Abstract:
Title:
“GENDER BASED COMPARATIVE STUDY ON THE
PERFORMANCE
OF
SUBJECT
SPECIALISTS
IN
SOUTHERN DISTRICTS OF KHYBER PAKHTUNKHWA”.
Researcher: Malik Amer Atta
Supervisor: Dr. Asif Jamil
University: Gomal University D.I.Khan
Institute: Institute of Education and Research Gomal University D.I.Khan.
University: Gomal University D.I.Khan
Pages: 264
Words: 60,858
Year: 2012
Degree: PhD Education
According to National Educational Policy (1998-2010) Secondary education
(ix-xii) is a vital and central sub-sector of the whole education system in the country.
On one hand secondary education provides middle level workers for the country and on
the other secondary education provides suitable input for the higher level of education.
The quality of higher education which is necessary for the development of nation and
produce high quality professionals in different fields depends upon the quality of
secondary education. So secondary education need to be organized in such a way that
it should prepare the individual for the pursuit of higher education and also make them
able to adjust with their practical and daily lives meaningfully, successfully and
productively. The secondary education is a stage where a student enters adolescence,
this is the most crucial, essential and significant stage of life. Four year of secondary
education, therefore, provide an excellent opportunity for the educators and
educationists to conceive and launch programmes which initiate the learners into
proper form of behavior and attitudes, which lead to decent productive and peaceful
life in future. For intermediate (F.A and F.Sc) level two kinds of education systems are
working simultaneously in Pakistan. One system is working in the colleges whereas the
xviiiother system is working in the higher secondary schools. According to National
Educational Policy (2009) it has been decided that education for the Grades 11 and 12
shall not be part of the college education, instead, only the higher secondary school be
specified to impart education at intermediate level. In this perspective it was necessary
to conduct a study on the performance of subject specialists working in higher
secondary schools.
The purpose of this study was to highlight and improve the job performance of
subject specialists at higher secondary schools level. Main objectives of the study were
to measure the gender based performance of promoted and directly appointed subject
specialists and to compare the performance of directly appointed with promoted subject
specialists regarding eight different variables (teaching effectiveness, instructional
planning and strategies, motivation of the students, providing guidance to the students,
classroom management, personal attitude towards teaching profession, character
building of the students and assessment of the students).
In-service Promoted and direct selected subject specialists are being posted in
the higher secondary schools of the country. Direct selected subject specialists are
those who are posted directly (through Public Service Commission) to the posts of
higher secondary schools. Promoted subject specialists are those who are given
departmental promotion after taking the master degree and after completing a specific
period on the post of secondary school teacher (SST). The Basic qualification of SSTs is
B.A/B.Sc and B.Ed with basic pay scale (BPS-16). After taking master degree they are
promoted and they become subject specialists. Most of them acquire their requisite
qualification as private candidates prior to their promotions as higher secondary
school teachers. The in-service promotion and direct selection provide equal chance to
serve as subject specialist to both categories of teacher. This study was basically of
descriptive nature.
Eight null hypotheses along with alternative hypotheses were formulated and
tested. Three Districts i.e. Bannu, D.I.Khan, and Lakki were selected randomly and
from each District eight higher secondary schools (four male and four female) were
selected randomly, but in District Lakki there was only one female higher secondary
school so total twenty one higher secondary schools were selected. The Heads
xix(Principals), Subject specialists and students of higher secondary schools were the
participants in this study. Regarding this study the selection of sample given below:
From each higher secondary school two subject specialists (one promoted and
one commission selected) were selected through stratified and simple random sampling
technique, so total 42 subject specialists were selected as a sample teacher in which 24
were male (12 promoted and 12 direct selected) and 18 were female (9 promoted and 9
direct selected) subject specialists.
Four colleague subject specialists working with each promoted and direct
selected subject specialists (sample teachers) since last three years were selected by
simple random sampling technique, so total 84 colleague teachers (subject specialists)
were selected in which 48 were male and 36 were female subject specialists.
Ten students studying with each in-service promoted and commission selected
subject specialists (sample teachers) since last one year, were selected by simple
random sampling technique, so total 210 students were selected in which 120 were
male and 90 were female.
All twenty one Principals (Head teachers) of the concerned schools were also
included in the sample to get their opinion about the performance of promoted and
direct selected subject specialists (sample teachers). From twenty one higher secondary
schools 21 Principals (12 male and 09 female) were selected by simple random
sampling technique.
In this way sampling was done in case of selection of students, sample teachers
(promoted and commission selected subject specialists), colleague teachers and
Principals of higher secondary schools.
Performance indicators (items) were identified with the help of literature,
administration personnel of the education department and experts of different
department. A five points Likert type rating scale was developed, validated and pilot
tested. To check the content validity of instrument the rating scale was sent to thirty
eight experts. To check the reliability of the instrument Cronbach’s alpha (α) and split
xxhalf reliability as a statistical technique were used. This instrument was used to collect
the data regarding performance of promoted and directly selected subject specialists.
The five point rating scale consisted of 54 items in eight parts. This scale was filled by
forty students, sixteen subject specialists (SS) and four head teachers (Principals) of
four different higher secondary schools (Two male and two female) for tryout purposes
(Pilot testing). The main objective of pilot study was pre-testing of instrument (Rating
scale) on a small sample. The rating scale was improved in the light of feedback,
difficulties and ambiguities pointed out by the students, subject specialists, head
teachers and in consultation with the experts of relevant field. Data were collected in
person; arithmetic mean, standard deviation, t-test and Co-efficient of variation (C.V)
were applied to analyze the data at 0.05 level of significance.
It was concluded that the performance of promoted subject specialists was
better than the commission selected subject specialists regarding provision of guidance
to the students, classroom management, and character building of the students, where
as the performance of commission selected subject specialists was better than the in-
service promoted subject specialist regarding teaching effectiveness, instructional
planning and strategies, motivation of students, personal attitude towards teaching
profession and assessment of the students.
It is recommended that In-service training may be provided to all promoted and
direct selected subject specialists. All direct selected SS may be provided training and
refresher courses on Students’ guidance, classroom management and character
building of the students’ aspects. M.A/B.Ed and M.Sc/B.Ed subject specialists may be
provided opportunities to improve their academic qualification during service in the
area of education like M.Ed. A proper system of continuous evaluation may be made in
all higher secondary schools. The weak aspect of the SS may be diagnosed by the head
teachers and senior staff and necessary measures may be taken for the improvement of
subject specialists.