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Different Unc

Analysis Of Discrepancies Between Skills Acquired By The Teachers During B.ed & M.ed And Skills Required In Actual Class

ABSTRACT

This research paper has been designed to cover the following objectives. (1) To obtain the conceptions of teachers about classroom skills. (2) To identify the essential classroom skills being stressed during teacher training program. (3) To identify the problems in attaining and implementing the essential classroom skills.

Technique of multistage sampling was used. Three districts from Punjab were randomly chosen from the first stage. Ten percent secondary schools were chosen from each district. Ten percent teachers as sample were chosen from each district.

A questionnaire was designed to get the response of the teachers about the required and acquired skills during the teacher training program B.Ed & M.Ed. Data collected through research instruments was analyzed by using mean score and t-test.

It was concluded that the teachers possessed good planning skills they prepared the lesson objectives before going to class and had the ability to plan the lesson according to the needs of the students. The teachers had command over the skills of presenting the material effectively they introduced the lesson in a very interesting way; they involved the students in interesting activities and built relationship between learning experiences and affective instructions. The teachers managed and organized the lesson well they taught the new lesson with relation to student previous knowledge, clearly and carefully chose and presented the course material and arranged the learning material in proper sequence.

It was recommended that the teacher training institutions be equipped with the latest technologies to equip with latest techniques and teaching methodologies, and the teachers be provided such training in the area of classroom management and evaluation.

1: INTRODUCTION

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Teachers are the backbone of the education system. Without the best trained teachers, society and country can acquire targets in every field of life to succeed in the world. Through a standardized education system, nations cannot only make them strong in the field of economy, but they also can communicate their cultural heritage to the coming generations. So the quality of education imparted is directly related to its teachers.

The Commission on National Education (1959) put it as under:

“No education system can rise above the teachers, who serve it and its quality depends ultimately upon the quality and efforts of the teachers. Education is direct nation building activity and if leader of thought and action, on various walks of life are to be produced; the country’s best teacher must be used in the teaching profession” (p.219)

Teachers constitute the major school input. Teaching skills are positively related to student performance. Although teachers qualifications, certifications, educational attainments and knowledge are the most frequently used measures of their class-worthiness, one factor that has not been given due attention specially in the developing countries is the content and method of teacher training. The education commission 1959 observed:

“Of all the different factors which influence the quality of education and its contributions to national development, the quality, the competence and character of teachers is undoubtedly the most significant. Nothing is more important than securing a sufficient supply of high quality recruits to the teaching profession, providing them with the best possible professional and creating satisfactory conditions of work in which they can be fully effective.”(Pp.102-103)

Teaching is one of the most important components of the education process. Teaching is used as a way of making something known to others, usually in the routine of school. Teaching is a sacred profession. It has been the profession of the Prophets. Those who teach are teachers and teachers have been and are respected in all religions and societies. According to Webster dictionary, teaching is to communicate knowledge or skill or to give insight by example or experience. A teacher will be best defined as the organization of learning and successful teaching seeks to organize learning for authentic results.

Farris, (1996) A teacher provides service for society because no one can become a doctor, lawyer, police officer etc without first going to elementary and secondary schools. Perhaps, no other profession is as rewarding and challenging as teaching (p21).

Stronge, (2002) Teachers have a powerful, long lasting influence on their students. They directly affect how students learn, what they learn, how much they learn and the ways they interact with one another and the world around them (1-15).

Yasmeen Akhtar, (2006) Good training can help teachers to cope with the complex demands of teaching a large number of students for five or more periods per day. Improper training, on the other hand, interferes with teaching and learning which causes interruptions, delays and waste of time. Infact good teacher trainings are necessary for healthy learning environment in schools. Better-trained and qualified teachers may make a difference for student achievement and learning at classroom and school. (Pp-11-12)

Highly trained teachers work differently with groups in their classrooms because they posses new knowledge about teaching and learning. So it is rightly said that the quality of education system is directly related to the quality of the teacher. A teacher is considered a more crucial factor in implementing all educational reforms at grassroots level.

1.1 TEACHER:

To Iqbal (1996), “The quality of education imparted depends to a large extent on the quality of teachers” (P-9).

It is a fact that a teacher is a change-beginning agent of the society. Challenges of the present society can be responded if the teachers are dedicated to their profession and are well equipped with the modern teaching techniques.

The teacher shows a pivotal role in any educational system and maintains a standard. It also matters a great deal how far teachers are knowledgeable, professionally trained and committed to their profession. Today the task of the teacher has become really challenging.

Because, teachers are now not only required to integrate theory and practice to improve schooling but are also required to teach a diverse population because of many factors such as rural/urban and province to province migration. (Pp-12-14)

1.2 THE IMPORTANCE AND ROLE OF TEACHERS:

God gave one of the most precious gifts to the teacher, the gift of teaching, and alongside gave the teacher the authority to exercise that gift for the students benefit. Good teachers, like artists, have their own individual styles of performing. A teacher is like a candle, which lights others in consuming itself.

DuBois, (1993) Teachers’ through their talent and charisma, motivate their students’ intellectual growth, evoke their students’ emotions, and improve their students’ self-esteem. These talented teachers encourage the students to find meaning in their lives, a sense of purpose, a vision. The teacher possesses a unique form of altruism, an unselfish commitment to the welfare of the student. Teaching is an ongoing passion (P-8)

1.3 QUALITIES OF A GOOD TEACHER:

(Mohan, 1992) defines the qualities of a good teacher which are as under

1. Pleasant Personality:

Pleasant, kindly disposition, with a sense of humor, cheerful and inclined to keep the class cheerful. Keeping pleasant atmosphere in the classroom.

2. Encourages the Students:

Interested in pupils, eager to render help in difficulties, keen to encourage them in their enthusiasm and interest.

3. Explains the Lesson in Simple Form:

Ready to clarify things whenever approached, tolerant of pupil’s faults, willing to repeat and simplify parts of lessons not understood.

4. Keeping the Class Alert:

Alert, active and full of enthusiasm for the task and the company of pupils. Uses proper questioning to keep the class engaged and alert.

5. Having no bias:

Has no favorites and is not prejudiced against any. Deals with the students in the same manner and does not allow biases.

6. Maintains Discipline:

Maintain discipline, is firm but not harsh.

7. Teacher like Personality:

Is presentable in health, appearance and dress. (p262)

(Borich, 2000) In the last few decades, a revolution has occurred in the definition of good teaching. Defining good teachers by the community ideals proved unrealistic on the job and in the preparation of teachers. Similarly teacher’s psychological characteristics proved to be poorly related to what teachers actually did in the classroom. This directed researchers to study the impact that specific teacher behavior had no the specific cognitive and effective teaching behavior of their students. The term good teaching changed to effective teaching and the research focus shifted from exclusively studying to include their effect on students. These new ways of studying classroom behavior have made the student and teacher–student interaction in the classroom the focus of modern definitions of effective teaching.

These changes have influenced the profession of teaching so dramatically that their effects now are felt in the reform of teacher training curricula, in the competency testing of the teachers, in the education of the teacher trainers and the textbooks on teaching methods. Perhaps most responsible for this change are the new ways in which classroom researchers have come to study the nature of teaching. These new ways of studying classroom behavior have made the students and teacher – student interaction in the classroom the focus of modern definitions of effective teaching. (P-25)

1.4 TEACHER EDUCATION:

Arshad (2005) The objectives and characteristics of teaching clearly show that it is a highly technical career and demands skills on part of the teacher.

For effective teaching, a teacher should have clarity of thoughts and concepts as well as clarity in communication and knowledge of the basic principles of teaching. They include ability to create curiosity to learn, to exemplify, and to recapitulate at suitable intervals, to avoid boredom, to move from easy to difficult, to move from known to unknown and to teach according to the mental caliber of the students.

In school, the teacher has instructional counseling, administrative, supervisory and public relations responsibilities. The instructional responsibilities include:

Determining the objectives
Diagnosing learners
Planning instructional activities
Implementing programs
Evaluating learning outcomes

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Training and professional development includes imparting knowledge about content and skills in instruction, classroom management, assessment, and developing teacher knowledge and skill. It enables teachers to reflect critically on their practice and approach new knowledge and beliefs about content, pedagogy, and learners. It includes a direct instruction/lecture component, skill demonstration, modeling, workshop, presentations and other types of in-service activities. (P-3)

1.5 NEED OF TEACHER TRAINING:

Teaching is not something that anybody can do without any kind of training. For efficient teaching it is necessary that the educator must have education of the highest level accompanied by the training in techniques of teaching, principles of teaching, solution of educational problems, curriculum, organization of the school, etc. Different kinds of training are required for teaching at the different levels of education, and with this end in view, the kind and nature of training required for teaching at the primary, secondary and higher levels of education, have been determined. The teacher once trained for any level is not enough for that level forever in the changing patterns of time. The global changes insist the teacher to change himself with knowledge and teaching methodology. For this in-service training besides pre-service training with intervals is very necessary. The main aim of training is effective teaching.

Ranga 2005 has discussed the need of training in the teaching profession:

Teacher training is necessary to develop the qualities of truthfulness, non-violence and dignity of labour
To perceive the role as an agent of social change in the community
To act as a leader of community and as a guide of the community
Establish a liaison between the school and the community
Develops the warm and positive attitude towards growing children
Develops the competencies (P-20)

1.6 TEACHERS EDUCATION IN PAKISTAN

In Pakistan, teacher’s education program focuses solely on the development of teachers, knowledge enhancing, teaching strategies, techniques of tests and measurement, evaluation procedure, school administration and physical skills in teaching.

It is of importance, as well that the teacher training should not only be effective but it should also be compatible with the value system and culture of the society. In this regard the effectiveness of teacher training and its relevancy with social setup both are equally important.

According to Iqbal, (1996)

In the 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. The teacher training should produce teachers who fear God comply with Shariah, possess sound personal character and are of modest personality for the student. (P-125)

1.7 OBJECTIVES OF TEACHER TRAINING IN PAKISTAN NATIONAL EDUCATION POLICY (1998-2010)

The Teacher Training Program is undoubtedly a significant program aiming at the continuous development of the teachers in the desired direction. Following are the chief objectives of the Teacher Training Program:

To provide incentive to the teachers to function more efficiently.
To help the teachers to know their problems and to solve them by pooling their resources and wisdom.
1. To help the teachers to employ more effective work and wisdom.
2. To help teachers to get acquainted with modern techniques in education.
3. To broaden the mental outlook of the teachers.
4. To increase the professional efficiency of the teachers.

1.8 TEACHING SKILLS

Ranga (2005): The teacher should possess such skills and competencies so that his task may be easy, useful and effective. He should know the techniques and procedures which should be adopted in his profession. He should think about the active performance of his duties.

Many teachers personally believe that their job is to develop certain basic skills at a given level of achievement. The teacher of tomorrow should be the one who can design a teaching program which is conducive for the growth of the pupil’s mental health and develops in them a commitment to a set of values, that is creativity and enquiry skill.

Now a days, a teacher is in need of certain skills and competencies to develop and he is in need of new type of knowledge so that he may be in a position to make his task easy. The teachers of today are in need of such an education which is new, constructive, spontaneous and which is based on a new philosophy of life. (Pp-17-18)

Darling Hammond (2004) has presented the various teaching skills:

General Academic Ability and Intelligence:

There is a positive correlation between teaching performance and measures of teacher’s intelligence or academic ability.

Subject Matter Knowledge:

Subject matter knowledge is another skill and teaching variable.

Knowledge of Teaching and Learning:

Knowledge of teaching and learning is also an important variable and an important teaching skill.

Teaching Experience:

Teacher’s experience about the teaching and learning and learning difficulties are also the important variables.

Teacher Behavior and Practice:

Teacher’s personality, traits and behavior like teacher’s “flexibility”, “creativity”, or “adaptability” also influence student achievement and learning. (P-6)

Hustle & McIntyre (1996) have identified some teaching skills which are as under:

Planning and Preparation:

The teacher should plan the lesson according to the needs of the students and should prepare the lesson objectives before going to the class.

Lesson Presentation:

The teacher should present the new lesson in an interesting way so that the objectives of the lesson can be achieved.

Lesson Management:

The teacher should split the learning material into sequence and clearly formulate the learning content.

Classroom Climate:

The teacher should keep the classroom environment good and pleasant for the teaching and learning process.

Class Discipline:

The teacher should show quick response to the behavior of the students and maintain good discipline in the class.

Assessing Pupils:

The teacher should use proper questioning techniques during the lesson to assess the pupils and gauge their progress.

Evaluation:

The teacher should use proper evaluation technique to find out the strengths and weaknesses of the students.(http.)

Chris Kyracou (1997) has given some essential teaching skills which are as under:

Management of Material:

The teacher should organize the material in sequence and according to the level of the students.

Guided Practice:

The teacher should provide opportunities to the students to practice the lesson learnt and the teacher should act as a guide during their practice.

Structured Conversation:

The teacher should prepare the lesson objectives, and plan the lesson according to the student’s needs and level and should provide some time for conversation.

Monitoring:

The teacher should monitor the students continuously during teaching-learning process so that all the students take proper interest in the subject.

Use Natural Language:

The teacher should use natural language during teaching because use of natural language during the lesson can be easily understood by the learners and it will help them in understanding the lesson.

Management of Order:

The teacher should maintain order and discipline in the class room and deal with misbehavior effectively.

Flexible Material:

The teacher should present the flexible material which can be changed during the lesson according to the student’s level.

Planning and Preparation:

The teacher should plan and formulate the lesson objectives according to the level of the student.

Written Evaluation:

The teacher should conduct the written test to judge that how much the students perceive the knowledge given by the teacher.

Knowledge about the Subject Taught:

The teacher should have full knowledge and command over the subject taught to the students.

Organization and Management of Class:

The teacher should organize and manage the class in a proper way.

Teaching Experience:

The teacher should have teaching experience because this will help the teacher to enhance the teaching methodology.

Teacher Personality:

The teacher should possess teacher like personality and should have the experience about teaching and learning.

Knowledge of Teaching and Learning:

The teacher should have a strong knowledge about teaching and learning. The teacher should have the ability to use learning activities that require students to practice higher order thinking.(http)

2: OBJECTIVES OF THE STUDY

The following were the objectives of the study:

To obtain the conceptions of teachers about classroom skills.
To identify the essential classroom skills being stressed during teacher training program.
To identify the problems in attaining and implementing the essential classroom skills.

3 RESEARCH QUESTIONS:

What are the teaching skills required for effective teaching?
How far the teacher education institutions are helping the teachers in acquiring these skills?
How far are the teachers actually using these skills in classroom institution?

4 PROCEDURE OF THE STUDY

The study was delimited to the teachers of the secondary schools in three districts of Punjab. A survey was conducted to investigate the views of teachers of secondary schools through specially constructed questionnaire.

4.1 POPULATION:

The population of the study consisted of 9471 Govt. Sec. Schools and 167696 teachers of Secondary Schools.

4.2 SAMPLE:

Technique of multistage sampling was used. Three districts of Punjab were randomly chosen from first stage. 10 percent teachers as sample were chosen from each district.

The following table shows the details of the sample.

Sample Table:

DISTRICT

TOTAL SCHOOLS

SCHOOLS TAKEN

NO. OF TEACHERS

Rawalpindi

266

Attock

244

Lahore

275

Total

785

195

4.3 INSTRUMENTATION:

One questionnaire for secondary school teachers was developed. Each statement provided the descriptions of five levels namely strongly disagree, disagree, uncertain, agree, strongly agree.

The language and concept of a questionnaire was drafted in such a manner that these statements may be clear and meaningful to the reader.

4.4 PILOT TESTING:

A pilot testing of the research instrument was carried out on members of the population not included in the sample. The pilot survey helped in refining the research instrument.

4.5 DATA COLLECTION:

The questionnaire was delivered personally to the teacher.

4.6 DATA ANALYSIS:

Data collected through research instrument was analyzed by using mean score and t.test.

5 ANALYSIS OF THE TEACHERS PERCEPTIONS:

Table 1 Lesson Planning Skills

S.No

Statement

S D

U N

S A

Total

Mean

The teacher possesses good planning skills

Frequency

146

250

4.07

Score

584

350

1017

Percentage

0.4

6.8

6.4

58.4

28.0

100.0

The teacher prepares the lesson objectives before going to class.

Frequency

250

3.76

Score

156

396

320

941

Percentage

13.6

20.8

39.6

25.6

100.0

The teachers have the ability to plan the lesson according to the needs of the students.

Frequency

250

3.91

Score

376

440

979

Percentage

2.8

12.0

12.8

37.2

35.2

100.0

The teachers have the ability to identify intended learning outcomes.

Frequency

127

250

2.92

Score

152

381

148

731

Percentage

30.4

50.8

14.8

4.0

100.0

Mean of means=3.66

Table 1 shows that 86% teachers agreed that the teacher possesses good planning skills and mean score is 4.07, 65% agreed that the teacher prepares the lesson objectives before going to class and mean score is 3.76, 72% agreed that the teachers have the ability to plan the lesson according to the needs of the students and mean score is 3.91, 18% agreed that the teachers have the ability to identify intended learning outcomes and mean score is 2.92.

On all the four statements of lesson planning skills, majority of the teachers agreed and mean of means is 3.66. So, it can be concluded from the above table that the teachers agreed and are satisfied with the performance of teachers on lesson planning skills. Mean of means lies between uncertain and agree showing positive response.

Table 2: Lesson Presentation Skills

S.No

Statement

SDA

U N

S A

Total

Mean

The teachers have the ability to present the material effectively.

Frequency

111

250

4.00

Score

444

440

1001

Percentage

14.4

6.0

44.4

35.2

100.0

The teachers have the ability to introduce the lesson in a very interesting way.

Frequency

250

3.90

Score

396

420

976

Percentage

2.4

11.6

12.8

39.6

33.6

100.0

The teachers have the ability to involve the students in learning activities.

Frequency

117

250

4.05

Score

468

410

1013

Percentage

7.2

13.2

46.8

32.8

100.0

The teachers have the ability to build the relationship between the learning experiences and effective instructions.

Frequency

116

250

3.77

Score

174

464

255

943

Percentage

10.0

23.2

46.4

20.4

100.0

Mean of means=3.93

Table 2 shows that 79% teachers agreed that the teachers have the ability to present the material effectively and mean score is 4.0, 72% teachers agreed that the teachers have the ability to introduce the lesson in a very interesting way and mean score is 3.90, 78% agreed or strongly agreed that the teachers have the ability to involve the students in learning activities and mean score is 4.05, 66% agreed that the teachers have the ability to build the relationship between the learning experiences and effective instructions and mean score is 3.77.

On all the four statements of lesson presentation skills majority of the teachers agreed and Mean of means is 3.93. So, it can be concluded from the above table that the teachers agreed on lesson presentation skills. The Mean of means lies between uncertain and agree showing positive trend.

Table 3: Lesson Management Skills

S.No

Statement

SDA

U N

S A

Total

Mean

The teachers have the ability to manage and organize the lesson.

Frequency

130

250

4.16

Score

520

425

1040

Percentage

4.0

10.0

52.0

34.0

100.0

The teachers have the ability to teach the new lesson on the basis of the student’s previous knowledge.

Frequency

136

250

s4.19

Score

544

425

1047

Percentage

3.6

8.0

54.4

34.0

100.0

The teachers have the skill to clearly and carefully formulate the course material.

Frequency

250

3.66

score

210

396

245

915

Percentage

12.8

28.0

39.6

19.6

100.0

The teachers have the ability to split the learning material into sequence.

Frequency

104

250

3.77

Score

228

416

265

942

Percentage

6.4

30.4

41.6

21.2

100.0

Mean of means= 3.79

Table 3 shows that 88% teachers agreed that the teachers have the ability to manage and organize the lesson and Mean Score is 4.16, 88% teachers agreed that the teachers have the ability to teach the new lesson on the basis of the student’s previous knowledge and mean score is 4.19. 58% agreed that the teachers have the skill to clearly and carefully formulate the course material and mean score is 3.66 and 62% teachers agreed that the teachers have the ability to split the learning material into sequence and mean score is 3.77.

On all the four statements of lesson management skills majority of the heads agreed and Mean of means are 3.79. So, it can be concluded from the above table that the heads agreed and are satisfied with the performance of teachers on lesson management skills. The Mean of means lies between uncertain and agree showing positive trend

Table 4: Classroom Climate

S.No

Statement

SDA

UNC

Total

Mean

The teachers have the ability to maintain good climate in the class.

Frequency

114

250

4.22

Score

376

570

1055

Percent

6.8

10.0

37.6

45.6

100.0

The teachers have the ability to maintain pleasant atmosphere for learning.

Frequency

123

250

4.02

Score

492

390

1006

Percent

9.2

10.4

49.2

31.2

100.0

The teachers have the ability to develop strong interaction between students and teacher.

Frequency

250

3.93

Score

153

372

410

983

Percent

9.6

20.4

37.2

32.8

100.0

The teachers have the ability to develop trust of the students.

Frequency

144

250

4.09

Score

576

360

1022

Percent

5.2

8.0

57.6

28.8

100.0

The teachers have the ability to develop the student’s interest in learning.

Frequency

100

250

4.12

score

120

400

485

1031

Percent

5.2

16.0

40.0

38.8

100.0

The teachers have the ability to make the classroom climate effective for teaching and learning.

Frequency

250

3.82

Score

106

364

420

956

Percent

21.2

8.8

36.4

33.6

100.0

Mean of means=3.65

Table 4 shows that 82% teachers agreed that the teachers have the ability to maintain good atmosphere in the class and Mean score is 4.22. 69% teachers agreed that the teachers have the ability to maintain pleasant atmosphere for learning and Mean score is 4.02, 69% teachers agreed that the teachers have the ability to develop strong interaction between students and teacher and Mean score is 3.93. 85% teachers agreed that the teachers have the ability to develop trust of the students and Mean score is 4.09, 78% teachers agreed that the teachers have the ability to develop the student’s interest in learning and the mean score is 4.12. 69% teachers agreed that the teachers have the ability to make the classroom climate effective for teaching and learning and the Mean score is 3.82

On all the four statements of classroom climate skills majority of the teachers agreed and Mean of means is 3.65. So, it can be concluded from the above table that teachers agreed with the performance of teachers on the skills of maintaining good classroom atmosphere. Mean of means lies between uncertain and agree showing positive trend

Table 5: Command over the Subject

S.No

Statement

SDA

UNC

Total

Mean

The teachers have full command over the subject.

Frequency

250

3.82

Score

207

216

465

956

Percent

13.6

27.6

21.6

37.2

100.0

The teachers have knowledge beyond the prescribed syllabus.

Frequency

250

3.70

Score

252

360

275

926

Percent

1.2

7.2

33.6

36.0

22.0

100.0

The teachers have the ability to provide latest information about the subject.

Frequency

250

3.44

Score

140

150

240

325

860

Percent

2.0

28.0

20.0

24.0

26.0

100.0

Mean of means=3.65

Table 5 shows that 58% teachers agreed that the teachers have full command over the subject and Mean score is 3.82. 58% agreed that the teachers have knowledge beyond the prescribed syllabus and Mean score is 3.70. 50% agreed that the teachers have the ability to provide latest information about the subject and Mean score is 3.37.

All the three statements of the skills of command over the subject majority of the teachers agreed that the teachers have full command over the subject they taught and mean of means is 3.65.

So, it can be concluded from the above table that teachers are not fully satisfied from the performance of teachers on the skills of command over the subject. Mean of means lies between uncertain and agree showing positive trend

Table 6: Appropriateness of Teaching Methodologies

S.No

Statement

SDA

UNC

Total

Mean

The teachers have the ability to choose the teaching method according to the situation.

Frequency

250

3.80

Score

120

344

410

951

Percent

2.8

14.0

16.0

34.4

32.8

100.0

The teachers have the ability to teach the students by using appropriate teaching method.

Frequency

132

250

3.86

Score

132

295

966

Percent

13.6

10.0

52.8

23.6

100.0

The teachers have the ability to see the relevance of their work.

Frequency

163

250

3.86

Score

652

180

965

Percent

7.2

12.8

65.2

14.4

100.0

The teachers have the skills to make active efforts to improve instructional effectiveness.

Frequency

115

250

3.40

Score

460

180

850

Percent

8.4

18.0

13.2

46.0

14.4

100.0

The teachers have the ability to use modern techniques and useful skills in the classrooms.

Frequency

250

3.61

Score

116

340

350

903

Percent

2.8

23.2

12.0

34.0

28.0

100.0

The teachers have the ability to make active efforts to improve instructional effectiveness.

Frequency

106

250

3.49

Score

222

424

145

873

Percent

16.4

29.6

42.4

11.6

100.0

The teachers have the ability to use modern techniques and useful skills in the classrooms.

Frequency

250

3.44

Score

126

207

256

270

859

Percent

25.2

27.6

25.6

21.6

100.0

The teachers have the ability to improve instructional effectiveness.

Frequency

104

250

3.70

Score

180

416

260

924

Percent

13.6

24.0

41.6

20.8

100.0

The teachers have the ability to use learning activities that require the students to practice higher order thinking.

Frequency

250

3.22

Score

114

132

312

220

805

Percent

10.8

22.8

17.6

31.2

17.6

100.0

The teachers have the ability to use different strategies for problem solving.

Frequency

154

250

3.97

Score

616

255

992

Percent

5.6

12.4

61.6

20.4

100.0

The teachers have the ability of inspiring confidence in the students.

Frequency

147

250

4.13

Score

588

370

1032

Percent

4.4

6.8

58.8

29.6

100.0

The teachers have the ability of relating the previous lesson with the current lesson.

Frequency

105

250

4.09

Score

108

420

460

1022

Percent

6.8

14.4

42.0

36.8

100.0

The teachers have the ability of arousing student’s interest in lesson.

Frequency

131

250

3.93

Score

153

524

285

983

Percent

4.0

20.4

52.4

22.8

100.0

The teachers have the ability to provide plenty of opportunities to students for practice.

Frequency

250

3.67

Score

186

360

295

918

Percent

15.2

24.8

36.0

23.6

100.0

The teachers have the ability to motivate the students towards learning.

Frequency

120

250

4.18

Score

480

455

1044

Percent

3.2

12.4

48.0

36.4

100.0

The teachers have the ability to use learning activities that require students to practice higher older thinking

Frequency

250

3.45

Score

141

380

235

863

Percent

6.0

18.4

18.8

38.0

18.8

100.0

Mean of means=3.73

Table 6 shows that 66% teachers agreed that the teachers have the ability to choose the teaching method according to the situation and Mean score is 3.80. 78% teachers agreed or strongly agreed that the teachers have the ability to teach the students by using appropriate teaching method and the mean score is 3.86. 79% agreed that the teachers have the ability to see the relevance of their work and mean score is 3.86. 60% agreed that the teachers have the skills to make active efforts to improve instructional effectiveness and the Mean score is 3.40. 62% agreed that the teachers have the ability to use modern techniques and useful skills in the classrooms and the Mean score is 3.67. 53% agreed that the teachers have the ability to make active efforts to improve instructional effectiveness and the Mean score is 3.49. 46% agreed that the teachers have the ability to use modern techniques and useful skills in the classrooms and the Mean score is 3.44. 61% agreed that the teachers have the ability to improve instructional effectiveness and the mean score is 3.70. 48% agreed that the teachers have the ability to use learning activities that require the students to practice higher order thinking and the Mean score is 3.22. 81% agreed that the teachers have the ability to use different strategies for problem solving and the Mean score is 3.97. 87% agreed that the teachers have the ability of inspiring confidence in the students and the mean score is 4.13. 78% agreed that the teachers have the ability of relating the previous lesson with the current lesson and the Mean score is 4.09. 74% agreed that the teachers have the ability of arousing student’s interest in lesson and the Mean score is 3.93. 59% agreed that the teachers have the ability to provide plenty of opportunities to students for practice and the Mean score is 3.67. 84% teachers agreed or strongly agreed that the teachers have the ability to motivate the students towards learning and the Mean score is 4.18. 56% agreed that the teachers have the ability to use learning activities that require students to practice higher older thinking and the Mean score is 3.45.

All the sixteen statements of the skills appropriateness of the teaching methodologies, the teachers agreed that the teachers are using appropriate teaching methodologies according to the demand of the subject they taught and Mean of means is 3.73

So, it can be concluded from the above table that teachers are satisfied with the performance of teachers on the skills of appropriateness of teaching methodologies. Mean of means lies between uncertain and agree showing positive trend

Table 7: Class Discipline

S.No

Statement

SDA

UNC

Total

Mean

The teachers have the ability to maintain good order in the classroom.

Frequency

125

250

4.22

Score

500

470

1056

Percent

2.8

9.6

50.0

37.6

100.0

The teachers have the ability to deal the misbehaviors effectively.

Frequency

250

3.99

Score

105

376

460

998

Percent

11.2

14.0

37.6

36.8

100.0

The teachers have the ability to identify disruptive behavior.

Frequency

128

250

4.14

Score

120

512

400

1036

Percent

16.0

51.2

32.0

100.0

Mean of means=4.11

Table 7 shows that 87% teachers agreed or strongly agreed that the teachers have the ability to maintain good order in the classroom and Mean score is 4.22. 73% agreed that the teachers have the ability to deal the misbehaviors effectively and Mean score is 3.99. 83% agreed that the teachers have the ability to identify disruptive behavior and Mean score is 4.14.

From the three statements of class discipline skills majority of the teachers agreed and Mean of means is 4.11. So, it can be concluded from the above table that teachers agreed and are satisfied with the performance of teachers on class discipline skills.

Mean of means lies between agree and strongly agree showing strongly positive trend.

Table 8: Teacher like Personality

S.No

Statement

SDA

UNC

Total

Mean

The teachers possess teacher like personality.

Frequency

111

250

4.15

Score

444

485

1038

Percent

6.8

10.0

44.4

38.8

100.0

The teachers have the experience about teaching and learning.

Frequency

121

250

4.14

Score

484

445

1035

Percent

5.6

10.4

48.4

35.6

100.0

The teachers have the qualities of flexibility, creativity and adaptability to influence the student’s achievements.

Frequency

250

3.65

Score

340

410

912

Percent

11.2

12.4

9.6

34.0

32.8

100.0

Mean of means=3.98

Table 8 shows that 82% teachers agree or disagree that the teachers possess teacher like personality and Mean score is 4.15. 83% agreed or strongly agreed that the teachers have the experience about teaching and learning and Mean score is 4.14. 66% agreed that the teachers have the qualities of flexibility, creativity and adaptability to influence the student’s achievements and Mean score is3.65.

From all the three statements of teacher's personality majority of the teachers agreed and Mean of means are 3.98. So, it can be concluded from the above table that teachers agreed and are in favor that the teachers possess teacher like personality. Mean of means lies between uncertain and agree showing positive trend.

Table 9: Formulation of Appropriate Questions

S.No

Statement

SDA

UNC

Total

Mean

The teachers have the ability to use proper questioning during the lesson.

Frequency

111

250

4.15

Score

444

485

1038

Percent

6.8

10.0

44.4

38.8

100.0

The teachers have the ability to use lower cognitive and higher cognitive questions to check student’s understanding.

Frequency

121

250

4.14

Score

484

445

1035

Percent

5.6

10.4

48.4

35.6

100.0

The teachers have the ability to properly handle the student’s questions.

Frequency

250

3.65

Score

340

410

912

Percent

11.2

12.4

9.6

34.0

32.8

100.0

The teachers have the ability to use regular questioning to gauge pupils progress.

Frequency

103

250

4.23

Score

129

412

515

1058

Percent

17.2

41.2

100.0

The teachers have the ability to use questioning to stimulate the students thinking during instructions.

Frequency

117

250

3.61

Score

219

468

170

902

Percent

2.8

7.6

29.2

46.8

13.6

100.0

Mean of means=3.95

Table 9 shows that 82% teachers agreed that the teachers have the ability to use proper questioning during the lesson and Mean score is 4.15. 83% agreed that the teachers have the ability to use lower cognitive and higher cognitive questions to check the student’s understanding and Mean score is 4.14. 66% agreed that the teachers have the ability to properly handle the student’s questions and Mean score is 3.65. 82% agreed that the teachers have the ability to use regular questioning to gauge the pupils progress and the Mean score is 4.23. 59% agreed that the teachers have the ability to use questioning to stimulate the students thinking during instructions and Mean score is 3.61.

From the five statements it can be concluded from the above table that the teachers agreed and are satisfied that the teachers have the skills to formulate the appropriate questions and Mean of means is 3.95. Mean of means lies between uncertain and agree showing positive trend.

Table 10: Checking Of Homework

S.No

Statement

SDA

UNC

Total

Mean

The teachers give homework regularly.

Frequency

116

250

4.06

Score

464

440

1015

Percent

10.8

7.6

46.4

35.2

100.0

The teachers check the homework regularly.

Frequency

250

3.61

Score

222

268

325

902

Percent

17.2

29.6

26.8

26.0

100.0

Mean of means=3.83

Table 10 shows that 81% teachers agreed that the teachers give homework regularly and Mean score is 4.06. 52% agreed that the teachers' check the homework regularly and Mean score is 3.61.

From the two statements it can be concluded from the above table that teachers agreed and are satisfied that the teachers give and check the homework regularly and mean of means is 3.83. Mean of means lies between uncertain and agree showing positive trend.

Table 11: Checking Of Class Work

S.No

Statement

SDA

UNC

Total

Mean

The teachers give class work regularly.

Frequency

111

110

250

4.26

Score

444

550

1065

Percent

6.4

5.2

44.4

44.0

100.0

The teachers check the class work regularly.

Frequency

250

3.82

Score

138

276

455

956

Percent

17.2

18.4

27.6

36.4

100.0

Mean of means=4.04

Table 11 shows that 88% teachers agreed that teachers give classwork regularly and Mean score is 4.26. 63% agreed that the teachers check the classwork regularly and Mean score is 3.82.

From the two statements it can be concluded from the above table that teachers agreed and are satisfied that the teachers give and check the class work regularly and Mean of means is 4.04. Mean of means lies between agree and strongly agree showing strongly positive trend.

Table 12: Inspiring Confidence in Students

S.No

Statement

SDA

UNC

Total

Mean

The teachers have the ability to inspire confidence in students.

Frequency

119

250

4.18

Score

476

470

1045

Percent

4.8

10.0

47.6

37.6

100.0

The teachers have the ability to appreciate the student’s efforts.

Frequency

113

101

250

4.26

Score

108

452

505

1065

Percent

14.4

45.2

40.4

100.0

The teachers have the ability to reinforce the correct behavior of the students.

Frequency

109

250

3.97

Score

186

436

355

993

Percent

3.2

24.8

43.6

28.4

100.0

Mean of means = 4.13

Table 12 shows that 84% teachers agreed that the teachers have the ability to inspire confidence in students and Mean score is 4.18. 85% agreed that the teachers have the ability to appreciate the student’s efforts and Mean score is 4.26. 71% agreed that the teachers have the ability to reinforce the correct behavior of the students and Mean score is 3.97.

From the three statements it can be concluded from the above table that the heads agreed that the teachers inspire confidence in the students regularly. The Mean of means is 4.13. Mean of means lies between agree and strongly agree showing strong positive trend.

Table 13: Evaluation Skills

S.No

Statement

SDA

UNC

Total

Mean

The teachers have the ability to use evaluation techniques.

Frequency

143

250

4.01

Score

572

315

1003

Percent

6.4

11.2

57.2

25.2

100.0

The teachers evaluate the students properly.

Frequency

126

250

3.71

Score

111

504

230

927

Percent

16.4

14.8

50.4

18.4

100.0

The teachers have the ability to conduct classroom test for evaluating the student’s performance.

Frequency

115

250

4.22

Score

108

460

485

1056

Percent

14.4

46.0

38.8

100.0

The teachers have the ability to use evaluation skills for judging the student’s achievements.

Frequency

127

250

3.88

Score

508

305

969

Percent

11.2

13.2

50.8

24.4

100.0

The teachers have the ability to use diagnostic evaluation skill to identify the problems in learning.

Frequency

250

3.46

Score

108

165

360

225

864

Percent

2.4

21.6

22.0

36.0

18.0

100.0

The teachers have the ability to use evaluation skills to identify the strengths and weaknesses of the students.

Frequency

125

250

3.86

Score

129

500

290

966

Percent

9.2

17.2

50.0

23.2

100.0

Mean of means=3.86

Table 13 shows that 82% teachers agreed that the teachers have the ability to use evaluation techniques and Mean score is 4.01. 68% agreed that the teachers evaluate the students properly and Mean score is 3.71. 84% agreed that the teachers have the ability to conduct classroom test for evaluating the student’s performance and Mean score is 4.22. 74% agreed that the teachers have the ability to use evaluation skills for judging the student’s achievements and the Mean score is 3.88. 54% agreed that the teachers have the ability to use diagnostic evaluation skills to identify the problems in learning and the Mean score 3.46. 73% agreed that the teachers have the ability to use evaluation skills to identify the strengths and weaknesses of the students and the mean score is 3.86.

From the six statements it can be concluded from the above table that the teachers agreed and are satisfied that the teacher has the skills to use the evaluation skills properly and Mean of means is 3.85. Mean of means lies between uncertain and agree showing positive trend.

DISCUSSION:

The teacher constitutes the major school input. The teacher at different levels needs different types of training. Because good education represents good teacher and good teacher need not only sufficient knowledge of the subject matter to be imparted to students but techniques and methods should be taught both in theory and practice.

The study was descriptive in nature. For this purpose the research reviewed the related documents, educational policies and Teacher Training Programs. The main objective of the study was the analysis of skills acquired in the Teacher Training Programs and required in the actual classroom. A study was conducted to investigate the needs, teacher and teacher trainers.

Technique of multistage sampling was used. 3 Districts of Punjab were the sample of the study. In each district ten percent teachers were selected as a sample. For data collection the researcher prepared a questionnaire for the teacher.

Data collected through research tool was analyzed by using t-test. It was concluded that majority of the teachers prepared the lesson objectives before going to class. Majority of the teachers lacked the skills of identifying misbehaviors. The teachers were trained in the traditional methods and the teacher training programs are heavily loaded with theoretical information and the teachers are unable to use modern methodologies.

6: FINDINGS

86 percent teachers strongly agreed or agreed that the teachers possessed good planning skills
65 teachers strongly agreed or agreed that the teachers prepared the lesson objectives before going to class but the classroom
72 percent teachers strongly agreed or agreed that the teachers had the ability to plan the lesson according to the needs of the students. But the classroom observation showed that only 27 percent teachers possessed this skill.
15 percent teachers agreed that the teachers had the ability to identify intended learning outcomes but the classroom observation showed that only 27 percent teachers possessed this skill.
79 percent teachers agreed that the teachers had the ability to present the material effectively.
72 percent teachers agreed that the teachers have the ability to introduce the lesson in a very interesting way but the classroom observation showed that only 56 percent teachers possessed this skill.
78 percent teachers agreed that the teachers had the ability to involve the students in learning activities but the classroom observation showed that only 27 percent teachers possessed this skill.
66 percent teachers agreed that the teachers had the ability to build the relationship between the learning experiences and effective instructions but the classroom observation showed that only 43 percent teachers possessed this skill.
88 percent teachers agreed that the teachers had the ability to manage and organize the lesson but the classroom observation s

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