirm the opinion. It is

concluded from the above discussion that duration of teaching practice is short, planning

of teaching practice inappropriate, more time is needed for preparation and what is taught

in schools by student teachers is of serious concern.

Evaluation

In majority of the teacher training institutions i.e 76.19% the procedure of

evaluation is semester system, majority of the teacher educators take tests of student

220

teachers quarterly and their preference is also semester system. On the other hand

majority of the student teachers also confirmed that teacher educators take tests of student

teachers quarterly under semester system but their preference is internal as well as

external system of evaluation. On the component of evaluation 23.07% TTIs are below

the standard mean and these institutions are: Education department, university of Hazara,

Mansehra: UOE, Lower mall, Lahore campus: IER, University of Peshawar: GCE,

Sukkur: UOE, Bank road Lahore campus and GCE, Queetta, when compared province

wise it was found that NWFP, Punjab and Sindh had the same status while Balochistan is

significantly lower than all the other provinces.

Research

This finding is quite common. There is no trend of conducting research in

Pakistan. In most of the cases teachers are totally oblivious of the advantages of research

to keep them update. Other cause may be that teachers are provided ample and adequate

opportunities neither by the Govt. nor by the institutions. This finding may extend some

help in realizing the importance of research in teacher education program. Only one

fourth of the teacher training institutions are producing their research publications

annually, which shows the non- availability of fund or teachers’ own research attitude. It

supports Ramzan (2002), Hoodbhoy (1998) that there is a lack of research work in

teacher training institutions. It also supports Farooq (1990). In this modern age of science

and technology, teacher educators should be especially aware of new and innovative

techniques and researches in their field to enhance students’ learning and their self-

development.

221

It can be concluded that teacher educators do not had research publications on

their part due to some reasons. There is lack of proper attention towards research culture

at national level.

Performance of teacher educators

Heads of the institutions opine that the performance of the teacher educators is

average. Their opinion may be impartial or partial, since they had worked with the

teacher. The performance of the teacher may not be as bad as told by the heads due to

many reasons. On the other hand, student teachers were satisfied with method applied by

the teachers. Student teachers carry more weightage as the head of the institution visits

class occasionally. One may find rare head of the institution that is satisfied with the

performance of the teacher educators.

It is concluded that teachers’ performance is not good in the field. Especially,

heads of the institution are not satisfied with the performance level of the teacher

educators.

Problems of Heads

Problems faced by the heads of the institutions are: absence of student teachers,

standard of the student teachers and irregularity of trainee teachers, lack of funds for the

maintenance of the TTIs. Problems indicated are common and most of the head of the

institutions are dismayed by such problems. Absence of trainee teachers may be due to

poor discipline, attitude of the teachers, quality of trainee teachers create problems, since

in Pakistan, people take up this profession by chance. This problem has certain reason

that Govt. and the society attaches very little importance to educators and education. So

out standing students join other professions. Results indicate quite a new problem.

222

Absence of teachers poses serious problem. Common opinion is that teachers are less

committed and devoid of serious approach towards the training of the student teachers.

On the other hand, it is the failure of the head of the institution that teachers remain

absent with the consent of the head teachers. So the issues pointed are: absence of trainee

teachers and quality of the trainee teachers; Further it has been found that workers are

unwilling to work. There are, of course, people in the institutions who take their duty

casually but not all. This problem reveals management failure. Heads of the institutions

make the things go as they like even if they are wrong. So it may be concluded that

management system should be updated. Heads of the institutions trust their workers, not

to dictate but direct them.

It seems that head teachers face the problems like: absence or irregularity of

student teachers, low standard of student teacher because competent students join other

professions, and unwillingness of workers. But it also indicates flaws and incompetence

of management.

Teacher guides

Majority of the teacher educators were of the view that teaching guides were not

provided to them. Majority of the teachers were not happy with the way they are treated

in the institution. It is essential that teachers should be provided with updated material in

order to improve the quality of teaching. Guides are available in the institution but

administration does not cooperate. Teacher- administration conflict has cast negative

impact on overall atmosphere of the institution. The problem with the administration is

that they want to keep every thing under strict control. If some rights are demanded,

administration threatens them with disciplinary measures.

223

Financial constraints

Dearth of resources in education poses big challenge in achieving educational

targets. Quality of education should not be expected unless Govt. keeps education on top

priority. Some institutions had enough resources but either they are not employed or

misused. Most of the institutions do not had funds for the maintenance and research

work. It supports Anees (2004), Ramzan (2002), Hoodbhoy (1998), Farooq (1990), Khan

(2005) and Govt. of Pakistan (1999). It is important to establish teacher training

institutions but their maintenance is more important. Research work is the very essence of

the training program in order to be aware of the innovations going on around the world. It

is not much difficult to had access to researches. Only a little effort can make it possible.

It is concluded that resource allocation is a challenge for the training institutions. On the

other hand, resources are not handled skillfully and suitably. Resources are also required

to get access to the ongoing changes in the world.

Duration of training programme

It is a well recognized opinion that teacher education courses are heavily

theoretical allowing very little time to put them into practice. It must be held, however,

that sound practice always emerges from sound theoretical knowledge. Each and every

thing can not be implemented in short duration. Everywhere in the field of education only

sample of behaviour can be tested in limited period. Majority of the heads of training

institutions are partially satisfied with the duration of training program of B.Ed. Anees

(2004) opined that success of teacher education depends on the quality of teachers, which

further depends on the appropriate duration of training. It supports Ramzan ( 2002),

Farooq (1990), Govt. of Pakistan (1998), Akbar (2001), UNESCO (1992), Iqbal (2000),

Elahi (2001), Hoodbhoy (1998), Mahmood (1999) and UNESCO (2006). It seems that in

224

this short duration of training, student teachers may not be able to apply their knowledge

and skills in practical situations. This is very important for the student teachers to go in

artificial working condition before going into actual settings.

It can be said that respondents are not satisfied with the duration of BEd training

program

Comparison of Curriculum

Results of the study proved that both programmes had been designed in such a

way that they are fully reflective of Islamic ideology and aspirations of the people. The

reason may be that Pakistan is an ideological country. National education policies

provide guideline and set direction for the preparation of curriculum that educational

programmes should inculcate the Islamic ideology in the teacher students; nothing can be

included in the course, which is anti-Islamic. In theory it may be right that courses reflect

aspiration of the people but results do not support it.

Teachers related to both programmes held different opinion about the content,

courses and concepts included in both programmes. Results discovered that B S

programme was more updated, need oriented and is based on latest ideas. Where as B.Ed

is traditional, majority of the subjects and there content has lost their ability. Many

justifications may be given in this connection. B.Ed programme older than the B S

programme. In Pakistan courses are not revised regularly. Sometime course is not as

faulty as it is portrayed, fault lies somewhere else. B S programme has recently been

introduced in the universities and colleges of Pakistan, which may be another reason that

it is need oriented.

225

Results of the study revealed that B S programme develops competency, skills

and perception about problems exist in the field of education, because B S programme is

based on fresh ideas and new techniques of instruction are being applied in it. But it may

be argued that B S programme is found more effective but B.Ed programme has not lost

its validity and appeal. Through introducing some changes it can be made more

workable. In addition courses of B S are innovative and suggest latest methods of

teaching but teachers are not trained in these courses. So the results of it may not so

encouraging as they are being expected.

BS programme is found to be more valid and balanced in respect of distribution of

marks between theory and practice, its duration is longer than B.Ed programme. So it has

found favour of the teachers. In this connection, it may be stated that B.Ed programme

has been under harsh criticism of the educationist, more marks be allocated to practical

aspects and its duration may be increased.

It has been discovered that training courses are taught through modern teaching

techniques and latest evaluation techniques are followed to assess the performance of the

students. This view is strengthened by stating that B S programme is being run under

semester system and it has its own merit and flaws. In semester system evaluation is done

through different manners, like marks are allocated to assignments, presentations etc.

Although this is believed to more effective but if applied in wrong move, it suffers more

serious flaws.

226

CHAPTER 5

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

In the previous chapter, the researcher presented the analysed data. In this chapter,

the findings, conclusions, recommendations and discussion of the results will be

documented.

5.1 SUMMARY

The major purpose of this study was to evaluate B.Ed programme and comparison

of its curriculum with BS education programme-Professional Area. Education implies

teaching and teaching implies knowledge, skill and sound professional training.

Preparation of effective teachers is nearly impossible without well planned teacher

education programmes. Since the quality of education depends on the quality of the

teachers. For the successful preparation of the teachers, teacher education should serve as

foundation for helping teachers to learn to teach effectively. It requires them not only

develop the ability to think like a teacher but also to put what they know into action. They

need not only understand but also to do wide variety of tasks, many of them

simultaneously. Teacher can perform such gigantic and complex function only, if he is

well equipped and properly trained. It is therefore important that teacher education

programmes are developed on sound footing, which can develop different competencies

required to become good teacher. In Pakistan currently different teacher education

programmes are being offered in universities and teacher training colleges. But the most

important and widely offered programme is B.Ed and along with it is newly emerging

programme is B S education 4 years duration programme. So, present study has been

conducted to evaluate the effectiveness of these programmes. The main objectives of the

227

study were: i) To analyze the objectives, curriculum, methodology, evaluation process,

teaching practice and facilities in the institutions. ii) To compare the quality of training

provided in the institutions. iii) to identify the problems and issues related to quality of

teacher training in training institutions. iv) to compare the opinion of teacher educators

on the curriculum of B.Ed and B S education. The study was delimited to the B.Ed and

BS education programmes in public sector teacher training institutions. Head of the

institutions, teacher educators and student teachers were the population of the study. The

sample of the study comprised 26 teacher training institutions, including heads, teacher

educators and student teachers. So the sample of the study included 26 head of the

institutions, 325 teacher educators and 650 student teachers. Questionnaire was used as

research instrument for data collection. Seven questionnaires were developed for data

collection purpose from sample of the study. Two questionnaires were designed each for

head of the institutions and student teachers and three questionnaires for teacher

educators. Before the administration these questionnaires were pilot tested and their

reliability was worked out, which was satisfactory, validity of the questionnaires were

ascertained by the study supervisor. The researcher personally visited all the sample

institutions and administered questionnaires to respondents and collected filled in

questionnaires.

5.2 CONCLUSIONS

1. The buildings of teacher training institutions need minor and major repair.

2. One fourth of the head of institutions of teacher training institutions need more

classrooms.

3. In majority of the teacher training institutions there are no resource centers and A

V rooms as well as A V rooms are not adequately equipped /maintained.

228

4. In majority of the teacher training institutions, there are no laboratory schools.

5. Only in half of the institutions there are science (Physics, Chemistry and Biology)

laboratories and these are equipped adequately in one fourth of the institutions.

6. In majority of the teacher training institutions there are play grounds but these are

not maintained in the majority of the institutions.

7. In less than half numbers of teacher training institutions there are DPEs (Director

Physical Education).

8. Only less than 25% teacher training institutions have publications of the

institutions and these were being published annually.

9. Majority of the teacher training institutions do not have the appropriate funding

for the maintenance of the institutions.

10. The student teacher ratio is in between 1:7 to 1:42 in the teacher training

institutions.

11. In majority of the teacher training institutions classroom furniture is available and

building are owned by the Government.

12. In majority of the teacher training institutions libraries are established and these

are in separate buildings.

13. In majority of the teacher training institutions, internet facility is not available in

the libraries.

14. In majority of the teacher training institutions, there are posts of librarians and

these are filled as well.

15. Majority of the teacher training institutions have practicing schools and these

schools are staffed adequately.

229

16. In majority of the teacher training institutions, there are computer laboratories and

these are adequately staffed and in majority of the laboratories, there are less than

20 computers.

17. Majority of the institutions have the facility for the organization of indoor games

as well as auditoriums to accommodate all the students.

18. Majority of the teacher training institutions arrange competitions among students

and also arrange seminars for students.

19. In majority of the teacher training institutions, hostel facilities are available for

the students.

20. Majority of the head of institutions are male, married and are above 50 years age

and live in urban areas.

21. Majority of the head of institutions are from the province of Punjab.

22. Majority of the head of institutions have master degree in education, while only

20% have the PhD degree.

23. 50% of the head of institutions have more than 25 years of teaching experience

and 20% have the experience of 21-25 years.

24. In majority of the teacher training institutions B.Ed and M.Ed programmes are

offered and only 16% teacher training institutions are offering B.Ed programme

only.

25. Majority of the heads of teacher training institutions take classes and in the

majority of the teacher training institutions copies of curriculum/syllabus are

available.

26. One half of the head of institutions has responded that 1-25% of the staff is given

orientation about curriculum before its implementation.

230

27. Majority of the head of institutions are of the view that curriculum of the B.Ed

needs change.

28. Equal number of the respondents are of the view that methodology employed by

the teacher educators is the same as specified in curriculum and same number of

the respondents are of the view that it is not so.

29. More than half of the head of institutions are partially satisfied with the

methodology of the teacher educators, B.Ed programme and with the duration of

B.Ed programme.

30. More than half of the head of institutions are partially satisfied with the admission

policy to the institutions as well as that B.Ed programme / institutions are

preparing competent teachers.

31. One half of the head of institutions are of the view that teaching methods

prescribed in curriculum as well as activities are not applicable in actual

classroom situation.

32. Majority of the head of institutions have qualified teachers for each subject.

33. One half of the head of institutions are satisfied with the knowledge of the teacher

educators and one half are not satisfied.

34. 42.3% of the head of institutions are satisfied and 42.3% are not satisfied with the

performance of the teacher educators.

35. Majority of the head of institutions respond that 76-100% teacher educators

complete courses during the session.

36. Majority of the head of institutions are satisfied with the co curricular activities

performed in teacher training institutions.

37. Less than half (46.2%) head of institutions enjoy the support of their seniors.

231

38. Majority of the head of institutions are involved in policy making, policy&

development process and in evaluation process of teacher training.

39. According to the students, they are admitted in the institution on the basis of their

academic qualification and interview. On the other hand almost all the teachers

are not satisfied with the admission policy adopted by the institution. They

suggested entry test, interview, aptitude test or GRE type test should be conducted

along with the academic qualification of the students.

40. Regarding the choice of the profession, students are in favor that teaching

profession is their final choice.

41. Student teachers claim that they were not given the copies of curriculum at the

time of admission but the teacher educators are of the view that not only

institution has a copy of curriculum but they them selves have the copy of

prescribed curriculum. On the other hand 50% students claimed that they have

seen/read prescribed curriculum.

42. Students are given orientation at the time of admission regarding different

facilities and services in the institution.

43. According to the majority of the teacher educators, recommended books are

available in market which cater to the needs of the students, and the students are

guided about the places from where they can get these books. Majority of the

student teachers get access to the recommended books, and more than half of the

students prepare their exams through these guide books.

44. Students are partially satisfied with the methodology adopted by the teacher

educators during teaching. Almost all the students pointed out that teachers use

lecture method. Occasionally they adopt problem solving, demonstration,

232

discussion and use A.V Aids sometimes. But the teachers think that they use the

method prescribed in curriculum.

45. Greater majority of the student teachers are of the view that microteaching, team

teaching and simulations are never adopted by the teachers.

46. Demonstration lessons are not given in all the subjects according to most of the

students.

47. Majority of the students were opine that teachers help them in preparing lesson

plans in friendly way and almost all the teacher educators favor this statement.

48. Students’ weak and strong points are pointed out and guided by the teachers when

they demonstrate practice lessons according to the half of the student teachers.

49. Greater percentage of the teacher educators is of the view that they supervise

teaching practice of their subjects. On the other hand students are also indicating

the same situation but they are not in favor of head teachers of the practicing

school regarding supervision of teaching practice.

50. Majority of the students were of the view that the duration of teaching practice is

not appropriate to develop teaching skills. That’s why teaching practice is not

effective in producing good teachers. Even a great number of teachers think that

the procedure of teaching practice is inappropriate.

51. Both the student teachers and teacher educators are not satisfied with the ratio

between theory and practice and feel that what is taught in theory, is not

applicable in actual class rooms.

52. More than half of the students mention that administrative staff is helpful and

friendly but the same percentage of the teachers disagrees with this especially in

233

disciplinary cases. It can be concluded that administrative staff is helpful and

friendly to the students more than teachers.

53. Majority of the students and teachers reported that teachers take test quarterly.

54. Most of the students reply that there is internal system of evaluation in the

institution. They also suggest that there should be a combination of both internal

and external systems of evaluation.

55. Regarding the skills developed by teaching practice, more than half of the student

teachers are of the view that teaching practice developes class room management

skill, planning and preparing lessons, maintaining discipline in class, using A.V

Aids, lecturing, communication and question answering skills.

56. More than 80% student teachers and teacher educators mention some of the

objectives of teacher education: to develop teaching skills in prospective teachers,

to create interest in teaching profession, to provide knowledge and training in

teaching skills, to develop competency to understand students’ problems and to

cultivate critical thinking in student teachers.

57. Majority of the teacher educators opine that the contents of the program are

appropriate and they are satisfied with their practicability.

58. Duration of the session is appropriate to complete the syllabus according to the

teacher educators.

59. More than 50% of the teacher educators are of the view that objectives of the

subjects are clear and understandable, attainable, related to the course contents

and well organized.

60. Teacher educators have the appropriate number of periods to complete the course.

234

61. There are some teachers who are not satisfied with the contents. They suggest that

the contents need changes and revision.

62. Teacher educators are not provided with the teacher guides.

63. Significant majority of the teacher educators did not agree with the duration of

B.Ed and M.Ed programs and also the models adopted for these two programs.

64. Libraries do not meet the needs of the students and teachers according to the

teacher educators. But even then books are issued to the readers as per

requirement and libraries remain open for hours.

65. More than 50% of teacher educators opine that laboratories are not adequately

equipped.

66. A great majority of the teacher educators view that they demonstrate model

lessons before the student teachers before they go to the schools for practice.

67. Conferences/ seminars/ workshops research papers are a great source to enhance

teachers’ abilities. But according to the results teacher educators are not focusing

their attention towards these opportunities. Only some of the teachers attend

seminars/ conferences/workshops, and very few teacher educators have some

research papers on their credit.

68. Semester system of examination is preferred by the teacher educators.

69. More than half of the teacher educators are of the view that all the student

teachers do not demonstrate lessons in their respective schools. There are only 51-

75% students who prepare and demonstrate their lessons during teaching practice.

And the staff of the practicing schools does not take interest to organize teaching

practice in school.

70. Number of student teachers in training institutions is appropriate and manageable.

235

71. Female student teachers are significantly more satisfied than their male counter

parts on all dimensions of the training.

72. Student teachers residing in urban areas are significantly more satisfied than the

students residing in rural areas on all the seven dimensions of the training.

73. Student teachers from the province of Sindh are more satisfied and from

Balochistan are less satisfied on admission criterion, objectives, facilities, content,

methodology and on evaluation; student teachers from Sindh are more satisfied

and from NWFP are less satisfied on teaching practice.

74. Female teacher educators are more satisfied on objectives, facilities, teaching

practice and evaluation than their male counter parts.

75. Teacher educators from rural areas are more satisfied on the dimensions of

admission criterion, objectives and methodology.

76. Teacher educators from the age group above 50 years are significantly more

satisfied on admission criterion and teacher educators from the age group 41-45

years are significantly less satisfied.

77. Teacher educators from the age group 26-30 years are significantly more satisfied

on methodology and teacher educators from the age group 31-35 years are

significantly less satisfied.

78. Teacher educators from the province of NWFP are significantly more satisfied on

admission criterion and the teacher educators from the province of Balochistan

are significantly less satisfied on objectives, facilities, content, methodology,

teaching practice and evaluation.

79. There is no significant difference among the teacher educators regarding

professional qualification on any dimension of the training.

236


professional qualification on any dimension of the training.


academic qualification on any dimension of the training.

82. Student teachers from Sindh are more satisfied and students from Balochistan are

less satisfied on admission criterion, objectives, facilities, content, methodology

and evaluation, student teachers from Sindh are more satisfied and from NWFP

are less satisfied on teaching practice.

83. Eleven teacher training institutions (42.30%) are significantly lower than the

population mean on admission criterion.

84. Eleven teacher training institutions (42.30%) are significantly lower than the

population mean on objectives.

85. Five teacher training institutions (19.23%) are significantly lower than the

population mean on facilities.


population mean on content.

87. Four teacher training institutions (15.38%) are significantly lower than the

population mean on methodology.


population mean on teaching practice.

89. Six teacher training institutions (23.07%) are significantly lower than the

population mean on evaluation.

90. Seven teacher training institutions (26.92%) are significantly lower than the

population mean on admission criterion.

237

91. Six teacher training institutions (23.07%) are significantly lower than the

population mean on objectives.

92. Seven teacher training institutions (26.92%) are significantly lower than the

population mean on facilities.


population mean on content.

94. Three teacher training institutions (11.53%) are significantly lower than the



population mean on teaching practice.



97. Duration of teaching practice is short

98. Planning of teaching practice is inappropriate

99. More time is needed for the preparation of teachers.

100. There is a lack of attention towards science education.

101. Science laboratories are facing adverse situation and demand focused attention.

102. There is a lack of internet facility in libraries, resource centres with updated books

and A. V. Aids are also lacking.

103. B.Ed program is inappropriate and it is not producing quality teacher for

secondary schools.

104. B.Ed program does not have clear objectives and guidelines. They are not having

clear goals to achieve and students are unaware of the objectives of training.

238

105. Teacher training institutions do not have unified policy for admission and every

institution has its own criteria.

106. There is a lack of research work in teacher training institutions and teacher

educators do not have research publications on their credit.

107. Teacher training institutions do not focus on curriculum. It needs change as it was

not changed since decades.

108. Heads of the teacher training institutions are not satisfied with the performance of

teacher educators. Heads of the institutions face problems regarding student

teachers, teacher educators and supporting staff which shows incompetent

management.

109. In most of the institutions internal examination system is enforced but students are

in favor of combined system.

110. There is a lack of allocation of funds for teacher training institutions.

111. Heads are not satisfied with the methodology of teacher educators.

112. Heads are not satisfied with B.Ed programme and with the duration of B.Ed

programme.

113. Heads are not satisfied with the admission policy of the institutions.

114. Institutions are not producing competent teachers.

115. Teaching methods and activities prescribed in the curriculum are not applicable in

actual classroom situation.

116. Heads are not satisfied with the knowledge and performance of teacher educators.

117. Heads do not have the support from the seniors.

118. Students are not satisfied with the methodology of the teacher educators.

119. Teacher educators mostly use lecture method.

239

120. Micro teaching and simulation methods are never used by teacher educators.

121. Demonstration lessons are not given to the student teachers before teaching

practice.

122. Duration of the teaching practice is not appropriate.

123. Procedure of teaching practice is inappropriate.

124. The ratio between theory and practice is not appropriate.

125. Teacher educators are not satisfied with the contents.

126. Teacher educators are not provided with teacher guides.

127. Teacher educators are not satisfied with the duration of B.Ed programme.

128. Libraries do not meet the needs of the student teachers and teacher educators.

129. Laboratories are not equipped adequately and face adverse situation.

130. No laboratory schools are available for teaching practice.

131. Teacher educators do not focus on conferences/seminars/workshops and on

research papers.

132. Staff of the practicing schools does not take interest in the organization of

teaching practice.

133. Duration of teaching practice is short.

134. Planning of teaching practice is inappropriate.

135. Lack of attention towards science education.

136. No internet facility in the libraries of institutions.

137. The objectives and guidelines of B.Ed programme are not clear.

138. Lack of funds for institutions.

139. Results of the study proved that both programmes were declared to be satisfactory

regarding inculcation of Islamic ideology and objective.

240

140. It was shown that both programmes were effective enough to develop

competencies and skills for professional life of the student teachers.

141. It was discovered that teachers of both programmes were of the opinion that they

impart knowledge about child psychology, leadership abilities and provision of

guidance.

142. Language of the course was found to be easy and understandable. Courses

provide strong base to create curiosity and creative thinking.

143. Difference of opinion was observed among the BS and B.Ed teachers about

teaching methods, content and evaluation techniques. BS programme turn out to

be more effective and efficient.

144. BS programme prepare trainee teachers well in lesson planningand instructional

skills as compared to B.Ed programme.

145. BS programme was found better and balanced related to proportion of theory and

practice included in the course.

146. Distribution of marks between theory and practices was discovered suitable in B S

programme.

147. Results also indicated that B S programme was found to be more effective for the

preparation of good teachers as its duration is long enough and it was more

popular.

5.6 RECOMMENDATIONS

1. Buildings of the teacher training institutions may be repaired according to the

need and more classrooms may also be provided to the needy institutions.

241

Department of education should evolve comprehensive plan and strategy to

repair the damaged building and start construction of new room.

2. More computers may be provided to the teacher training institutions. Head of

training institutions calculate their demands in terms of physical resources and

make demand that training institution need regarding provision of computer

may be catered.

3. Teacher educators should be given orientation about curriculum or any

change/innovation before its implementation. Curriculum planners should

involve teacher educators in order to have sufficient acquaintance of the

curriculum, so that it may be implemented effectively.

4. Head of institutions should be supported by the senior management. Senior

management in education should adopt flexible constructive approach and

should extend maximum possible support to the heads of the institution, so that

they improve their performance.

5. Students admitted to the teacher training institutions may be provided with the

copies of curriculum at the time of admission. Training institutions should

arrange the copies of the curriculum and these copies should be given to trainee

teachers, so that they have total picture of the subjects that are to be studied

during training.

6. Teacher educators may use a variety of methods, techniques and strategies

according to the need of the students and situation. Head of the institutions

should arrange training programme where teacher educators are provided

242

training of new methods of teaching. They should instruct to use these methods

during the teaching.

7. Demonstration lessons may be given in all the subjects by teacher educators.

The institutions should plan that every that every teacher would deliver one

lesson in each subject before the start of academic year.

8. Teacher educators may take tests monthly. Teacher educators should follow the

policy of teach and test on monthly basis. These test should be due weightage.

Teacher educators adjust their teaching in the light of the results of the students.

9. Teacher educators may be provided with teacher guides. Curriculum planners

must ensure the provision of teacher guide, so that teacher educators seek help

to improve the standard of instructions.

10. Libraries may be equipped according to the need of teacher educators and

student teachers. Government should ensure and provide sufficient books,

which are demanded by the teacher educators and trainee teachers. Institution

should allocate enough funds for the purchase of new books.

11. Science laboratories should be furnished with proper equipments and material

and teachers need training to use them skillfully. Government should provide

equipment to science laboratories for the experimentation purposes. Teacher

educators use these tools properly.

12. Libraries should be provided with internet facilities. It will compensate the

shortage of books in library. Measures should be taken that internet facilities are

provided in library to get latest information. Internet facility may be substitutes

of shortage of books.

243

13. There should be a resource centre in each teacher training institution having

latest books and A.V material required by the students. Each training institution

should develop resource center in which low cost and no cost A V aids are

prepared to be used by trainee teachers.

14. B.Ed program should be revamped with the help of competent teacher educators

to increase its effectiveness. Government should prepare fair and transparent

policy of teacher recruitment and merit should be observed during induction of

teachers to improve quality of B.Ed programme.

15. Objectives of teacher education should be made achievable with the help of

teacher educators. Teacher educators evolve effective strategy during the

session that maximum objectives are attained.

16. Unified policy of admission should be introduced and aptitude test should be

conducted for the enrollment in training program to minimize the number of

disinterested students. Institution should observe unified admission policy.

Aptitude test can be conducted in order to select persons who possess

disposition for the teaching profession.

17. Incentives should be introduced for those having research publications to

encourage / introduce research culture in the institutions. These incentives may

be in the form of awards and certificates.

18. Teacher educators’ attitude needs to be changed to accept and introduce

curriculum change. Teacher educators must be convinced to change their

attitude through in-service training and courses and they should accept that

change is obligatory and imperative.

244

19. Methodology should be focused more than contents during training programs.

During the training of trainee teachers focused should be shifted towards

methods of teaching rather than new organization of content.

20. Funds allocation process should be fair and transparent to fulfill the needs of all

the institutions. It is the obligatory duty of managers and head of the institutions

that proper planning has been done to spend the funds in fair and transparent

manner. There should be proper check and balance criteria.

21. Duration of B.Ed program should be extended to increase its effectiveness. For

this purpose different aspects of the training programme be reconsidered.

22. B.Ed programme should be made more need oriented and effective. Its

objectives should be revisited. Courses and content, teaching methodology and

evaluation system needs to be modified.

23. Educational institutions should make gradual transition toward B S programme

and B.Ed programme may be replaced by B S programme.

245

BIBLIOGRAPHY

Academy for Educational Development (2006). Performance gap analysis and training needs assessment of teacher training institutions. Pakistan Teacher Education and Professional Development Program.

Aggarwal, J.C. (1993). Development and planning of modern education. Vikas Publishing House New Delhi.

Aggarwal, J.C. (1995). Teacher and Education in Developing Society. Vikas Publishing House New Delhi.

Aggarwal, J. C. (2000). Methods and Techniques of Teaching. New Delhi: Vikas Publishing House PVT Ltd.

Ahmad,k. (1984). Principles of Islamic Education. Islamic Publications Ltd.Lahore.P.2-5. Ahmed, M. (2001). Identification of training Needs of Personals Involved in Distance

Education (Unpublished) M.Phil thesis, Allama Iqbal Open University, Islamabad. Akbar, R.A. (2001) A study of practice teaching of prospective secondary school teachers

and development of practice teaching model (Unpublished) PhD Thesis. Arid Agriculture University of Rawalpindi.

Akhtar, M. (2000) A comparative study of formal and non-formal training programmes of

secondary school teachers in Pakistan (unpublished) M.Phil thesis Arid Agriculture University of Rawalpindi.

Akhtar, M. (2010) Application and Analysis of Total Quality Managements in Colleges of Education in Pakistan (unpublished) PhD thesis Arid Agriculture University of Rawalpindi.

Akhtar, S. (1996). Vision in Education. P A F College of Education, Chaklala, Rawalpindi. P.22.

American Institutes for Research (AIR) (2006). Issue Paper. Perceptions of Ethiopian

Teachers and Principals on Quality of Education. USAID. Anderson, L. W. and Min Ching. (1987) Effective Teacher Education. The International

Incyclopedia of Teacher Education. Programme press Inc. USA. Pp.83-84.

246

Anderson, Lorin W. (2004). Increasing Teacher Effectiveness. UNESCO: International Institute of Educational Planning

Anees, M (2001) Future trends and dimensions of distance education in Pakistan.

(Unpublished) M.Phil Thesis. Allama Iqbal Open Uiniversity Islamabad.

Anees, M. (2005) Comparison of formal and non-formal systems of teacher education in Pakistan. (Unpublished) PhD Thesis. Arid Agriculture University of Rawalpindi.

Anwar, M. (2000) Allied Material for Teacher Education in Pakistan. compiled by Allama

Iqbal Open Uinversity, Islamabad.

AIOU. (2000) Educational Research and Statistics. Allama Iqbal Open University. Islamabad.

Al-Afandi, M.A. and N.A Baloch. (2005).Curriculum and Teacher Education. Hodder and

Stanghton.King Abdul Aziz University, Jeddah.p.115, 162.

Aslam, M.M & Raza, M.Q. (2003) Educational Research. M.Kamran 53, Shamsabad. Multan.

Aviram,R, & Richardson, J(2004) Upon what does the turtle stand? Rethinking education for the digital age, Dordrecht; Boston: Kuluwer Academic

Bansal, Harish, Dr. (2007). Modern Methods of Teacher Training. New Dehli: APH Publishing Corporation.

Bennet, C. (2000) Preparing Teachers for Culturally Diverse Students. Journal of teaching and teacher education. Vol 16.p.59

Best, J.W & Kahn, J.V. (1999) Research in Education. 7th ed.Prentice-Hall of India. New Delhi.

Bogdan, R.C & Biklen, S.K. (1992) Qualitative Research for Education. An Introduction to Theory and Methods. Allyn and Bacon. London.

Burns, N & Groves, S.K. (1993). The Practice of Nursing Research. Conduct, Critique and Utilization. 2nd Edition. Philadelphia: W.B. Saunders Company.

Bolam, R. (1982) In -Service Education and Training of Teachers. A condition for

educational change,. Paris. P.85.

247

Brink, P.J. & Wood,M.J. (2001). Basic Steps in Planning Nursing Research. From question to proposal. 5th Edition. Sudbury: Jones and Barllett Publisher.

Burns, N & Grove, S.K. (2003). Understanding Nursing Research. 3rd edition. Philadelphia: W.B. Saunders Company.

Babbie, E. (2005). The Basics of Social Research. 3rd Edition. Toronto: Wadsworth.

Butt, A. D. (1982) A Study of Pre- Service Teacher Education Programme for Elementary Teachers in Punjab [ Unpublished] PhD thesis, Institute of education and research, university of Punjab, Lahore. Pp. 132-134.

Chaurasia, G. (2000) Teacher Education and Professional Organizations. Aothor Press. Delhi.

Chandrasekhar, K. (2003) Primary School Teacher Education Programme, An Evaluative Study of DIETs. New Delhi: Discovery Publishing House.

Cohen, L., Manion, L. & Morrison, K. (2002) Research Methods in Education. Routledge Flamer. London & New York.

Das, A.B. (1994) Impact of Secondary Education Programme on Teacher Effectiveness and Teacher Job Satisfaction. New Delhi. Pp. 87-90.

Department of Education. (2004). New Jersey Professional Standards for Teachers and School Leaders. New Jersey. http:// state.nj.us/education

Devos, A.S., Strydom, H., Fouche,C.D & Delport CSL. (2005). Research at Grassroots for the Social Sciences and Human Services Professions. 3rd Edition. Pretoria: Van Schaik Publishers.

Das, P. (1988) A Study on Opinion of Pupil Teachers towards Cooperating Schools during Internship in Teaching Programme. New Delhi. Pp.50-55.

Dash, B.N & Dash, N. (2003) Educational Measurement Statistics and Guidance Services. Dominant Publishers and Distributors. New Delhi.

Dove, L.A. (1986) Teachers and Teacher Education in Developing Countries: Croom Helm. New Hampshire

248

Dunkin, M. J. (1987) The International Encyclopedia of Teaching and Teacher Education. Pergamon press, New York.p.12.

Edwards, A.L. (1985) Experimental Design in Psychological Research, 5th ed. New York: Harper & Row

Enarson, A.D., Kennedy, S.M., Miller,D.C., & Bakke,P. (2001) Research Methods for Promotion of Lung Health. A Guide to Protocol Development for Low Income Countries. Paris: IUATLD.

Farooq, R. A. (1987). Third National Training Course on Planning and Management of Teacher Education in Pakistan. AEPAM, Islamabad.pp.3-4.

Farooq, R. A. (1994). Education System in Pakistan. Issues and Problems. Asia Society for

Promotion of Innovation and Reform in Education (ASPIRE). Islamabad.pp.23,38-55. Farooq, R. A. (1994). Orientation of Educationists. Asia Society for Promotion of Innovation

and Reform in Education, Islamabad.pp.56-57. Farooq, R.A. (1990). A Survey Study on the Problems and Prospectus of Teacher Education

in Pakistan. Research Study No.106. Academy of Educational Planning and Management, Ministry of Education. Ministry of Education, Islamabad.pp.27, 30-31, 34, 44, 55-56.

Farooq, R.A. (1994) Education System in Pakistan. Issues and Problems. Asia Society for

Promotion of Innovation and reforms in education. Islamabad:

Farooq, R.A. (2001) Understanding Research in Education. University Institute of Education and Research, Arid Agriculture University of Rawalpindi. Lahore.

Ferguson, G.A. (1986) Statistical Analysis in Psychology and Education. 5th ed. McGraw-Hill Book Co. Singapore.

Flander, N. (1967) Interaction Analysis as a Feedback System: A Preparation of Teaching. Journal of Teacher Education. New York. P.259.

Fraenkel, J.R & Wallen, N.E. (1993) How to Design and Evaluate Research in Education. McGraw-Hill .Inc.Singapore.

Frank and Wagnalls. (1987) New Encyclopedia of Education . Pergoman press Inc, USA. P.311.

249

Furniss, Elaine. (2005). Report of a Needs Assessment of Government Colleges for Elementary Teachers, Punjab Province, Pakistan, 2005. Government of Pakistan- UNICEF Program of Cooperation.

Gage, N. L. (1963) A Hand Book of Research on Teaching. Macmillan Publishing Company,

Inc., Manila. P.125.

Garrete, H.E & Woodworth, R.S. (1967) Statistics in Psychology and Education, 6th Ed.London: Longmans, Green & co Ltd.

Glickman, C.D Fabara. F and Kathleen. (1991) Reform as an Approach to Change in Education. The Origin of Revolution. Vol.3., Corwin Press, Inc. A Rage publishers co. California. P.15.

Good, C. V. (1959). Dictionary of Education.2nd Ed., McGraw-Hill Book Company, New York.p.590..

Good, C. V. (1973).Dictionary of Education. 3rd Ed., McGraw-Hill Book Company, New York.pp.586, 597-599.

Govt. of Pakistan. (1977) Teacher Education in Pakistan. Ministry of Education (Curriculum

Wing). Islamabad.

Govt. of Pakistan. (2001) National Plan of Action on Education for All 2001-2015. Ministry of Education. Islamabad.

Govt. of Pakistan. (2004) Education Sector Reforms, Action Plan 2002-2006.Ministry of Education. Islamabad.

Govt. of Pakistan. (1947). The Pakistan Educational Conference. Ministry of Interior

(Education Division), Karachi.p.5. Govt. of Pakistan. (1957). First Five Year Plan 1955-60. National Planning Board,

Karachi.p.51. Govt. of Pakistan. (1959). Report of the Commission on National Education. Ministry of

Education, Karachi.pp. 259-264. Govt. of Pakistan. (1960). Curriculum of Primary Schools in Pakistan. Ministry of

Education, Karachi.pp.337-339. Govt. of Pakistan. (1960). Second Five Year Plan 1960-65. Planning Commission,

Karachi.p344.

250

Govt. of Pakistan. (1965). Third Five Year Plan 1965-70. Planning Commission, Islamabad. pp. 222-225.

Govt. of Pakistan. (1970) Fourth Five Year Plan 1970-75. Planning Commission, Islamabad. pp. 157-158.

Govt. of Pakistan, (1970). The New Education Policy. Ministry of Education, Islamabad.pp.19-20.

Govt. of Pakistan. (1972). The Education Policy 1972-80. Ministry of Education, Islamabad.pp.23-25.

Govt. of Pakistan. (1979). National Education Policy and Implementation Programme. Ministry of Education, Islamabad.pp.62-66.

Govt. of Pakistan. (2004). Pakistan Statistical Year Book. Federal Bureau of Statistics, Statistics Division, Islamabad. Pp.371-374

Govt. of Pakistan. (1963). Mid Plan Review of 2nd Five Year Plan. Panning Commission,

Karachi. P.38.

Govt. of Pakistan. (1966). The Evaluation of 2nd Five Year Plan 1960-65. Planning Commission, Islamabad.p.133.

Govt. of Pakistan. (1978). Fifth Five Year Plan 1978-83. Planning Commission, Islamabad.pp.151-152.

Govt. of Pakistan. (1983). Sixth Five Year Plan 1983-88. Planning Commission, Islamabad.pp.391-393

Govt. of Pakistan. (1983). The Evaluation of 5th Five Year Plan 1980-83. Planning Commission, Islamabad.pp.47-50.

Govt. of Pakistan. (1988). Seventh Five Year Plan 1988-93. Planning Commission, Islamabad.pp.190-192.

Govt. of Pakistan. (1990). The Evaluation of the 6th Five Year Plan 1983-88. Planning Commission, Islamabad.pp.159-165.

251

Govt. of Pakistan. (1992). National Education Policy 1992. Ministry of Education, Islamabad. Pp.25-27.

Govt. of Pakistan. (1994). Eighth Five Year Plan 1994-98. Planning Commission, Islamabad.pp.314-315.


Govt. of Pakistan. (1998). Critical Study of Practice Teaching by Trainee Teachers in Pre-Service Teachers Education Programmes and Development of Package for Effective Practice Teaching. Research Study No. 5. Teacher Training Project. Ministry of Education. Semiotics Consultants (Pvt) Limited, Islamabad. Pp.31-160.

Govt. of Pakistan. (1998). Effectiveness of Teacher Education A. V aids / Methods and Educational Technology. Research Study No. 3.Teacher Training Project. Ministry of Education. Semiotics Consultants (Pvt) Limited, Islamabad. Pp.42-45.

Govt. of Pakistan. (1998). Tracer Study of Teacher Training Graduates. Research Study No.2. Teacher Training Project, Curriculum Wing, Ministry of Education. Social Sector Support Service (Pvt Ltd, Islamabad. Pp.42-46.

Govt. of Pakistan. (1999). Comparative Study of Modern and Indigenous Methods of Teaching and Development of an Integrated Model of Instruction. Research Study of Teacher Training Project, Curriculum Wing, Ministry of Education, Islamabad. Pp. 88-119.

Govt. of Pakistan. (2000). Ninth Five Year Plan 1998-2003.Planning Commission, Islamabad. Pp.384-398.

Govt. of Pakistan. (2005). Medium Term Development Framework 2005-2010.Planning commission, Islamabad.pp.73-84.

Govt. of Pakistan. (1998). National Education Policy 1998-2010. Ministry of Education, Islamabad. Pp.47, 50-54, 129-135.

Govt. of Pakistan. (1971). The Evaluation of 3rd Five Year Plan 1965-70. Planning Commission, Islamabad.pp.218-221.

252

Govt. of Pakistan. (1973). The Evaluation of First two Years of the 4th Five Year Plan 1970-75.Planning Commission, Islamabad.pp.41-44.

Govt.of Pakistan. (1977).Teacher Education in Pakistan. Curriculum Wing, Ministry of Education, Islamabad. Pp, 16-18.

Govt.of Pakistan. (2004).Higher Education Commission, Annual Report, Islamabad:

Pakistan Govt.of Pakistan. (2009). National Education Policy 2009. Ministry of Education.

Islamabad: Pakistan Garson, D. (2006) Validity. http://www2.chass.nsc.edu/garson.PA765/validity.htm. Gupta, S. (1997) Teacher Education in the Changing Scenario. A P H Publishing

Corporation, New Delhi.p.47. Gujjar, A. A & S. R. Dogar. (2006) A Comparative Study of Master Degree Programme

Offered by Federal College of Education (Pakistan) and Plymouth State University (USA) In: Pakistan Journal of Education Vol. XXIII Issue. II 2006, Research and Evaluation Centre, A I OU, Islamabad.

Gravetter, F.J. & Wallnou, L.B. (2003) Statistics for the Behavioural Sciences.

Wadsworth.United Kingdom.

Hamidi. (1962) Teacher Education in West Pakistan. Bureau of Education, Lahore. p.1.

Hammond, L. D. & B. John. (2005). Preparing Teachers for A Changing World: What Teachers should Learn and Be Able to Do. United States: John Willey & Sons.

Haq, M. and K. Haq. (1998) Human Development in South Asia. Oxford University press, Oxford. Pp.24, 51-52.

Hayon, L K. (1989) Curriculums for Teachers’ Professional Development. Pergamon press, London. Pp.83-85 and 744-745.

Harbison, F and C.A Myers. (1964) Education, Manpower and Economic Growth: Strategies of Human Resource Development. McGraw Hill, New York. P.181.

Hoodbhoy, P. (1998) Education and the State, Fifty years of Pakistan. Oxford University Press. Karachi

253

Hussain, S. (2004). Effectiveness of Teacher Training in Developing Professional Attitude of Prospective Secondary School Teachers, (unpublished) PhD thesis Arid Agriculture University of Rawalpindi.

Idara-e-Taleem-o-Aagahi. (2006). Recommendations from Teachers.

Iqbal, C. A. (2000). A Study on the Availability and Utilization of Instructional Technology in Teacher Training Institutions of the Punjab. (Unpublished) M. Phil Edu. Thesis. Faculty of Education, Allama Iqbal Open University Islamabad.pp.87-91

Iqbal, M. Z. (1996). Teacher Training the Islamic Perspective. Institute of Policy Studies and International Institute of Islamic Thought, Islamabad. Shirkat Printing Press Nisbat Road ,Lahore.pp.121-122, 136-138,202-204.

Iqbal, M. Z., M. Ramzan & M.H. Awan.(2005). A comparative study of teacher education systems of United States of America and Pakistan In: Pakistan Journal of Education Vol. XXII Issue. II 2005, Research and Evaluation Centre, A I OU, Islamabad.

Jabeen,F.(2010). A Study on Evaluation of Postgraduate Programmes of Teacher Education

in Pakistan, (unpublished) PhD thesis, Arid Agriculture University, Rawalpindi Jamil, Baela R. (2004). Teacher Education in Pakistan: A (Draft) Position Paper. Presented

at the National Conference on Teacher Education, December 20, 2004. Islamabad. Hosted by The Academy for Educational Development.

Jalalzai, M.K. (2005). The Crisis of Education in Pakistan: state education and the text-

books. Lahore: Al-Abbas international. Jumani, N.B & Pervez. (2006) Teacher Education in Pakistan: An Overview In: Pakistan

journal of education. Vol.XXIII, Issue. I, 2006.Pp.105-117. Islamabad. Research and evaluation centre, Allama Iqbal Open University.

Kakar, S. B. (1996) Changing Perspectives in Education. Vikas publishing house pvt Ltd. New Delhi. India pp.78-94.

Kaplan, L and A E Roy. (1996) Teacher for the New Millennium. Crown press, Inc, California. P.182.

Khalid, M. I. (1998). Problems and Issues of Teacher Education in Pakistan In: journal of Elementary Education.Vol. 1, No.4, Institute of Education and Research, University of the Punjab, Lahore, Pakistan.pp.80-83.

254

Khan, M. (2002) Designing a model for staff development in higher education in Pakistan (Unpublished) PhD Thesis. Arid Agriculture University of Rawalpindi.

Khenzode, V.V. (2002) Research Methodology, Techniques and Trends. New Delhi: A P H Publishing Company.

Kuby,P & Johnson, R. (2000) Elementary Statistics.Duxbury. Pacific Grove.

Kumar. (2000) Research Methodology. National Book Foundation. Islamabad.

Leary, Z.O. (2004) The Essential Guide to Doing Research. New Delhi: Vistaar Publication.

Lefoka,P and J Stuart. (2001) Analysis of the Curriculum as Documented at the National Teacher Training College in Lesotho http:/www. sussex. ac.uk/ usie/muster/listhtml

Levy, Jack. (2004). Teacher Education Standards and Their Role in Education Reform. Presentation made at the National Teacher Training Conference, Academy for Educational Development.

Malik, S. (2002). Factors affecting the development of female higher education in Pakistan

and future strategies (Unpublished) PhD Thesis. Arid Agriculture University of Rawalpindi.

Mangal, S.K. (2003). Advance Educational Psychology. Prentice-Hall of India. New Delhi.

Mason, E.J. (1997) Research in Education and the Behavioral Sciences, Concepts and Methods. Brown and Bench Mark. Sydney.

McBer, H. (2000). Research into Teacher Effectiveness: A Model of Teacher effectiveness. DFEE, Research report No. 216.

Meiers, Marion & Lawrence, Ingvarson. (2005). Quality Teacher Program Investigating the

Links Between Teacher Professional Development and Student Learning Outcomes. Commonwealth of Australia.

Minium, E.W., King, B.M & Bear.G. (1993) Statistical Reasoning in Psychology and Education. Toronto: John Wiley & Sons.

255

Ministry of Education. (2009). National Professional Standards for Teachers in Pakistan. Islamabad: Government of Pakistan.

Moore, Alex. (2004). The Good Teacher: Dominant Discourse in Teaching and Teacher

Education. London: RoutledgeFalmer. Mufti, A.G. ( ) Educational Planning as an Integral Part of Socio Economic Planning.

Academy of Educational Planning and Management. Islamabad.

Muhammad, G.R & M.A Sheikh. (2000) Allied material for teacher education in Pakistan course code 829. 2nd Edition. Islamabad: National book foundation.

Murtaza, A. (2005) Comparative study of teaching practice in formal and non-formal systems

and development of a model (Unpublished) PhD Thesis. Arid Agriculture University of Rawalpindi.

Muzaffar, M.J. (2002). A Study to Evaluate Five Year Plans in Education Sector from 1955

to 1998 in Pakistan. (Unpublished) PhD edu Thesis. Arid Agriculture University of Rawalpindi.

Masrur, R. (2003). Thesis Writing: A Systematic Approach. Islamabad: AIOU.

Mohantey, J. (2001). Educational Technology. New Dehli: Deep & Deep Publications.

Mouton, J. (2001). How to Succeed in Your Master’s & Doctoral Studies. A South African guide and resource book. Pretoria: Van Schaik.

Nawaz, M.H. (1998) Evaluation of the Industrial Arts Programme of the Agro Technical Teachers Training Centers in Pakistan. (Unpublished) PhD Thesis. Institute of Education and Research. Punjab University.

Nayak, A.K and Rao, V.K. (2002) Secondary Education. APH Publishing Corporation. New Delhi:

Newmann, Fred. M. & M. Bruce. King, and Peter Youngs. (2001). Professional Development that Addresses School Capacity. Lessons from Urban Elementary Schools. Paper presented at the annual meeting of the American Educational Research Association, New Orleans.

Norton, P. B. (1985) Encyclopedia of Britannica. International standard book. Chicago. Pp.440-445.

256

Ohair, M . J. and S. J . Odell. (1995) Weaving Leadership and Change into Teacher Education, Corwin press, USA.pp.5-7.

Opie, C. (2004) Doing Educational Research. A Guide for First Time Researchers. New Delhi: Vistaar Publication.

Own J. (1982) Teacher Education in Belgium. Changing Priorities in Teacher Education. Nicholas publishing company, New York. P.121.

Postlethwaite, T. N. (1988) The Encyclopedia of Comparative Education and National Systems of Education. Pergamon press. New York. P.690.

Psacharapolous, G. (1987) Economics of Education. Pergoman press, Maxwell house, New Yprk.pp.248-249.

Polit, D. F & Hungler, B.P. (1989). Essentials of Nursing Research Methods. Appraisal and utilization . 2nd edition. Philadelphia: Lippincott.

Polit, D. F., & Beck, C. T. (2004). Nursing Research Principles and Methods. 7th Edition. Philadelphia: Lippincott Williams & Wilkins

Qureshi, I.H. (1975) Education in Pakistan. An Inquiry into Objectives and Achievements. Karachi: Ma’ Aref Printers.

Rao, R.R. (2004). Methods of Teacher Training. New Delhi: Discovery Publishing House.

Rajamanickam, M. (2001) Statistical Methods in Psychological and Educational research. New Delhi: Concept Publishing Company.

Ramzan, M. (2002) A Comparative Study of Teacher Education System of United Sates of America and Pakistan. [Unpublished] PhD thesis, University of arid agriculture, Rawalpindi, Pakistan.pp. 1-214.

Rehman, S. (2008). A Study of Qualitative Assessment and Relative Significance of Elements of Quality of Higher Education. [Unpublished] PhD thesis, University of arid agriculture, Rawalpindi, Pakistan. p. 29.

257

Richards, J. (1991) The Context of Language Teaching. Cambridge University Press, London. P.4-82.

Rockler, M. J. (1988) Innovative Teaching Strategies, Gorsuch scarisbrick publishers. Arizona. USA. P.198.

Rout, P. (1993) A Study on Organization of Student Teaching Program. Pp.51-54.

SAHE. (2002). Learning to Teach: SAHE Education Watch Report. Lahore: Shirkat Printing Press PVT. LTD.

Samkamge,W.(2012). The Performance of Newly Qualified Teachers: Implications for

School Administration: A Case Study of Zimbabwe, International Journal of Social Sciences and Education Vol.2 Issue.3 p.39

Sapieha, Shelley. (2007). Essay on Adult Education for Use. RM Advisory

University of Calgaryhttp://www.academicsenate.cc.ca.us/Publications/Papers/good_practice_prerequis.html Retrieved on 20-01-2009

Shamim, F. and A. Juma. (2006) Research and Policy Dialogues on Key Educational Issues,

Discussion Report http:/www.aku.edu.pk/ied/raps/policydialouge/dialogue key edu/discussion reports

Singh,Y.K & Nath R. (2005). Teacher Education. New Dehli: APH. Publishing Corporation.

Singh. Y.K and Sudershan. (2005). Teacher Education. Discovery Publishing House, New

Dehli:India

Singh, R. P. (2006).Training Teachers: Problems and Issues. Gyan Publishing House New Delhi.

Silberman Mel. (2006). Active Training: A Hand Book of Techniques, Designs,Case

Examples and Tips. San Francisco, John Willey & Sons. Inc.

Struwig, F.W & Stead, G.B. (2001). Planning, Designing and Reporting Research. Cape Town: Maskew Miller Long man (pvt) Ltd.

SEARAT. (1998) Survey of Physical and Instructional Facilities and Their Actual Utilization

in Tteacher Training Institutions of the Punjab. Research study No. 2. Teacher training project,. Directorate of Staff Development. Government of Punjab, Lahore. p.17-47.

Shabab, M.H. (1995) Documentation of Educational Research in Pakistan 1947-1995. Academy of Educational Planning and Management, Ministry of Education. Islamabad:

258

Shami, P.A & Khawaja, S.H. (2006) Development of Education in Pakistan. Academy of Educational Planning and Management. Islamabad.

Shami, P.A. (2005) Education in Pakistan, Policies and Policy Formulation. Academy of Educational Planning and Management. Islamabad.

Sharon, F. R and G. B Rossman. (1995) Dynamic Teachers Leaders of Change. Cowin press Inc. California. P.6.

Sharma, R.N., (1998) Principles and Techniques of Education. Surjeet Publication. Delhi.

Siddique, M. R. (1992). Proposal for Improving Teacher’s Education at Master’s Level in Pakistan In: Journal of Elementary Education.Vol. 1, No.2, Institute of Education and Research, University of the Punjab, Lahore, Pakistan.pp.123-129.

Siddiqui, M.H. (1998) Teaching Methods. Ashish Publishing House. New Delhi.

Singh, N. (1988) Modernization of Teacher Education. Commonwealth Publisher, New Delhi. P.50.

Silver, P. (1983) Educational Administration. Harper and Row Publishers. New York. p.113.

Syed, M.H. (2008). Encyclopaedia of Modern Methods of Teacher Training. Vol.1 New Dehli: Anmol Publications.

Taneja , R.P. (2004). Anmol Dictionary of Education. New Dehli: Anmol Publications.

Tatto, M. (1999) Improving Teacher Education in Rural Mexico: The challenges and tensions of constructivist reforms. An interview journal of research and studies pp.20-25.

Thorndike, R.M. (1997) Measurement and Evaluation in Psychology and Education.6th ed. Prentice Hall International. New Jersey.

Tufail, M.M. (1966). Iqbal’s Philosphy and Education. Bazm-e-Iqbal, Lahore. p.131-133.

259

UNESCO. (2004) EFA Global Monitoring Report 2005: Education for All—The Quality Imperative. Paris: UNESCO.

UNESCO. (2006) Situation Analysis of Teacher Education: Towards a strategic framework

for teacher education and professional development. Paris: UNESCO. Unger, H.G. (1996) Encyclopedia of American Education. Facts on File, Inc. New York.

P.961.

UNICEF. (1990) World Declaration on Education for All. Inter Agency Commission, New York. P.5.

USAID. (2006) Situation Analysis of Teacher Education in Pakistan: Towards a Strategic Framework for Teacher Education and Professional Development

Varkevissor, C.M., Pathmanathan, I & Brownlee, A. (1991). Designing and Conducting Health Systems Research. Health Systems Research Training Services.Vol.2 part 1. Ottawa: international Development Research Centre.

Venkateiah, N. (2001) Educational Research in Indian Universities, Misconceptions and

Shortcomings. NewDelhi: A P H Publishing House.

Wilson. (2000) Key Issues in Education and Teaching. Cassell. London.

World Bank. (2006.a). Simplified Implementation Completion Report. Second Development Policy Credit for the Government of Punjab Province. Report No. 35465.

World Bank. (2006.b). Program Document for a Proposed Third Punjab Education Sector

Development Policy Credit. Report No. 35441-pk Yousafzai, U.K. (2003) Journal of Educational Research Vol.2Issue.2

Zeichner, K . M. (1983) Alternative Paradigms of Teacher Education. Journal of teacher Education, Vol.34, No. 3. McCutchan, Rush, Hughes, Berkeley. P.7.

260

APPENDICES

Appendix-A

List of Institutions included in sample

1. Federal Urdu University of Science & Technology Karachi

2. Govt. College of Education, F B Area Karachi.

3. Govt. Jamia Millia College of Education Malir, Karachi

4. University of Sindh Old Campus, Hydrabad.

5. Govt. College of Education Sakkar

6. Shah Abdul Latif University Khairpur.

7. The Islamia University of Bahawalpur

8. University of Education Vehari Campus

9. University of Education DG Khan Campus

10. University of Education Multan Campus

11. University of Education Okara Campus

12. University of Education Lower Mall Campus Lahore

13. University of Education Bank Road Campus Lahore

14. University of Education Faisalabad Campus

15. University of Education Joharabad Campus

16. University of Education Township Lahore

17. University of Education Attock Campus

18. University of Education Sargodha

19. University of Arid Agriculture Rawalpindi

20. Federal College of Education Islamabad

21. Institute of Education & Research University of Peshawar

22. Institute of Education & Research Kohat University of Science & Technology

23. Institute of Education & Research. Gomal University, D I Khan

24. University of Hazara, Mansehra

25. University of Balochistan Quetta

26. Govt College of Education, Quetta

261

Appendix-B

QUESTIONNAIRE FOR HEADS OF TEACHER TRAINING INSTITUTIONS SECTION-I 1. Sex: Male Female 2. Marital Status: Married Un-Married 3. Age 20-25 26-30 31-35 36-40 41-45 46-50 Above 50 4. Residence. Urban Rural 5. Name of the institution: _______________________________________________________ 6. Province: Baloachistan N W F P Punjab Sindh 5. Academic Qualification. B.A B.Sc M.A M.Sc M.Phil PhD 6. Professional Qualification. B.Ed M.A (Edu) M.Ed M.Phil PhD 7. Teaching Experience. 1-5 6-10 11-15 16-20 20-25 25+ 8. Administrative Experience. 1-5 6-10 11-15 16-20 20-25 25+ SECTION-II Note: Please ( ) Tick, which is applicable.

262

1. Name of programme(s) offered by your institution. B.Ed B.S.Ed M.Ed 2. Do you take regular classes? Yes No 3. Are copies of curriculum available in the institution? Yes No 4. What percentage of the staff was given orientation before the implementation of curriculum? 1-25% 26-50 % 51-75 % 76 - 100% 5. Is there any need of change in the existing curricula / currículum for the following programmes? 6. Do you think that teaching methodology actually employed in your institution, is the same as suggested in the curriculum? Yes No To some extent 7. Your satisfaction at the teaching methods used by all the teacher trainers teaching compulsory core courses and specialization / pedagogical courses of your institution. Fully Satisfied Partially Satisfied Not Satisfied 8. Your satisfaction with the present duration of training programme(s)

S.No Name of Programme Fully Satisfied Partially Satisfied Not Satisfied1 B.S.Ed 2 B.Ed.

9. Your satisfaction with following training programmes?

S.No Description Fully Satisfied Partially Satisfied Not Satisfied1 Bachelor Level 2 Master Level

263

10. How far are the secondary school teacher education programmes appropriate for preparing competent teachers?

S.No Description Fully Appropriate Partially Appropriate Not Appropriate1 Bachelor Level 2 Master Level

11. How far are you satisfied with the criteria / policy for admission to teacher education programme?

S.No Description Fully Satisfied Partially Satisfied Not satisfied1 Bachelor Level 2 Master Level

12. Application of teaching methods prescribed in the curriculum in the actual class room situation. Yes No To some extent 13. Application of teaching techniques prescribe in the curriculum in the actual class room situation. Yes No To some extent 14. Application of activities prescribed in the curriculum in the actual class room situation. Yes No To some extent 15. Do you have adequate qualified teachers for each subject? Yes No 16. Your satisfaction with the knowledge of teachers of your institution in their respective subjects. Yes No To some extent 17. Your satisfaction with the performance of teachers of your institution in their respective subjects? Yes No To some extent 18. How many of the teachers will you rate as: (Please mention percentage) Very Good Good Average

264

19. How many teachers complete the course of their subject during the session? 1-25% 26-50% 51-75% 76-100% 20. Satisfaction at co-curricular activities being performed in your institution regularly. Fully Satisfied Partially Satisfied Not Satisfied 21. Support from your superiors to take strong measures for the solution of disciplinary problems in your institution. Yes No To some extent 22. Were you involved in policy making regarding teacher training? Yes No 23. Were you involved in planning / development process regarding teacher training? Yes No 24. Were you involved in evaluation process of teacher training? Yes No 25. What disciplinary problems do you face in supervision?

i) Absence of teacher trainers. ii) Irregularity of teacher trainers iii) Inefficient teacher trainers iv) Arrogant teacher trainers

v) Un-willing worker vi) Instigators vii) Absence of trainees viii) Sub-standard trainees

ix) Any other, please specify

265

________________________

26. Are all admissions made on merit? Yes No Mostly 27. Your powers with respect to grant of admissions. Full powers No To some

extent 28. Relevance of the recommended books with curriculum.

a) B.Ed. Yes No To some extent

b) B.S.Ed. Yes No To some extent 29. Availability of the Text books / books recommended. a) B.Ed. Yes No To some extent b) B.S.Ed. Yes No To some extent

30. Relation of the subject matter of the text books/books recommended to the life situation. a) B.Ed. Yes No To some extent

b) B.S.Ed. Yes No To some extent

31. Your satisfaction with the level of the professional training of teacher training you supervises. a) B.Ed. Fully satisfied No To some extent

b) B.S.Ed. Fully satisfied No To some extent 32. System of follow up of successful trainees. a) B.Ed. Yes No To some extent

266

b) B.S.Ed. Yes No To some extent 33. What is the evaluation procedure in your institution? Annual Semester 34. Your satisfaction with the available facilities regarding human resources in the institution. Fully Satisfied Partially Satisfied Not Satisfied 35. Your satisfaction with the available physical facilities in the institution. Fully Satisfied Partially Satisfied Not Satisfied 36. Your satisfaction with the available financial resources in the institution. Fully satisfied partially Satisfied Not satisfied 42. What are the constraints / bottle necks you faced in the up lift of training standards?

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

267

Appendix-C

PROFORMA FOR COLLECTION OF DATA (FROM HEAD OF THE INSTITUTION)

Note: Please ( ) Tick wherever is applicable. 1.Name of the Institution __________________________________________________________ 2.Programme(s)offered: ___________________________________________________________ 3. Year of establishment: __________________________________________________________ 4. Availability of class room furniture. Available Not Available Available to some extent 5. Building: (Please ( ) whichever is applicable) a) Ownership

i) Government ii) Private Organization

b) Condition i) New ii) Needs Minor Repair iii) Needs Major Repair

c) Number of Class rooms available: ____________________________________________ d) Do you need more class rooms? Yes No e) If yes, how many more? ____________________________________________ 6. Do you have library in your institution? Yes No 7. If yes, Is it in separate room / building? Yes No 8 .Number of books in your library. _______________________________________________ 9. Do you have the provision of internet in the library for students’ use? Yes No

268

10. Do you have the post of librarian? Yes No 11. If yes, is it filled? Yes No 12. Do you have practicing school? Yes No 13. If yes, is it adequately staffed? Yes No 14. Do you have resource centre in your institution? Yes No 15. Do you have an A. V. Room? Yes No 16. If yes, is it adequately equipped/maintained? Yes No 17. Do you have Computer Laboratory? Yes No 18. If yes, is it adequately staffed Yes No 19. Number of Computers in your Laboratory: _______________________________ 20. Do you have a laboratory school? Yes No 21. If yes, is it adequately staffed? Yes No 22. Do you have Science Laboratories? a) Physics Yes No b) If yes, is it adequately equipped? Yes No c) Chemistry Yes No d) If yes, is it adequately equipped? Yes No e) Biology Yes No f) If yes, is it adequately equipped? Yes No 23. Do you have play ground? Yes No 24. If yes, is it adequately maintained? Yes No

269

25. Do you have the post of D. P. E? Yes No 26. If yes, is it filled? Yes No 27. Do you have any supporting staff to D. P. E? Yes No 28. Do you have any publication of your institution Yes No 29. If yes, please name the publication. _____________________________________________ 30. What is the frequency of its publication? Quarterly Half Yearly Yearly 31. Do you have facilities for the organization of co-curricular activities in the institution? Yes No 32. Do you have facilities for the organization of in door games in the institution? Yes No 33. Do you have auditorium in the institution? Yes No 34. If yes, does it has the capacity to accommodate all the students of the institution? Yes No 35. Do you arrange competitions of students among themselves? Yes No 36. Do you arrange seminars for students? Yes No 37. Do you have hostel facilities for the students? Yes No 38. Do you have appropriate funding for maintenance of the institution? Yes No 39. Total number of students in the institution. ___________________________________ 40. Total number of teachers in the institution. ___________________________________

270

Appendix-C





c) Number of Class rooms available: ____________________________________________ d) Do you need more class rooms? Yes No e) If yes, how many more? ____________________________________________ 6. Do you have library in your institution? Yes No 7. If yes, Is it in separate room / building? Yes No 8 .Number of books in your library. _______________________________________________ 9. Do you have the provision of internet in the library for students’ use? Yes No

271

10. Do you have the post of librarian? Yes No 11. If yes, is it filled? Yes No 12. Do you have practicing school? Yes No 13. If yes, is it adequately staffed? Yes No 14. Do you have resource centre in your institution? Yes No 15. Do you have an A. V. Room? Yes No 16. If yes, is it adequately equipped/maintained? Yes No 17. Do you have Computer Laboratory? Yes No 18. If yes, is it adequately staffed Yes No 19. Number of Computers in your Laboratory: _______________________________ 20. Do you have a laboratory school? Yes No 21. If yes, is it adequately staffed? Yes No 22. Do you have Science Laboratories? a) Physics Yes No b) If yes, is it adequately equipped? Yes No c) Chemistry Yes No d) If yes, is it adequately equipped? Yes No e) Biology Yes No f) If yes, is it adequately equipped? Yes No 23. Do you have play ground? Yes No 24. If yes, is it adequately maintained? Yes No

272

25. Do you have the post of D. P. E? Yes No 26. If yes, is it filled? Yes No 27. Do you have any supporting staff to D. P. E? Yes No 28. Do you have any publication of your institution Yes No 29. If yes, please name the publication. _____________________________________________ 30. What is the frequency of its publication? Quarterly Half Yearly Yearly 31. Do you have facilities for the organization of co-curricular activities in the institution? Yes No 32. Do you have facilities for the organization of in door games in the institution? Yes No 33. Do you have auditorium in the institution? Yes No 34. If yes, does it has the capacity to accommodate all the students of the institution? Yes No 35. Do you arrange competitions of students among themselves? Yes No 36. Do you arrange seminars for students? Yes No 37. Do you have hostel facilities for the students? Yes No 38. Do you have appropriate funding for maintenance of the institution? Yes No 39. Total number of students in the institution. ___________________________________ 40. Total number of teachers in the institution. ___________________________________

273

Appendix-D QUESTIONNAIRE

FOR TEACHER EDUCATORS OF TEACHER TRAINING INSTITUTIONS

1.Name of the institution_________________________________________________________ 2. Are copies of the curriculum & syllabus of the subject(s), you teach, available in the institution? Yes No 3. Do you have personal copies of the curriculum & syllabus of the subject you teach? Yes No 4. What is your general opinion about the content of subject(s) you are teaching?

i) Practicable

ii) Non practicable

iii) Short

iv) Lengthy

v) Does not cover all aspects

vi) Appropriate & satisfactory

vii) Contents are appropriate

5. Duration of academic session is appropriate to cover the whole syllabus. Yes No To some extent 6. Availability of the text books / recommended books covering contents of curriculum &syllabus readily in the market. Yes No To some extent 7. The text books/ books recommended cater to all aspects of the contents of curriculum & Syllabus . Yes No To some extent 8. What is your opinion about the objectives of the subject, you teach?

274

a) Clear and understandable Yes No To some extent

b) Attainable Yes No To some extent

c) Relevant to the course content Yes No To some extent d) Well organized Yes No To some extent 9. Do you think you have appropriate number of periods to complete the course?

a) I have appropriate number of periods. b) I need more Periods. c) I need less periods.

10. Any need for change in the content of your subject. Yes No To some extent 11. Is teacher guide book provided to you? Yes No 12. Your agreement to the method prescribed in your subject curriculum. Fully Agreed Partially Agreed Not Agreed 13.Your satisfaction at the present duration of training programme(s) in order to produce competent teachers for secondary schools?

S.No Name of Programme Fully Satisfied Partially Satisfied Not Satisfied1 B.Ed. 2 M.Ed. 3 B.S.Ed.

14. Your satisfaction at the present model of teacher training programme(s)?

S.No Name of Programme Fully Satisfied Partially Satisfied Not Satisfied 1 B.Ed. 2 M.Ed. 3 B.S.Ed.

15. The library of your institution is rich enough to meet the requirements of teachers. Yes No To some extent 16. The library of your institution is rich enough to meet the requirements of students.

275

Yes No To some extent 17. Are the library books easily issued to trainees as a routine? Yes No 18. Is the library of your institution open for trainees’ use for longer hours? Yes No 19. Is the laboratories of your institution equipped adequately? Yes No 20. Do you demonstrate model lesson before the trainees? Yes No 21.How many conferences / seminars / workshops have you attended during your service as teacher educator? None One Two Three Four Five More than Five 22.The objectives of teacher education are (Please tick the objectives you agree with):

i) To create interest for teaching profession. ii) To develop commitment for national ideology. iii) To provide knowledge and training in teaching techniques / methods. iv) To develop competence in understanding the Student’s problems and their solution. v) To cultivate the habits of critical thinking in Prospective teachers. vi) To make the prospective teachers competent to deal with the students on the basis of individual differences.

vii) To develop teaching skills in prospective teachers.

23.Do you consider the time ratio between theory and teaching practice sufficient?

276

Yes No 24.Do you consider the present procedure of teaching practice adequate? Yes No 25.In addition to model lesson, do you help trainees in preparation of lesson plans? Yes No 26.Do you supervise the practice teaching lessons of your subject or they are supervised by some one else? My self Some one else 27.What is the strength of classes in your institution? Over crowded Manageable Under- strength 28. Does the practicing school staff takes interest and is helpful to organize practice teaching lessons? Takes interest Usually takes interest Does not take interest 29. What percent of trainees deliver all the practice teaching lessons? 1-25 % 26-50% 51-75% 76-100%

30. Do you take tests of trainees regularly to assess their achievement? Monthly Quarterly Half yearly Yearly 31. Which assessment scheme do you prefer? Annual Semester Any other 32. You enjoy full support from your administrators to deal with disciplinary cases. Yes No To some extent 33. Do you have got published your research articles/ papers?

277

Yes No 34.If your response is yes, please mention the number of articles/ papers. One Two Three Four Five 35. Your satisfaction with the policy for admission to secondary school teacher education programme. Fully satisfied To some extent Not satisfied 36. If not what should be the basis of admission to teacher education programmes for secondary school teachers.

i) Academic qualification ii) Entry test iii) Interview iv) Aptitude test v) GRE vi) All of the above vii) Any other (please specify) __________________

278

Appendix-E

QUESTIONNAIRE FOR TEACHER EDUCATORS OF TEACHER TRAINING INSTITUTIONS SECTION-I 1. Sex: Male Female 2. Marital Status: Married Un-Married 3. Age 20-25 26-30 31-35 36-40 41-45 46-50 Above 50 4. Residence. Urban Rural 5. Name of the institution: _______________________________________________________ 6. Province: Baloachistan N W F P Punjab Sindh 5. Academic Qualification. B.A / B.Sc M.A / M.Sc M.Phil PhD 6. Professional Qualification. B.Ed M.A / M.Ed M.Phil Ph.D 7. Teaching Experience. 1-5 6-10 11-15 16-20 20-25 25+ 8. Administrative Experience. 1-5 6-10 11-15 16-20 20-25 25+ SECTION-II

279

Listed below are a number of statements to which I would like your responses. These statements show that how much you yourself agree or disagree each of them. For each statement, please indicate your opinion by circling one of the following. 5= Strongly Agree 4= Agree 3=Undecided 2=Disagree 1=Strongly Disagree S.NO Statements S.A A U.D D.A S.D

A Admission Criterion

1 Admission to the institution is given only on the previous achievements.

2 Entry test is conducted for admission to the institution.

3 The admission criterion for training to the institution is adequate.

B Objectives

4

Training Programme offered by the institution: a) Inculcates Islamic ideology in the student teachers.

b) Enhances student teachers’ ability to use different teaching methods.

c) Enhances student teachers’ ability to manage the classroom.

d) Enhances student teachers’ ability to apply suitable techniques of evaluation.

e) Train the student teachers to make low cast educational aids.

f) Develops an ability to manage the time. g)Aimed at introducing micro teaching method.

h) Aimed at introducing team teaching method.

i) Clarifies new perception of students’ educational problems.

j) Clarifies new perception of the psychology of the students.

k) Clarifies new perceptions of the socio economic needs of the society.

l) Creates attitude of experimentation. m) Creates attitude of observation. n) Provides training to manage co-curricular activities.

o) Provides computer training to the student teachers.

280

C Facilities

5 The campus of the institution is adequate for academic activities.

6 The space in the institution is according to the students’ need.

7 The work place in the institution is according to the requirement.

8 Sufficient teaching faculty is available in the institution.

9 Sufficient administrative staff is available in the institution.

10 An adequate number of teaching aids are available in the institution.

11 Multimedia is available in the institution.

12 Over head projector is available in the institution.

13 The library of the institution serves all academic needs of the students.

14 The library of the institution serves the needs of the teachers.

15 Library of the institution is fully equipped with high quality material.

16 The adequate numbers of classrooms are available in the institution.

17 Science laboratories in the institution are adequately equipped.

18 Furniture in the institution is according to the requirement of the teaching activities.

19 As a whole the infrastructure of the institution is well maintained.

C Contents

20 The courses offered during the training impart application of knowledge.

21 Language of the content of courses is easy to understand.

22 The courses offered by the training institution have potential to meet student teachers’ future needs.

23 The courses offered during training contain sufficient practical work.

24 Training courses create awareness about the children psychological needs.

25 Training courses enable the student teachers for creative thinking.

281

26 Content of the training courses fulfill the future needs of the trainees regarding methods of teaching.

27

Content of the training courses fulfill the future needs of the trainees regarding evaluation techniques of students’ performance.

28 Content of the training courses fulfill the future needs of the trainees regarding lesson planning.

29 Training courses provide adequate base for research.

30 Proportion of theory and practice teaching duration is appropriate.

31 Distribution of marks between theory and practice teaching is suitable.

32 Duration of training programme is sufficient to produce effective trained teachers.

D Methodology

33

Teacher educators a) Plan their lesson regularly. b) Teach with full preparation. c) Help students to solve their educational problems.

d) Properly use activities related to the instructional skills.

e) Keep in mind the student teachers’ individual differences during training.

f) Complete their course within the stipulated period.

34

Teacher educator mainly use a) Lecture Method. b) Discussion Method. c) Question Answer Method. d) Activity Method. e) Bookish Method. f) Problem Solving Method.

E Practice Teaching

35 Practice teaching enhances the confidence of the student teachers.

36 Practice teaching provides opportunity to the student teachers to apply the acquired knowledge.

37 Practice teaching provides experience to

282

prepare audio visual aids.

38 Student teachers make use of audio visual aids properly during practice teaching.

39 Student teachers prepare their lesson plans before practice teaching.

F Evaluation

40 Teacher educators evaluate students’ work regularly.

41 Teacher educators give constructive remarks and guidelines for future improvements on students’ work.

42 Teacher educators return students’ evaluated work well in time after evaluation.

43 The method of evaluation for student teachers’ performance in theoretical component is appropriate.

44 The method of evaluation for student teachers’ performance in practical component is appropriate.

45 Examination for the courses of training programme measures student teachers’ competencies.

46 Teacher educators continuously monitor student teachers’ activities during practice teaching.

47 Teacher educators give assignments to the student teachers regularly.

48 Teacher educators evaluate student teachers through presentations.

49 Teacher educators assign projects to the student teachers.

283

Appendix-F

QUESTIONNAIRE FOR STUDENT TEACHERS OF TEACHER TRAINING INSTITUTIONS 1.Name of the institution:________________________________________________________ 2. Name of programme you are admitted to:-_________________________________________ 3. What was the criterion of your admission to the programme? (Please tick the relevant box)

i) Academic qualification only. ii) Entry test only.

iii) Interview only. iv) Qualification and interview.

v) Qualification test and interview. vi) Qualification and aptitude test. vii) Qualification, aptitude and GRE.

4. Is teaching profession your final choice? Yes No 5. Were you given copy of the syllabus / curriculum at the time of admission? Yes No 6. If not, have you seen / read the syllabus/ curriculum prescribed for your course? Yes No 7. Were you given any orientation at the time of admission in respect of scheme of studies and usage of other facilities like, library, laboratory, hostel, etc.? Yes No

284

8. Were you guided about the places wherefrom the text books / books recommended could be had? Yes No 9. Do you have access to text books / books recommended? Yes No 10. If not, how do you prepare yourself for the examination? By borrowing Through notes of the previous years Through guide books Did not feel any need of preparation Any other means please specify ________________ 11. Your satisfaction with the teaching methodology adopted by the teacher educators in your institution. Fully Satisfied Partially Satisfied Not Satisfied 12. How far the teacher educators use A.V. aids during training? Mostly Some times Never 13. How often are the method(s) given below used in your classes? S.No Method of Teaching Always Usually Some

Times Occasionally Never

1 Lecture Method 2 Illustrated Lecture

Method

3 Problem Solving Method

4 Demonstration Method 5 Question Answer

Method

6 Discussion Method 7 Team Teaching Method 8 Simulation Method 14. Are demonstration lessons given in all the subjects? Yes No

285

15. Your teachers help in the preparation of lesson plan. Yes No To some extent 16. You are given guidance about your strong and weak points of the practice lesson by your supervisor at the end of the lesson. Yes No To some extent 17. Your supervisor observes your whole lesson. Yes No To some extent 18. Who evaluates teaching practice, model lessons and final lessons? i) Head of the institution. ii) Supervisor. iii) Panel of experts. iv) Supervisor and Head of institutions. v) Supervisor and Panel of experts. vi) Any other (please specify)_________________________________

19. The teaching practice duration is appropriate to develop teaching skills. Yes No To some extent 20. To what extent the practice teaching has helped in the development of teaching skills?

i) Fully Sufficient. ii) Partially Sufficient. iii) Insufficient.

21. Your supervisor observes your whole lesson. Yes No To some extent 22. Which of the following teaching skills have been developed through teaching practice?

i) Stimulus Variation.

286

ii) Classroom Management. iii) Planning and preparation of lesson. iv) Maintaining discipline in the class. v) Developing and using A V Aids. vi) Summary of the lesson. vii) Silence and non verbal clues. viii) Reinforcement of student participation. ix) Questioning Answering. x) Lecturing. xi) Effective communication. xii) Remedial Teaching

23. Whatever is being taught in theory and practice teaching is applicable in actual class room situation. Yes No To some extent 24. How do you view your teachers?

i) Helpful ii) Friendly iii) Flamboyant iv) Not helpful v) Not friendly vi) Any other (Please specify)_______________________________

25. How do you view your administrative staff?

vii) Helpful

287

viii) Friendly ix) Flamboyant x) Not helpful

xi) Not friendly xii) Any other (Please specify)_______________________________

26. Do teachers hold test regularly to assess your achievement? Weekly Fortnightly Monthly Quarterly

27. What is the system of evaluation for the courses / subjects?

i) Internal (By subject Teacher) ii) External iii) Internal and External

28. Which of the following systems of evaluation do you prefer?

iv) Internal (By subject Teacher) v) External vi) Internal and External

29. To which of the following objectives of teacher education programme do you agree? (Please tick as many as you like)

i) To create interest for teaching profession. ii) To develop commitment for national ideology. iii) To provide knowledge and training in teaching techniques / methods. iv) To develop competence to understand the students problems and their solutions.

v) To cultivate the habits of critical thinking in prospective teachers. vi) To make the prospective teachers competent to deal the students on the basis of individual differences.

288


289

Appendix-G

QUESTIONNAIRE FOR STUDENT TEACHERS OF TEACHER TRAINING INSTITUTIONS 1. Sex: Male Female 2. Marital Status: Married Un-Married 3. Age 20-25 26-30 31-35 36-40 Above 50 4. Residence. Urban Rural 5. Name of the institution: _______________________________________________________ 6. Province: Baloachistan N W F P Punjab Sindh 5. Academic Qualification. B.A B.Sc M.A M.Sc 6. Professional Qualification. PTC CT Diploma in Education 7. Teaching Experience. 1-5 Years 6-10 Years More than 10 Years SECTION-II Listed below are a number of statements to which I would like your responses. These statements show that how much you yourself agree or disagree each of them. For each statement, please indicate your opinion by circling one of the following. 5= Strongly Agree 4= Agree 3=Undecided 2=Disagree 1=Strongly Disagree S.NO Statements S.A A U.D D.A S.D


1 Admission to the institution is given only on

290

the previous achievements.



B Objectives

4

Training Programme offered by the institution: a) Inculcates Islamic ideology in the student teachers.

b) Enhances student teachers’ ability to use different teaching methods.




f) Develops an ability to manage the time. g)Aimed at introducing micro teaching method.

h) Aimed at introducing team teaching method.

i) Clarifies new perception of students’ educational problems.



l) Creates attitude of experimentation. m) Creates attitude of observation. n) Provides training to manage co-curricular activities.

o) Provides computer training to the student teachers.

C Facilities





9 Sufficient administrative staff is available in

291

the institution.


11 Multimedia is available in the institution.

12 Over head projector is available in the institution.








C Contents








27

Content of the training courses fulfill the future needs of the trainees regarding evaluation techniques of students’ performance.


29 Training courses provide adequate base for

292

research.




D Methodology

33

Teacher educators a) Plan their lesson regularly. b) Teach with full preparation. c) Help students to solve their educational problems.

d) Properly use activities related to the instructional skills.



34


E Practice Teaching



37 Practice teaching provides experience to prepare audio visual aids.



F Evaluation


293










294

QUESTIONNAIRE FOR TEACHER EDUCATORS OF TEACHER TRAINING INSTITUTIONS/FACULTY OF UNIVERSITIES OFFERING B. S.

(EDUCATION)

SECTION-I Appendix-H 1. Gender: Male Female 2. Marital Status: Married Un-Married 3. Age 20-25 26-30 31-35 36-40 41-45 46-50 Above 50 4. Residence. Urban Rural 5.Programme: B.Ed B S Education 6. Province: Balochistan K P K Punjab Sindh 7. Academic Qualification. B.A / B.Sc M.A / M.Sc M.Phil PhD 8. Professional Qualification. B.Ed M.A / M.Ed M.Phil Ph.D 9. Teaching Experience. 1-5 6-10 11-15 16-20 20-25 25+ 10. Administrative Experience. 1-5 6-10 11-15 16-20 20-25 25+

SECTION-II

295

Listed below are a number of statements to which I would like your responses. These statements show that how much you yourself agree or disagree with each of them. For each statement, please indicate your opinion by ticking the relevant one. SA = Strongly Agree A= Agree U=Undecided DA=Disagree SDA=Strongly Disagree S.No Statements SA A U DA SDA1 Programme inculcates Islamic ideology in the students 2 Programme enhances students’ professional

competencies

3 Programme develops competency in the students to use acquired skill in proper way in their professional life

4 Programme introduces modern concepts of teaching-learning Process.

5 Programme develops new perceptions among students’ about educational problems

6 Courses reflect latest knowledge about teaching-learning process

7 Courses reflects latest application of knowledge 8 Courses equip the learners with professional insights 9 Courses equip the learners with professional skills 10 Courses contain sufficient practical work and

application skills

11 Courses help to develop leadership qualities in the learners

12 Courses create awareness about the child psychology 13 Courses give guidelines for guidance to the students 14 Courses give guidelines for counseling to the students 15 Activities related to the instructional skills are properly

used in the courses

16 Courses provide adequate base for research 17 Language of the content of courses is easy to

understand.

18 Training courses prepare the student teachers for creative thinking.

19 Content of the training courses fulfill the future needs of the students regarding methods of teaching.

20 Content of the courses fulfill the future needs of the students regarding measurement and evaluation techniques.

296




24 Duration of training programme is sufficient to produce effective teachers.

25 Duration of course is long enough. 26 Programme is more popular among the students

keeping in view the effectiveness

27 Objectives of the course reflect aspiration of society. 28 Objectives of the course are attainable within the

prescribed period.

245

BIBLIOGRAPHY

Academy for Educational Development (2006). Performance gap analysis and training needs assessment of teacher training institutions. Pakistan Teacher Education and Professional Development Program.

Aggarwal, J.C. (1993). Development and planning of modern education. Vikas Publishing

House New Delhi. Aggarwal, J.C. (1995). Teacher and Education in Developing Society. Vikas Publishing

House New Delhi. Aggarwal, J. C. (2000). Methods and Techniques of Teaching. New Delhi: Vikas Publishing

House PVT Ltd. Ahmad,k. (1984). Principles of Islamic Education. Islamic Publications Ltd.Lahore.P.2-5. Ahmed, M. (2001). Identification of training Needs of Personals Involved in Distance

Education (Unpublished) M.Phil thesis, Allama Iqbal Open University, Islamabad. Akbar, R.A. (2001) A study of practice teaching of prospective secondary school teachers

and development of practice teaching model (Unpublished) PhD Thesis. Arid Agriculture University of Rawalpindi.

Akhtar, M. (2000) A comparative study of formal and non-formal training programmes of

secondary school teachers in Pakistan (unpublished) M.Phil thesis Arid Agriculture University of Rawalpindi.

Akhtar, M. (2010) Application and Analysis of Total Quality Managements in Colleges of Education in Pakistan (unpublished) PhD thesis Arid Agriculture University of Rawalpindi.

Akhtar, S. (1996). Vision in Education. P A F College of Education, Chaklala, Rawalpindi. P.22.

American Institutes for Research (AIR) (2006). Issue Paper. Perceptions of Ethiopian

Teachers and Principals on Quality of Education. USAID. Anderson, L. W. and Min Ching. (1987) Effective Teacher Education. The International

Incyclopedia of Teacher Education. Programme press Inc. USA. Pp.83-84. Anderson, Lorin W. (2004). Increasing Teacher Effectiveness. UNESCO: International

Institute of Educational Planning

Anees, M (2001) Future trends and dimensions of distance education in Pakistan. (Unpublished) M.Phil Thesis. Allama Iqbal Open Uiniversity Islamabad.

246

Anees, M. (2005) Comparison of formal and non-formal systems of teacher education in Pakistan. (Unpublished) PhD Thesis. Arid Agriculture University of Rawalpindi.

Anwar, M. (2000) Allied Material for Teacher Education in Pakistan. compiled by Allama

Iqbal Open Uinversity, Islamabad. AIOU. (2000) Educational Research and Statistics. Allama Iqbal Open University.

Islamabad. Al-Afandi, M.A. and N.A Baloch. (2005).Curriculum and Teacher Education. Hodder and

Stanghton.King Abdul Aziz University, Jeddah.p.115, 162. Aslam, M.M & Raza, M.Q. (2003) Educational Research. M.Kamran 53, Shamsabad.

Multan. Aviram,R, & Richardson, J(2004) Upon what does the turtle stand? Rethinking education for

the digital age, Dordrecht; Boston: Kuluwer Academic Bansal, Harish, Dr. (2007). Modern Methods of Teacher Training. New Dehli: APH

Publishing Corporation. Bennet, C. (2000) Preparing Teachers for Culturally Diverse Students. Journal of teaching

and teacher education. Vol 16.p.59

Best, J.W & Kahn, J.V. (1999) Research in Education. 7th ed.Prentice-Hall of India. New Delhi.

Bogdan, R.C & Biklen, S.K. (1992) Qualitative Research for Education. An Introduction to

Theory and Methods. Allyn and Bacon. London. Burns, N & Groves, S.K. (1993). The Practice of Nursing Research. Conduct, Critique and

Utilization. 2nd Edition. Philadelphia: W.B. Saunders Company. Bolam, R. (1982) In -Service Education and Training of Teachers. A condition for

educational change,. Paris. P.85. Brink, P.J. & Wood,M.J. (2001). Basic Steps in Planning Nursing Research. From question

to proposal. 5th Edition. Sudbury: Jones and Barllett Publisher. Burns, N & Grove, S.K. (2003). Understanding Nursing Research. 3rd edition. Philadelphia:

W.B. Saunders Company. Babbie, E. (2005). The Basics of Social Research. 3rd Edition. Toronto: Wadsworth. Butt, A. D. (1982) A Study of Pre- Service Teacher Education Programme for Elementary

Teachers in Punjab [ Unpublished] PhD thesis, Institute of education and research, university of Punjab, Lahore. Pp. 132-134.

247

Chaurasia, G. (2000) Teacher Education and Professional Organizations. Aothor Press. Delhi.

Chandrasekhar, K. (2003) Primary School Teacher Education Programme, An Evaluative

Study of DIETs. New Delhi: Discovery Publishing House. Cohen, L., Manion, L. & Morrison, K. (2002) Research Methods in Education. Routledge

Flamer. London & New York. Das, A.B. (1994) Impact of Secondary Education Programme on Teacher Effectiveness and

Teacher Job Satisfaction. New Delhi. Pp. 87-90. Department of Education. (2004). New Jersey Professional Standards for Teachers and

School Leaders. New Jersey. http:// state.nj.us/education Devos, A.S., Strydom, H., Fouche,C.D & Delport CSL. (2005). Research at Grassroots for

the Social Sciences and Human Services Professions. 3rd Edition. Pretoria: Van Schaik Publishers.

Das, P. (1988) A Study on Opinion of Pupil Teachers towards Cooperating Schools during

Internship in Teaching Programme. New Delhi. Pp.50-55.

Dash, B.N & Dash, N. (2003) Educational Measurement Statistics and Guidance Services. Dominant Publishers and Distributors. New Delhi.

Dove, L.A. (1986) Teachers and Teacher Education in Developing Countries: Croom Helm. New Hampshire

Dunkin, M. J. (1987) The International Encyclopedia of Teaching and Teacher Education.

Pergamon press, New York.p.12.

Edwards, A.L. (1985) Experimental Design in Psychological Research, 5th ed. New York: Harper & Row

Enarson, A.D., Kennedy, S.M., Miller,D.C., & Bakke,P. (2001) Research Methods for Promotion of Lung Health. A Guide to Protocol Development for Low Income Countries. Paris: IUATLD.

Farooq, R. A. (1987). Third National Training Course on Planning and Management of Teacher Education in Pakistan. AEPAM, Islamabad.pp.3-4.

Farooq, R. A. (1994). Education System in Pakistan. Issues and Problems. Asia Society for

Promotion of Innovation and Reform in Education (ASPIRE). Islamabad.pp.23,38-55. Farooq, R. A. (1994). Orientation of Educationists. Asia Society for Promotion of Innovation

and Reform in Education, Islamabad.pp.56-57.

248

Farooq, R.A. (1990). A Survey Study on the Problems and Prospectus of Teacher Education in Pakistan. Research Study No.106. Academy of Educational Planning and Management, Ministry of Education. Ministry of Education, Islamabad.pp.27, 30-31, 34, 44, 55-56.

Farooq, R.A. (1994) Education System in Pakistan. Issues and Problems. Asia Society for

Promotion of Innovation and reforms in education. Islamabad: Farooq, R.A. (2001) Understanding Research in Education. University Institute of Education

and Research, Arid Agriculture University of Rawalpindi. Lahore.

Ferguson, G.A. (1986) Statistical Analysis in Psychology and Education. 5th ed. McGraw-Hill Book Co. Singapore.

Flander, N. (1967) Interaction Analysis as a Feedback System: A Preparation of Teaching.

Journal of Teacher Education. New York. P.259.

Fraenkel, J.R & Wallen, N.E. (1993) How to Design and Evaluate Research in Education. McGraw-Hill .Inc.Singapore.

Frank and Wagnalls. (1987) New Encyclopedia of Education . Pergoman press Inc, USA.

P.311. Furniss, Elaine. (2005). Report of a Needs Assessment of Government Colleges for

Elementary Teachers, Punjab Province, Pakistan, 2005. Government of Pakistan- UNICEF Program of Cooperation.

Gage, N. L. (1963) A Hand Book of Research on Teaching. Macmillan Publishing Company,

Inc., Manila. P.125.

Garrete, H.E & Woodworth, R.S. (1967) Statistics in Psychology and Education, 6th Ed.London: Longmans, Green & co Ltd.

Glickman, C.D Fabara. F and Kathleen. (1991) Reform as an Approach to Change in

Education. The Origin of Revolution. Vol.3., Corwin Press, Inc. A Rage publishers co. California. P.15.

Good, C. V. (1959). Dictionary of Education.2nd Ed., McGraw-Hill Book Company, New

York.p.590..

Good, C. V. (1973).Dictionary of Education. 3rd Ed., McGraw-Hill Book Company, New York.pp.586, 597-599.

Govt. of Pakistan. (1977) Teacher Education in Pakistan. Ministry of Education (Curriculum

Wing). Islamabad.

Govt. of Pakistan. (2001) National Plan of Action on Education for All 2001-2015. Ministry of Education. Islamabad.

249

Govt. of Pakistan. (2004) Education Sector Reforms, Action Plan 2002-2006.Ministry of Education. Islamabad.

Govt. of Pakistan. (1947). The Pakistan Educational Conference. Ministry of Interior

(Education Division), Karachi.p.5. Govt. of Pakistan. (1957). First Five Year Plan 1955-60. National Planning Board,

Karachi.p.51. Govt. of Pakistan. (1959). Report of the Commission on National Education. Ministry of

Education, Karachi.pp. 259-264. Govt. of Pakistan. (1960). Curriculum of Primary Schools in Pakistan. Ministry of

Education, Karachi.pp.337-339. Govt. of Pakistan. (1960). Second Five Year Plan 1960-65. Planning Commission,

Karachi.p344. Govt. of Pakistan. (1965). Third Five Year Plan 1965-70. Planning Commission, Islamabad.

pp. 222-225. Govt. of Pakistan. (1970) Fourth Five Year Plan 1970-75. Planning Commission, Islamabad.

pp. 157-158. Govt. of Pakistan, (1970). The New Education Policy. Ministry of Education,

Islamabad.pp.19-20. Govt. of Pakistan. (1972). The Education Policy 1972-80. Ministry of Education,

Islamabad.pp.23-25. Govt. of Pakistan. (1979). National Education Policy and Implementation Programme.

Ministry of Education, Islamabad.pp.62-66. Govt. of Pakistan. (2004). Pakistan Statistical Year Book. Federal Bureau of Statistics,

Statistics Division, Islamabad. Pp.371-374 Govt. of Pakistan. (1963). Mid Plan Review of 2nd Five Year Plan. Panning Commission,

Karachi. P.38. Govt. of Pakistan. (1966). The Evaluation of 2nd Five Year Plan 1960-65. Planning

Commission, Islamabad.p.133. Govt. of Pakistan. (1978). Fifth Five Year Plan 1978-83. Planning Commission,

Islamabad.pp.151-152. Govt. of Pakistan. (1983). Sixth Five Year Plan 1983-88. Planning Commission,

Islamabad.pp.391-393

250


Govt. of Pakistan. (1988). Seventh Five Year Plan 1988-93. Planning Commission,

Islamabad.pp.190-192. Govt. of Pakistan. (1990). The Evaluation of the 6th Five Year Plan 1983-88. Planning

Commission, Islamabad.pp.159-165. Govt. of Pakistan. (1992). National Education Policy 1992. Ministry of Education,

Islamabad. Pp.25-27. Govt. of Pakistan. (1994). Eighth Five Year Plan 1994-98. Planning Commission,

Islamabad.pp.314-315. Govt. of Pakistan. (1995). The Evaluation of 7th Five Year Plan 1988-93. Planning

Commission, Islamabad.pp.117-122. Govt. of Pakistan. (1998). Critical Study of Practice Teaching by Trainee Teachers in Pre-

Service Teachers Education Programmes and Development of Package for Effective Practice Teaching. Research Study No. 5. Teacher Training Project. Ministry of Education. Semiotics Consultants (Pvt) Limited, Islamabad. Pp.31-160.

Govt. of Pakistan. (1998). Effectiveness of Teacher Education A. V aids / Methods and

Educational Technology. Research Study No. 3.Teacher Training Project. Ministry of Education. Semiotics Consultants (Pvt) Limited, Islamabad. Pp.42-45.

Govt. of Pakistan. (1998). Tracer Study of Teacher Training Graduates. Research Study

No.2. Teacher Training Project, Curriculum Wing, Ministry of Education. Social Sector Support Service (Pvt Ltd, Islamabad. Pp.42-46.

Govt. of Pakistan. (1999). Comparative Study of Modern and Indigenous Methods of

Teaching and Development of an Integrated Model of Instruction. Research Study of Teacher Training Project, Curriculum Wing, Ministry of Education, Islamabad. Pp. 88-119.

Govt. of Pakistan. (2000). Ninth Five Year Plan 1998-2003.Planning Commission,

Islamabad. Pp.384-398. Govt. of Pakistan. (2005). Medium Term Development Framework 2005-2010.Planning

commission, Islamabad.pp.73-84. Govt. of Pakistan. (1998). National Education Policy 1998-2010. Ministry of Education,

Islamabad. Pp.47, 50-54, 129-135. Govt. of Pakistan. (1971). The Evaluation of 3rd Five Year Plan 1965-70. Planning

Commission, Islamabad.pp.218-221.

251

Govt. of Pakistan. (1973). The Evaluation of First two Years of the 4th Five Year Plan 1970-75.Planning Commission, Islamabad.pp.41-44.

Govt.of Pakistan. (1977).Teacher Education in Pakistan. Curriculum Wing, Ministry of

Education, Islamabad. Pp, 16-18. Govt.of Pakistan. (2004).Higher Education Commission, Annual Report, Islamabad:

Pakistan Govt.of Pakistan. (2009). National Education Policy 2009. Ministry of Education.

Islamabad: Pakistan Garson, D. (2006) Validity. http://www2.chass.nsc.edu/garson.PA765/validity.htm. Gupta, S. (1997) Teacher Education in the Changing Scenario. A P H Publishing

Corporation, New Delhi.p.47. Gujjar, A. A & S. R. Dogar. (2006) A Comparative Study of Master Degree Programme

Offered by Federal College of Education (Pakistan) and Plymouth State University (USA) In: Pakistan Journal of Education Vol. XXIII Issue. II 2006, Research and Evaluation Centre, A I OU, Islamabad.

Gravetter, F.J. & Wallnou, L.B. (2003) Statistics for the Behavioural Sciences.

Wadsworth.United Kingdom. Hamidi. (1962) Teacher Education in West Pakistan. Bureau of Education, Lahore. p.1. Hammond, L. D. & B. John. (2005). Preparing Teachers for A Changing World: What

Teachers should Learn and Be Able to Do. United States: John Willey & Sons. Haq, M. and K. Haq. (1998) Human Development in South Asia. Oxford University press,

Oxford. Pp.24, 51-52.

Hayon, L K. (1989) Curriculums for Teachers’ Professional Development. Pergamon press, London. Pp.83-85 and 744-745.

Harbison, F and C.A Myers. (1964) Education, Manpower and Economic Growth: Strategies

of Human Resource Development. McGraw Hill, New York. P.181.

Hoodbhoy, P. (1998) Education and the State, Fifty years of Pakistan. Oxford University Press. Karachi

Hussain, S. (2004). Effectiveness of Teacher Training in Developing Professional

Attitude of Prospective Secondary School Teachers, (unpublished) PhD thesis Arid Agriculture University of Rawalpindi.

Idara-e-Taleem-o-Aagahi. (2006). Recommendations from Teachers.

252

Iqbal, C. A. (2000). A Study on the Availability and Utilization of Instructional Technology in Teacher Training Institutions of the Punjab. (Unpublished) M. Phil Edu. Thesis. Faculty of Education, Allama Iqbal Open University Islamabad.pp.87-91

Iqbal, M. Z. (1996). Teacher Training the Islamic Perspective. Institute of Policy Studies and

International Institute of Islamic Thought, Islamabad. Shirkat Printing Press Nisbat Road ,Lahore.pp.121-122, 136-138,202-204.

Iqbal, M. Z., M. Ramzan & M.H. Awan.(2005). A comparative study of teacher education

systems of United States of America and Pakistan In: Pakistan Journal of Education Vol. XXII Issue. II 2005, Research and Evaluation Centre, A I OU, Islamabad.

Jabeen,F.(2010). A Study on Evaluation of Postgraduate Programmes of Teacher Education

in Pakistan, (unpublished) PhD thesis, Arid Agriculture University, Rawalpindi Jamil, Baela R. (2004). Teacher Education in Pakistan: A (Draft) Position Paper. Presented

at the National Conference on Teacher Education, December 20, 2004. Islamabad. Hosted by The Academy for Educational Development.

Jalalzai, M.K. (2005). The Crisis of Education in Pakistan: state education and the text-

books. Lahore: Al-Abbas international. Jumani, N.B & Pervez. (2006) Teacher Education in Pakistan: An Overview In: Pakistan

journal of education. Vol.XXIII, Issue. I, 2006.Pp.105-117. Islamabad. Research and evaluation centre, Allama Iqbal Open University.

Kakar, S. B. (1996) Changing Perspectives in Education. Vikas publishing house pvt Ltd.

New Delhi. India pp.78-94. Kaplan, L and A E Roy. (1996) Teacher for the New Millennium. Crown press, Inc,

California. P.182. Khalid, M. I. (1998). Problems and Issues of Teacher Education in Pakistan In: journal of

Elementary Education.Vol. 1, No.4, Institute of Education and Research, University of the Punjab, Lahore, Pakistan.pp.80-83.

Khan, M. (2002) Designing a model for staff development in higher education in Pakistan

(Unpublished) PhD Thesis. Arid Agriculture University of Rawalpindi. Khenzode, V.V. (2002) Research Methodology, Techniques and Trends. New Delhi: A P H

Publishing Company.

Kuby,P & Johnson, R. (2000) Elementary Statistics.Duxbury. Pacific Grove.

Kumar. (2000) Research Methodology. National Book Foundation. Islamabad.

Leary, Z.O. (2004) The Essential Guide to Doing Research. New Delhi: Vistaar Publication.

253

Lefoka,P and J Stuart. (2001) Analysis of the Curriculum as Documented at the National Teacher Training College in Lesotho http:/www. sussex. ac.uk/ usie/muster/listhtml

Levy, Jack. (2004). Teacher Education Standards and Their Role in Education Reform.

Presentation made at the National Teacher Training Conference, Academy for Educational Development.

Malik, S. (2002). Factors affecting the development of female higher education in Pakistan

and future strategies (Unpublished) PhD Thesis. Arid Agriculture University of Rawalpindi.

Mangal, S.K. (2003). Advance Educational Psychology. Prentice-Hall of India. New Delhi.

Mason, E.J. (1997) Research in Education and the Behavioral Sciences, Concepts and

Methods. Brown and Bench Mark. Sydney. McBer, H. (2000). Research into Teacher Effectiveness: A Model of Teacher effectiveness.

DFEE, Research report No. 216.

Meiers, Marion & Lawrence, Ingvarson. (2005). Quality Teacher Program Investigating the Links Between Teacher Professional Development and Student Learning Outcomes. Commonwealth of Australia.

Minium, E.W., King, B.M & Bear.G. (1993) Statistical Reasoning in Psychology and

Education. Toronto: John Wiley & Sons. Ministry of Education. (2009). National Professional Standards for Teachers in Pakistan.

Islamabad: Government of Pakistan. Moore, Alex. (2004). The Good Teacher: Dominant Discourse in Teaching and Teacher

Education. London: RoutledgeFalmer. Mufti, A.G. ( ) Educational Planning as an Integral Part of Socio Economic Planning.

Academy of Educational Planning and Management. Islamabad. Muhammad, G.R & M.A Sheikh. (2000) Allied material for teacher education in Pakistan

course code 829. 2nd Edition. Islamabad: National book foundation.

Murtaza, A. (2005) Comparative study of teaching practice in formal and non-formal systems and development of a model (Unpublished) PhD Thesis. Arid Agriculture University of Rawalpindi.

Muzaffar, M.J. (2002). A Study to Evaluate Five Year Plans in Education Sector from 1955

to 1998 in Pakistan. (Unpublished) PhD edu Thesis. Arid Agriculture University of Rawalpindi.

Masrur, R. (2003). Thesis Writing: A Systematic Approach. Islamabad: AIOU.

254

Mohantey, J. (2001). Educational Technology. New Dehli: Deep & Deep Publications. Mouton, J. (2001). How to Succeed in Your Master’s & Doctoral Studies. A South African

guide and resource book. Pretoria: Van Schaik. Nawaz, M.H. (1998) Evaluation of the Industrial Arts Programme of the Agro Technical

Teachers Training Centers in Pakistan. (Unpublished) PhD Thesis. Institute of Education and Research. Punjab University.

Nayak, A.K and Rao, V.K. (2002) Secondary Education. APH Publishing Corporation. New

Delhi: Newmann, Fred. M. & M. Bruce. King, and Peter Youngs. (2001). Professional Development

that Addresses School Capacity. Lessons from Urban Elementary Schools. Paper presented at the annual meeting of the American Educational Research Association, New Orleans.

Norton, P. B. (1985) Encyclopedia of Britannica. International standard book. Chicago.

Pp.440-445. Ohair, M . J. and S. J . Odell. (1995) Weaving Leadership and Change into Teacher

Education, Corwin press, USA.pp.5-7. Opie, C. (2004) Doing Educational Research. A Guide for First Time Researchers. New

Delhi: Vistaar Publication. Own J. (1982) Teacher Education in Belgium. Changing Priorities in Teacher Education.

Nicholas publishing company, New York. P.121. Postlethwaite, T. N. (1988) The Encyclopedia of Comparative Education and National

Systems of Education. Pergamon press. New York. P.690. Psacharapolous, G. (1987) Economics of Education. Pergoman press, Maxwell house, New

Yprk.pp.248-249. Polit, D. F & Hungler, B.P. (1989). Essentials of Nursing Research Methods. Appraisal and

utilization . 2nd edition. Philadelphia: Lippincott.

Polit, D. F., & Beck, C. T. (2004). Nursing Research Principles and Methods. 7th Edition. Philadelphia: Lippincott Williams & Wilkins

Qureshi, I.H. (1975) Education in Pakistan. An Inquiry into Objectives and Achievements. Karachi: Ma’ Aref Printers.

Rao, R.R. (2004). Methods of Teacher Training. New Delhi: Discovery Publishing House.

255

Rajamanickam, M. (2001) Statistical Methods in Psychological and Educational research. New Delhi: Concept Publishing Company.

Ramzan, M. (2002) A Comparative Study of Teacher Education System of United Sates of

America and Pakistan. [Unpublished] PhD thesis, University of arid agriculture, Rawalpindi, Pakistan.pp. 1-214.

Rehman, S. (2008). A Study of Qualitative Assessment and Relative Significance of Elements of Quality of Higher Education. [Unpublished] PhD thesis, University of arid agriculture, Rawalpindi, Pakistan. p. 29.

Richards, J. (1991) The Context of Language Teaching. Cambridge University Press,

London. P.4-82. Rockler, M. J. (1988) Innovative Teaching Strategies, Gorsuch scarisbrick publishers.

Arizona. USA. P.198. Rout, P. (1993) A Study on Organization of Student Teaching Program. Pp.51-54. SAHE. (2002). Learning to Teach: SAHE Education Watch Report. Lahore: Shirkat Printing

Press PVT. LTD. Samkamge,W.(2012). The Performance of Newly Qualified Teachers: Implications for

School Administration: A Case Study of Zimbabwe, International Journal of Social Sciences and Education Vol.2 Issue.3 p.39

Sapieha, Shelley. (2007). Essay on Adult Education for Use. RM Advisory

University of Calgaryhttp://www.academicsenate.cc.ca.us/Publications/Papers/good_practice_prerequis.html Retrieved on 20-01-2009

Shamim, F. and A. Juma. (2006) Research and Policy Dialogues on Key Educational Issues,

Discussion Report http:/www.aku.edu.pk/ied/raps/policydialouge/dialogue key edu/discussion reports

Singh,Y.K & Nath R. (2005). Teacher Education. New Dehli: APH. Publishing Corporation.

Singh. Y.K and Sudershan. (2005). Teacher Education. Discovery Publishing House, New

Dehli:India

Singh, R. P. (2006).Training Teachers: Problems and Issues. Gyan Publishing House New Delhi.

Silberman Mel. (2006). Active Training: A Hand Book of Techniques, Designs,Case

Examples and Tips. San Francisco, John Willey & Sons. Inc.

Struwig, F.W & Stead, G.B. (2001). Planning, Designing and Reporting Research. Cape Town: Maskew Miller Long man (pvt) Ltd.

256

SEARAT. (1998) Survey of Physical and Instructional Facilities and Their Actual Utilization in Tteacher Training Institutions of the Punjab. Research study No. 2. Teacher training project,. Directorate of Staff Development. Government of Punjab, Lahore. p.17-47.

Shabab, M.H. (1995) Documentation of Educational Research in Pakistan 1947-1995. Academy of Educational Planning and Management, Ministry of Education. Islamabad:

Shami, P.A & Khawaja, S.H. (2006) Development of Education in Pakistan. Academy of

Educational Planning and Management. Islamabad.

Shami, P.A. (2005) Education in Pakistan, Policies and Policy Formulation. Academy of Educational Planning and Management. Islamabad.

Sharon, F. R and G. B Rossman. (1995) Dynamic Teachers Leaders of Change. Cowin press

Inc. California. P.6. Sharma, R.N., (1998) Principles and Techniques of Education. Surjeet Publication. Delhi.

Siddique, M. R. (1992). Proposal for Improving Teacher’s Education at Master’s Level in

Pakistan In: Journal of Elementary Education.Vol. 1, No.2, Institute of Education and Research, University of the Punjab, Lahore, Pakistan.pp.123-129.

Siddiqui, M.H. (1998) Teaching Methods. Ashish Publishing House. New Delhi. Singh, N. (1988) Modernization of Teacher Education. Commonwealth Publisher, New

Delhi. P.50. Silver, P. (1983) Educational Administration. Harper and Row Publishers. New York. p.113. Syed, M.H. (2008). Encyclopaedia of Modern Methods of Teacher Training. Vol.1 New

Dehli: Anmol Publications. Taneja , R.P. (2004). Anmol Dictionary of Education. New Dehli: Anmol Publications. Tatto, M. (1999) Improving Teacher Education in Rural Mexico: The challenges and tensions

of constructivist reforms. An interview journal of research and studies pp.20-25. Thorndike, R.M. (1997) Measurement and Evaluation in Psychology and Education.6th ed.

Prentice Hall International. New Jersey. Tufail, M.M. (1966). Iqbal’s Philosphy and Education. Bazm-e-Iqbal, Lahore. p.131-133. UNESCO. (2004) EFA Global Monitoring Report 2005: Education for All—The Quality

Imperative. Paris: UNESCO. UNESCO. (2006) Situation Analysis of Teacher Education: Towards a strategic framework

for teacher education and professional development. Paris: UNESCO.

257

Unger, H.G. (1996) Encyclopedia of American Education. Facts on File, Inc. New York. P.961.

UNICEF. (1990) World Declaration on Education for All. Inter Agency Commission, New

York. P.5. USAID. (2006) Situation Analysis of Teacher Education in Pakistan: Towards a Strategic

Framework for Teacher Education and Professional Development

Varkevissor, C.M., Pathmanathan, I & Brownlee, A. (1991). Designing and Conducting Health Systems Research. Health Systems Research Training Services.Vol.2 part 1. Ottawa: international Development Research Centre.

Venkateiah, N. (2001) Educational Research in Indian Universities, Misconceptions and

Shortcomings. NewDelhi: A P H Publishing House.

Wilson. (2000) Key Issues in Education and Teaching. Cassell. London. World Bank. (2006.a). Simplified Implementation Completion Report. Second Development

Policy Credit for the Government of Punjab Province. Report No. 35465. World Bank. (2006.b). Program Document for a Proposed Third Punjab Education Sector

Development Policy Credit. Report No. 35441-pk Yousafzai, U.K. (2003) Journal of Educational Research Vol.2Issue.2 Zeichner, K . M. (1983) Alternative Paradigms of Teacher Education. Journal of teacher

Education, Vol.34, No. 3. McCutchan, Rush, Hughes, Berkeley. P.7.

258

APPENDICES

Appendix-A

List of Institutions included in sample

1. Federal Urdu University of Science & Technology Karachi

2. Govt. College of Education, F B Area Karachi.

3. Govt. Jamia Millia College of Education Malir, Karachi

4. University of Sindh Old Campus, Hydrabad.

5. Govt. College of Education Sakkar

6. Shah Abdul Latif University Khairpur.

7. The Islamia University of Bahawalpur

8. University of Education Vehari Campus

9. University of Education DG Khan Campus

10. University of Education Multan Campus

11. University of Education Okara Campus

12. University of Education Lower Mall Campus Lahore

13. University of Education Bank Road Campus Lahore

14. University of Education Faisalabad Campus

15. University of Education Joharabad Campus

16. University of Education Township Lahore

17. University of Education Attock Campus

18. University of Education Sargodha

19. University of Arid Agriculture Rawalpindi

20. Federal College of Education Islamabad

21. Institute of Education & Research University of Peshawar

22. Institute of Education & Research Kohat University of Science & Technology

23. Institute of Education & Research. Gomal University, D I Khan

24. University of Hazara, Mansehra

25. University of Balochistan Quetta

26. Govt College of Education, Quetta

259

Appendix-B QUESTIONNAIRE FOR HEADS OF TEACHER TRAINING INSTITUTIONS SECTION-I 1. Sex: Male Female 2. Marital Status: Married Un-Married 3. Age 20-25 26-30 31-35 36-40 41-45 46-50 Above 50 4. Residence. Urban Rural 5. Name of the institution: _______________________________________________________ 6. Province: Baloachistan N W F P Punjab Sindh 5. Academic Qualification. B.A B.Sc M.A M.Sc M.Phil PhD 6. Professional Qualification. B.Ed M.A (Edu) M.Ed M.Phil PhD 7. Teaching Experience. 1-5 6-10 11-15 16-20 20-25 25+ 8. Administrative Experience. 1-5 6-10 11-15 16-20 20-25 25+ SECTION-II Note: Please ( ) Tick, which is applicable. 1. Name of programme(s) offered by your institution. B.Ed B.S.Ed M.Ed 2. Do you take regular classes? Yes No 3. Are copies of curriculum available in the institution? Yes No 4. What percentage of the staff was given orientation before the implementation of curriculum?

260 1-25% 26-50 % 51-75 % 76 - 100% 5. Is there any need of change in the existing curricula / currículum for the following programmes? 6. Do you think that teaching methodology actually employed in your institution, is the same as suggested in the curriculum? Yes No To some extent 7. Your satisfaction at the teaching methods used by all the teacher trainers teaching compulsory core courses and specialization / pedagogical courses of your institution. Fully Satisfied Partially Satisfied Not Satisfied 8. Your satisfaction with the present duration of training programme(s)

S.No Name of Programme Fully Satisfied Partially Satisfied Not Satisfied1 B.S.Ed 2 B.Ed.

9. Your satisfaction with following training programmes?

S.No Description Fully Satisfied Partially Satisfied Not Satisfied1 Bachelor Level 2 Master Level

10. How far are the secondary school teacher education programmes appropriate for preparing competent teachers?

S.No Description Fully Appropriate Partially Appropriate Not Appropriate1 Bachelor Level 2 Master Level

11. How far are you satisfied with the criteria / policy for admission to teacher education programme?

S.No Description Fully Satisfied Partially Satisfied Not satisfied1 Bachelor Level 2 Master Level

12. Application of teaching methods prescribed in the curriculum in the actual class room situation. Yes No To some extent 13. Application of teaching techniques prescribe in the curriculum in the actual class room situation. Yes No To some extent 14. Application of activities prescribed in the curriculum in the actual class room situation. Yes No To some extent

26115. Do you have adequate qualified teachers for each subject? Yes No 16. Your satisfaction with the knowledge of teachers of your institution in their respective subjects. Yes No To some extent 17. Your satisfaction with the performance of teachers of your institution in their respective subjects? Yes No To some extent 18. How many of the teachers will you rate as: (Please mention percentage) Very Good Good Average 19. How many teachers complete the course of their subject during the session? 1-25% 26-50% 51-75% 76-100% 20. Satisfaction at co-curricular activities being performed in your institution regularly. Fully Satisfied Partially Satisfied Not Satisfied 21. Support from your superiors to take strong measures for the solution of disciplinary problems in your institution. Yes No To some extent 22. Were you involved in policy making regarding teacher training? Yes No 23. Were you involved in planning / development process regarding teacher training? Yes No 24. Were you involved in evaluation process of teacher training? Yes No 25. What disciplinary problems do you face in supervision?

i) Absence of teacher trainers. ii) Irregularity of teacher trainers iii) Inefficient teacher trainers iv) Arrogant teacher trainers

v) Un-willing worker vi) Instigators

262 vii) Absence of trainees viii) Sub-standard trainees

ix) Any other, please specify

________________________

26. Are all admissions made on merit? Yes No Mostly 27. Your powers with respect to grant of admissions. Full powers No To some extent 28. Relevance of the recommended books with curriculum.

a) B.Ed. Yes No To some extent

b) B.S.Ed. Yes No To some extent 29. Availability of the Text books / books recommended. a) B.Ed. Yes No To some extent b) B.S.Ed. Yes No To some extent

30. Relation of the subject matter of the text books/books recommended to the life situation. a) B.Ed. Yes No To some extent

b) B.S.Ed. Yes No To some extent

31. Your satisfaction with the level of the professional training of teacher training you supervises. a) B.Ed. Fully satisfied No To some extent

b) B.S.Ed. Fully satisfied No To some extent 32. System of follow up of successful trainees. a) B.Ed. Yes No To some extent

b) B.S.Ed. Yes No To some extent 33. What is the evaluation procedure in your institution? Annual Semester 34. Your satisfaction with the available facilities regarding human resources

263 in the institution. Fully Satisfied Partially Satisfied Not Satisfied 35. Your satisfaction with the available physical facilities in the institution. Fully Satisfied Partially Satisfied Not Satisfied 36. Your satisfaction with the available financial resources in the institution. Fully satisfied partially Satisfied Not satisfied 42. What are the constraints / bottle necks you faced in the up lift of training standards?

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

264

Appendix-C





c) Number of Class rooms available: ____________________________________________ d) Do you need more class rooms? Yes No e) If yes, how many more? ____________________________________________ 6. Do you have library in your institution? Yes No 7. If yes, Is it in separate room / building? Yes No 8 .Number of books in your library. _______________________________________________ 9. Do you have the provision of internet in the library for students’ use? Yes No 10. Do you have the post of librarian? Yes No 11. If yes, is it filled? Yes No 12. Do you have practicing school? Yes No 13. If yes, is it adequately staffed? Yes No 14. Do you have resource centre in your institution? Yes No 15. Do you have an A. V. Room? Yes No

265 16. If yes, is it adequately equipped/maintained? Yes No 17. Do you have Computer Laboratory? Yes No 18. If yes, is it adequately staffed Yes No 19. Number of Computers in your Laboratory: _______________________________ 20. Do you have a laboratory school? Yes No 21. If yes, is it adequately staffed? Yes No 22. Do you have Science Laboratories? a) Physics Yes No b) If yes, is it adequately equipped? Yes No c) Chemistry Yes No d) If yes, is it adequately equipped? Yes No e) Biology Yes No f) If yes, is it adequately equipped? Yes No 23. Do you have play ground? Yes No 24. If yes, is it adequately maintained? Yes No 25. Do you have the post of D. P. E? Yes No 26. If yes, is it filled? Yes No 27. Do you have any supporting staff to D. P. E? Yes No 28. Do you have any publication of your institution Yes No 29. If yes, please name the publication. _____________________________________________ 30. What is the frequency of its publication? Quarterly Half Yearly Yearly 31. Do you have facilities for the organization of co-curricular activities in the institution? Yes No 32. Do you have facilities for the organization of in door games in the institution? Yes No 33. Do you have auditorium in the institution? Yes No 34. If yes, does it has the capacity to accommodate all the students of the institution? Yes No 35. Do you arrange competitions of students

266 among themselves? Yes No 36. Do you arrange seminars for students? Yes No 37. Do you have hostel facilities for the students? Yes No 38. Do you have appropriate funding for maintenance of the institution? Yes No 39. Total number of students in the institution. ___________________________________ 40. Total number of teachers in the institution. ___________________________________

267

Appendix-C





c) Number of Class rooms available: ____________________________________________ d) Do you need more class rooms? Yes No e) If yes, how many more? ____________________________________________ 6. Do you have library in your institution? Yes No 7. If yes, Is it in separate room / building? Yes No 8 .Number of books in your library. _______________________________________________ 9. Do you have the provision of internet in the library for students’ use? Yes No 10. Do you have the post of librarian? Yes No 11. If yes, is it filled? Yes No 12. Do you have practicing school? Yes No 13. If yes, is it adequately staffed? Yes No 14. Do you have resource centre in your institution? Yes No 15. Do you have an A. V. Room? Yes No

268 16. If yes, is it adequately equipped/maintained? Yes No 17. Do you have Computer Laboratory? Yes No 18. If yes, is it adequately staffed Yes No 19. Number of Computers in your Laboratory: _______________________________ 20. Do you have a laboratory school? Yes No 21. If yes, is it adequately staffed? Yes No 22. Do you have Science Laboratories? a) Physics Yes No b) If yes, is it adequately equipped? Yes No c) Chemistry Yes No d) If yes, is it adequately equipped? Yes No e) Biology Yes No f) If yes, is it adequately equipped? Yes No 23. Do you have play ground? Yes No 24. If yes, is it adequately maintained? Yes No 25. Do you have the post of D. P. E? Yes No 26. If yes, is it filled? Yes No 27. Do you have any supporting staff to D. P. E? Yes No 28. Do you have any publication of your institution Yes No 29. If yes, please name the publication. _____________________________________________ 30. What is the frequency of its publication? Quarterly Half Yearly Yearly 31. Do you have facilities for the organization of co-curricular activities in the institution? Yes No 32. Do you have facilities for the organization of in door games in the institution? Yes No 33. Do you have auditorium in the institution? Yes No 34. If yes, does it has the capacity to accommodate all the students of the institution? Yes No 35. Do you arrange competitions of students

269 among themselves? Yes No 36. Do you arrange seminars for students? Yes No 37. Do you have hostel facilities for the students? Yes No 38. Do you have appropriate funding for maintenance of the institution? Yes No 39. Total number of students in the institution. ___________________________________ 40. Total number of teachers in the institution. ___________________________________

Appendix-D

QUESTIONNAIRE FOR TEACHER EDUCATORS OF TEACHER TRAINING INSTITUTIONS

1.Name of the institution_________________________________________________________ 2. Are copies of the curriculum & syllabus of the subject(s), you teach, available in the institution? Yes No 3. Do you have personal copies of the curriculum & syllabus of the subject you teach? Yes No 4. What is your general opinion about the content of subject(s) you are teaching?

i) Practicable

ii) Non practicable

iii) Short

iv) Lengthy

v) Does not cover all aspects

vi) Appropriate & satisfactory

vii) Contents are appropriate

5. Duration of academic session is appropriate to cover the whole syllabus. Yes No To some extent 6. Availability of the text books / recommended books covering contents of curriculum &syllabus readily in the market. Yes No To some extent 7. The text books/ books recommended cater to all aspects of the contents of curriculum

270 & Syllabus . Yes No To some extent 8. What is your opinion about the objectives of the subject, you teach? a) Clear and understandable Yes No To some extent

b) Attainable Yes No To some extent

c) Relevant to the course content Yes No To some extent d) Well organized Yes No To some extent 9. Do you think you have appropriate number of periods to complete the course?

a) I have appropriate number of periods. b) I need more Periods. c) I need less periods.

10. Any need for change in the content of your subject. Yes No To some extent 11. Is teacher guide book provided to you? Yes No 12. Your agreement to the method prescribed in your subject curriculum. Fully Agreed Partially Agreed Not Agreed 13.Your satisfaction at the present duration of training programme(s) in order to produce competent teachers for secondary schools?

S.No Name of Programme Fully Satisfied Partially Satisfied Not Satisfied1 B.Ed. 2 M.Ed. 3 B.S.Ed.

14. Your satisfaction at the present model of teacher training programme(s)?

S.No Name of Programme Fully Satisfied Partially Satisfied Not Satisfied 1 B.Ed. 2 M.Ed. 3 B.S.Ed.

15. The library of your institution is rich enough to meet the requirements of teachers. Yes No To some extent 16. The library of your institution is rich enough to meet the requirements of students. Yes No To some extent 17. Are the library books easily issued to trainees as a routine?

271 Yes No 18. Is the library of your institution open for trainees’ use for longer hours? Yes No 19. Is the laboratories of your institution equipped adequately? Yes No 20. Do you demonstrate model lesson before the trainees? Yes No 21.How many conferences / seminars / workshops have you attended during your service as teacher educator? None One Two Three Four Five More than Five 22.The objectives of teacher education are (Please tick the objectives you agree with):

i) To create interest for teaching profession. ii) To develop commitment for national ideology. iii) To provide knowledge and training in teaching techniques / methods. iv) To develop competence in understanding the Student’s problems and their solution. v) To cultivate the habits of critical thinking in Prospective teachers. vi) To make the prospective teachers competent to deal with the students on the basis of individual differences.


23.Do you consider the time ratio between theory and teaching practice sufficient? Yes No 24.Do you consider the present procedure of teaching practice adequate? Yes No 25.In addition to model lesson, do you help trainees in preparation of lesson plans? Yes No 26.Do you supervise the practice teaching lessons of your subject or they are supervised by some one else? My self Some one else

272 27.What is the strength of classes in your institution? Over crowded Manageable Under- strength 28. Does the practicing school staff takes interest and is helpful to organize practice teaching lessons? Takes interest Usually takes interest Does not take interest 29. What percent of trainees deliver all the practice teaching lessons? 1-25 % 26-50% 51-75% 76-100%

30. Do you take tests of trainees regularly to assess their achievement? Monthly Quarterly Half yearly Yearly 31. Which assessment scheme do you prefer? Annual Semester Any other 32. You enjoy full support from your administrators to deal with disciplinary cases. Yes No To some extent 33. Do you have got published your research articles/ papers? Yes No 34.If your response is yes, please mention the number of articles/ papers. One Two Three Four Five 35. Your satisfaction with the policy for admission to secondary school teacher education programme. Fully satisfied To some extent Not satisfied 36. If not what should be the basis of admission to teacher education programmes for secondary school teachers.

i) Academic qualification ii) Entry test iii) Interview iv) Aptitude test v) GRE vi) All of the above vii) Any other (please specify) __________________

271

Appendix-E QUESTIONNAIRE FOR TEACHER EDUCATORS OF TEACHER TRAINING INSTITUTIONS SECTION-I 1. Sex: Male Female 2. Marital Status: Married Un-Married 3. Age 20-25 26-30 31-35 36-40 41-45 46-50 Above 50 4. Residence. Urban Rural 5. Name of the institution: _______________________________________________________ 6. Province: Baloachistan N W F P Punjab Sindh 5. Academic Qualification. B.A / B.Sc M.A / M.Sc M.Phil PhD 6. Professional Qualification. B.Ed M.A / M.Ed M.Phil Ph.D 7. Teaching Experience. 1-5 6-10 11-15 16-20 20-25 25+ 8. Administrative Experience. 1-5 6-10 11-15 16-20 20-25 25+ SECTION-II Listed below are a number of statements to which I would like your responses. These statements show that how much you yourself agree or disagree each of them. For each statement, please indicate your opinion by circling one of the following. 5= Strongly Agree 4= Agree 3=Undecided 2=Disagree 1=Strongly Disagree S.NO Statements S.A A U.D D.A S.D




272


B Objectives

4

Training Programme offered by the institution: a) Inculcates Islamic ideology in the student teachers. b) Enhances student teachers’ ability to use different teaching methods.




f) Develops an ability to manage the time. g)Aimed at introducing micro teaching method. h) Aimed at introducing team teaching method. i) Clarifies new perception of students’ educational problems.



l) Creates attitude of experimentation. m) Creates attitude of observation. n) Provides training to manage co-curricular activities. o) Provides computer training to the student teachers.

C Facilities







11 Multimedia is available in the institution. 12 Over head projector is available in the institution.






273



C Contents








27 Content of the training courses fulfill the future needs of the trainees regarding evaluation techniques of students’ performance.






D Methodology

33

Teacher educators a) Plan their lesson regularly. b) Teach with full preparation. c) Help students to solve their educational problems. d) Properly use activities related to the instructional skills.



34


E Practice Teaching

35 Practice teaching enhances the confidence of the

274student teachers.





F Evaluation











275

Appendix-F

QUESTIONNAIRE FOR STUDENT TEACHERS OF TEACHER TRAINING INSTITUTIONS 1.Name of the institution:________________________________________________________ 2. Name of programme you are admitted to:-_________________________________________ 3. What was the criterion of your admission to the programme? (Please tick the relevant box)

i) Academic qualification only. ii) Entry test only.

iii) Interview only. iv) Qualification and interview.

v) Qualification test and interview. vi) Qualification and aptitude test. vii) Qualification, aptitude and GRE.

4. Is teaching profession your final choice? Yes No 5. Were you given copy of the syllabus / curriculum at the time of admission? Yes No 6. If not, have you seen / read the syllabus/ curriculum prescribed for your course? Yes No 7. Were you given any orientation at the time of admission in respect of scheme of studies and usage of other facilities like, library, laboratory, hostel, etc.? Yes No 8. Were you guided about the places wherefrom the text books / books recommended could be had? Yes No 9. Do you have access to text books / books recommended? Yes No 10. If not, how do you prepare yourself for the examination? By borrowing Through notes of the previous years Through guide books Did not feel any need of preparation Any other means please specify ________________

27611. Your satisfaction with the teaching methodology adopted by the teacher educators in your institution. Fully Satisfied Partially Satisfied Not Satisfied 12. How far the teacher educators use A.V. aids during training? Mostly Some times Never 13. How often are the method(s) given below used in your classes?

S.No Method of Teaching Always Usually Some Times Occasionally Never1 Lecture Method 2 Illustrated Lecture Method 3 Problem Solving Method 4 Demonstration Method 5 Question Answer Method 6 Discussion Method 7 Team Teaching Method 8 Simulation Method

14. Are demonstration lessons given in all the subjects? Yes No 15. Your teachers help in the preparation of lesson plan. Yes No To some extent 16. You are given guidance about your strong and weak points of the practice lesson by your supervisor at the end of the lesson. Yes No To some extent 17. Your supervisor observes your whole lesson. Yes No To some extent 18. Who evaluates teaching practice, model lessons and final lessons? i) Head of the institution. ii) Supervisor. iii) Panel of experts. iv) Supervisor and Head of institutions. v) Supervisor and Panel of experts. vi) Any other (please specify)_________________________________

19. The teaching practice duration is appropriate to develop teaching skills. Yes No To some extent

27720. To what extent the practice teaching has helped in the development of teaching skills?

i) Fully Sufficient. ii) Partially Sufficient. iii) Insufficient.

21. Your supervisor observes your whole lesson. Yes No To some extent 22. Which of the following teaching skills have been developed through teaching practice?

i) Stimulus Variation. ii) Classroom Management. iii) Planning and preparation of lesson. iv) Maintaining discipline in the class. v) Developing and using A V Aids. vi) Summary of the lesson. vii) Silence and non verbal clues. viii) Reinforcement of student participation. ix) Questioning Answering. x) Lecturing. xi) Effective communication. xii) Remedial Teaching

23. Whatever is being taught in theory and practice teaching is applicable in actual class room situation. Yes No To some extent 24. How do you view your teachers?

i) Helpful ii) Friendly iii) Flamboyant iv) Not helpful v) Not friendly vi) Any other (Please specify)_______________________________

27825. How do you view your administrative staff?

vii) Helpful viii) Friendly ix) Flamboyant x) Not helpful

xi) Not friendly xii) Any other (Please specify)_______________________________

26. Do teachers hold test regularly to assess your achievement? Weekly Fortnightly Monthly Quarterly

27. What is the system of evaluation for the courses / subjects?

i) Internal (By subject Teacher) ii) External iii) Internal and External

28. Which of the following systems of evaluation do you prefer?

iv) Internal (By subject Teacher) v) External vi) Internal and External

29. To which of the following objectives of teacher education programme do you agree? (Please tick as many as you like)

i) To create interest for teaching profession. ii) To develop commitment for national ideology. iii) To provide knowledge and training in teaching techniques / methods. iv) To develop competence to understand the students problems and their solutions.

v) To cultivate the habits of critical thinking in prospective teachers. vi) To make the prospective teachers competent to deal the students on the basis of individual differences.


279

Appendix-G

QUESTIONNAIRE FOR STUDENT TEACHERS OF TEACHER TRAINING INSTITUTIONS 1. Sex: Male Female 2. Marital Status: Married Un-Married 3. Age 20-25 26-30 31-35 36-40 Above 50 4. Residence. Urban Rural 5. Name of the institution: _______________________________________________________ 6. Province: Baloachistan N W F P Punjab Sindh 5. Academic Qualification. B.A B.Sc M.A M.Sc 6. Professional Qualification. PTC CT Diploma in Education 7. Teaching Experience. 1-5 Years 6-10 Years More than 10 Years SECTION-II Listed below are a number of statements to which I would like your responses. These statements show that how much you yourself agree or disagree each of them. For each statement, please indicate your opinion by circling one of the following. 5= Strongly Agree 4= Agree 3=Undecided 2=Disagree 1=Strongly Disagree S.NO Statements S.A A U.D D.A S.D





B Objectives

4 Training Programme offered by the institution: a) Inculcates Islamic ideology in the student teachers.

280b) Enhances student teachers’ ability to use different teaching methods.




f) Develops an ability to manage the time. g)Aimed at introducing micro teaching method. h) Aimed at introducing team teaching method. i) Clarifies new perception of students’ educational problems.



l) Creates attitude of experimentation. m) Creates attitude of observation. n) Provides training to manage co-curricular activities. o) Provides computer training to the student teachers.

C Facilities







11 Multimedia is available in the institution. 12 Over head projector is available in the institution.








C Contents

281








27 Content of the training courses fulfill the future needs of the trainees regarding evaluation techniques of students’ performance.






D Methodology

33

Teacher educators a) Plan their lesson regularly. b) Teach with full preparation. c) Help students to solve their educational problems. d) Properly use activities related to the instructional skills.



34


E Practice Teaching




282



F Evaluation











283

QUESTIONNAIRE FOR TEACHER EDUCATORS OF TEACHER TRAINING INSTITUTIONS/FACULTY OF UNIVERSITIES OFFERING B. S. (EDUCATION)

SECTION-I Appendix-H

1. Gender: Male Female 2. Marital Status: Married Un-Married 3. Age 20-25 26-30 31-35 36-40 41-45 46-50 Above 50 4. Residence. Urban Rural 5.Programme: B.Ed B S Education 6. Province: Balochistan K P K Punjab Sindh 7. Academic Qualification. B.A / B.Sc M.A / M.Sc M.Phil PhD 8. Professional Qualification. B.Ed M.A / M.Ed M.Phil Ph.D 9. Teaching Experience. 1-5 6-10 11-15 16-20 20-25 25+ 10. Administrative Experience. 1-5 6-10 11-15 16-20 20-25 25+

SECTION-II

Listed below are a number of statements to which I would like your responses. These statements show that how much you yourself agree or disagree with each of them. For each statement, please indicate your opinion by ticking the relevant one. SA = Strongly Agree A= Agree U=Undecided DA=Disagree SDA=Strongly Disagree

284 S.No Statements SA A U DA SDA1 Programme inculcates Islamic ideology in the students 2 Programme enhances students’ professional competencies 3 Programme develops competency in the students to use acquired

skill in proper way in their professional life

4 Programme introduces modern concepts of teaching-learning Process.

5 Programme develops new perceptions among students’ about educational problems

6 Courses reflect latest knowledge about teaching-learning process 7 Courses reflects latest application of knowledge 8 Courses equip the learners with professional insights 9 Courses equip the learners with professional skills 10 Courses contain sufficient practical work and application skills 11 Courses help to develop leadership qualities in the learners 12 Courses create awareness about the child psychology 13 Courses give guidelines for guidance to the students 14 Courses give guidelines for counseling to the students 15 Activities related to the instructional skills are properly used in

the courses

16 Courses provide adequate base for research 17 Language of the content of courses is easy to understand. 18 Training courses prepare the student teachers for creative

thinking.

19 Content of the training courses fulfill the future needs of the students regarding methods of teaching.

20 Content of the courses fulfill the future needs of the students regarding measurement and evaluation techniques.




24 Duration of training programme is sufficient to produce effective teachers.

25 Duration of course is long enough. 26 Programme is more popular among the students keeping in view

the effectiveness

27 Objectives of the course reflect aspiration of society. 28 Objectives of the course are attainable within the prescribed

period.

evaluation of b.ed programme and comparison of it’s ... · b.ed programme and comparison of...

Documents