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EFFECT OF MICROTEACHING ON CLASSROOM MANAGEMENT SKILLS OF PROSPECTIVE TEACHERS The present study was conducted to determine the effectiveness of the microteaching intervention on the classroom management skills of prospective teachers. Microteaching is a specialized training program that provides targeted opportunities for the rehearsal and development of specific teaching skills by providing immediate feedback, room for replanting the lesson, and re-evaluation until the desired skill is achieved. For the current study, the quasi-experimental research design was employed whereas a mixed-method approach (both qualitative and quantitative) was used to collect data from the study participants. For the quantitative part, the protocol consisted of a structured observation checklist (Assessment form on classroom management skills) to rate the classroom management skills pre-and post-intervention, whereas a semi-structured interview guide was used to obtain qualitative data related to perceptions of prospective teachers on microteaching intervention. A total of 10 prospective teachers (male= 2, female= 8) enrolled in B.Ed. Program (third semester) of a public sector university in Islamabad were included in the study through the non-probability consensus sampling technique. A dependent sample t-test was employed to find the pre-and post-differences that showed significant improvement over time (M= 16.5, SD= 5.08; M= 67.30, SD= 4.47). Moreover, thematic analysis of qualitative semi-structured interviews demonstrated that most of the prospective teachers found this technique useful in boosting their confidence and improving presentation skills and suggested making it a part of their regular teaching curriculum. The findings could be applied in the educational setting as the current study had proved that micro-teaching plays a vital role in making the teacher capable enough to deal effectively in the classroom with a positive attitude and behavior which in turn enhances the academic performance of the student. The finding’s revealed that microteaching is an effective method to teach topics such as classroom management skills.
A STUDY OF CHALLENGES IN UTLIZATION OF E-LEARNING FACILITIES AT UNIVERSITY LEVEL This research was aimed to analyze the challenges in utilization of e-learning facilities faced by the university students. The main objective of the study was to explore the challenges in utilization of e-learning facilities faced by the students of management and social science students of public and private universities. In this study theoretical framework of (Andersson & Grönlund, 2009) was used. Four challenges were mentioned in theoretical framework that was individual challenges, course challenges, contextual challenges and technological challenges. The population of the study was 16,788 0f public universities and 6,534 of private universities and target population of the study was based on under graduate students of management science and social science departments of public and private universities. A random sampling technique was used for collection of data. The sample of the present study was 736 from which 375 were public universities student and 361 were private universities students. The reliability of individual challenges was 0.637, course challenges 0.861, contextual challenges 0.782 and technological challenges 0.845. The finding of the study showed that there is a significant difference between the challenges faced by students of management sciences and social sciences of public and private universities students. It was concluded that students face more individual challenges. This study recommends that proper timetable may be made and properly followed by class teachers. Proper training may be provided to the students and teachers for the use of e-learning facilities. Proper guideline may be given to the family so they can provide learning environment at home. Process of assessment and evaluation may be revised according to e-learning classes. Course and curriculum designers may work on making new curriculum for only e-learning classes. Students may be allowed to do learning at their own pace. Universities may increase number of computer labs and make sure computer are virus free to overcome the challenges in utilization of e-learning facilities at university level.
ASSESSMENT OF SELF-REGULATED LEARNING AT HIGHER EDUCATION LEVEL The study was designed to examine the practices of self-regulated learning at higher education level and to compare self-regulated learning of students on the basis of gender. The theoretical framework of the study was based on the self-regulated learning model presented by Zimmerman (2002), which comprised of three phases of self-regulated learning as forethought/pre-action (task analysis, motivational believes), performance (self-control, selfobservation), and self-reflection (self-judgment, self-reaction). The researcher used the quantitative research approach, further, the comparative research method used for the research. For the current study, students enrolled in the social sciences departments (Total=8659) (session 2019) of public sector universities of Islamabad were the population. Stratified proportionate sampling technique was used. The researcher divided the entire population into sub-groups of male and female then randomly selected the final number proportionally from both groups. The sample size was 10% which was 866, (Male=480, Female= 386). Selfdeveloped questionnaire was used, based on self-regulated learning phases (Zimmerman (2002). The result of reliability was (.979). Data analyzed by Statistical package for social sciences (SPSS). Independent t-test was used for gender comparison. Mean was calculated for assessing self-regulated learning practices. The students were practicing Task Analysis, Motivational Believes, Self-Control, and self-Reaction, and students were in less practice of Self-observation and Self-judgment. Further, there was significant difference found in practices of self-regulated learning between male and female students. Female university students were found better in practice of self-regulated learning than male students. It is recommended that; that university management may conduct session for Video-based activity to enhance selfobservation. And it was recommended that university management may conduct Interview session to enhance self-management. It was also suggested that university may conduct classroom activities to enhance the practices of self-regulated learning in the students at universities. It was suggested that university management may conduct session to guide students especially for male and provide specific cues for using self-regulated learning strategies
EFFECT OF SMART PHONE ON SOCIAL BEHAVIOUR OF STUDENTS AT UNIVERSITY LEVEL This study is started to find out the effect of smart phone usage on social behavior of students at university level and usage of smart phone effects on cognitive, social, and environmental factor of university students. This study intended to examine the differences by use of smart phone on social behavior of males and females’ students at university level. This study is descriptive in nature with the survey approach and quantitative research design. Data is collected from 3 public universities of Azad Jammu and Kashmir. 135 males and 145 females are selected through purposive sampling techniques from total population. The researcher formulated conceptual framework by taking three factors of social behavior by Bandura (1986). Self-developed questionnaire is used for data collection. Questionnaire applied after validity and reliability conformation. Validity is confirmed by experts of the relevant field. Reliability analysis is conducted for measurement of Cronbach alpha for scale which is .80. Descriptive statistic is run which identified the demographic variables of university students. Three regression analyses are run for examine the effect of smart phone usage on cognitive, social, and environmental factor and for testing the fourth hypothesis independent sample t-test is run by using SPSS. Findings of this study is that smart phone usage had a significantly and positively effect on cognitive, social, and environmental factor, and smart phone usage effects both males and female at same level and frequency. Therefore, it is recommended that this study is helpful for researchers, universities, administration, and for policy makers.
EXPLORATION OF E-COMMUNICATION SKILLS OF THE STUDENTS AT UNIVERSITY LEVEL The study was designed to explore students' E-communication skills at university level. The major objectives of the study were to explore the E-communication skills of the student at the university level, to investigate the frequency of E-communication applications, and to examine the challenges the students face while using E-communication. It was a descriptive study. An Explanatory Sequential mixed-method research design was used. The population of the research consisted of 3372 students studying in the faculty of social sciences in public sector universities of Islamabad. Simple Random Sampling Technique was used. 345 students were selected as a sample. Two research instruments were developed for the collection of data for this study. One was the questionnaire and the second was the checklist. Validity and Reliability were ensured for the questionnaire. Data was collected through the online google form method. Data were analyzed through mean, frequency, percentage, and Thematic Analysis. It was concluded that most of the students from the university were skilled in the skill of coordination while they scored least in Efficiency and Satisfaction. Results showed that students frequently used E-mail, Whatsapp, Zoom, and Instant Messaging for academic purposes, in addition, the challenges students highlighted were, internet and electricity issues, hacking issues, language barriers, lack of technological skills, lack of concentration, data safety issues. It is recommended that universities may include E-communication skills in their content for improving their academic performance.
A COMPARATIVE STUDY OF TEACHERS’ PARTICIPATION IN PUBLIC AND PRIVATE SECTOR UNIVERSITIES REGARDING ACADEMIC DECISION MAKING The present study was designed to compare the teachers’ participation in academic decision making. Major objectives were to compare the teachers’ participation in academic decision making among public and private sector universities and to explore the difference on the basis of gender, age and qualification of teachers’ participation in academic decision making among public and private sector universities. Theoretical framework of the study was taken from the work of Desalegn Gemechu (2012). The population of the study was based on 1636 university teachers’ from social sciences and management sciences of public and private sector universities of Islamabad. Total sample of the study was 692 teachers, where 500 teachers were selected from public sector universities and 192 teachers were selected from private sector universities. For the selection of sample disproportionate stratified sampling technique was used. The research instrument was adapted from work of Desalegn Gemechu (2012) and proper permission was taken from him. The instrument consisted of five components of academic decision making naming as instruction, disciplinary issues, guidance and counselling, personnel role and cocurricular activities. Data was analyzed through SPSS version 20 by using statistical tests like, percentage, independent sample t test and ANOVA. It was concluded that public sector university teachers’ were participating more in academic decision making as compare private sector university teachers’. Private sector teachers were only participating in instruction and disciplinary issues. On the basis of findings it is recommended that Private sector universities may provide a chance to their teachers’ to participate more in all the domains of academic decision making and private universities may explore the reason behind teachers’ less participation in academic decision making through different seminars and meetings.
Role of organizational Practices on the Teachers Effectiveness and Students achievment at university level objectives of the study were; to examine existing Organizational Practices at university level, to determine the teachers’ Effectiveness at university level, to determine the students’ achievement at university level, to determine the inter-relationship between Organizational practices ,teachers’ effectiveness and students’ achievement at university level, to investigate the relationship between Organizational Practices and teachers’ effectiveness at university level, to determine the relationship between teachers’ effectiveness and students’ achievement, to determine the organizational practices and students’ achievement at university level, to evaluate the demographic variation regarding Gender and Sector in determining the Organizational practices of teachers at university level, to evaluate the demographic variation regarding Gender and Sector in determining teacher’s effectiveness at university level, to evaluate the demographic variation regarding Gender and Sector in determining students’ achievement at university level. Research instrument was developed by the researcher which consisted of two sections First section is related to the Organizational practices and second section is about Teachers’ effectiveness. The questionnaire was developed in light of Guskey model of teacher training (2000). The population of the study comprised of 2900 (students: 2000, teachers: 900). Stratified Random sample of 400 respondents were collected from two distinct groups, which includes universities teachers and students of Private and Public sector universities of Rawalpindi and Islamabad. For achieving objectives of the study mean, percentage, t- test and correlation was applied by using SPSS. Findings of the study indicated that existing organizational practices in teachers at universities were not found in practice frequently and were not up to the mark. Similarly results showed. There is moderately significant relationship found between organizational practices, teachers’ effectiveness and students’ achievement. It is recommended that Professional development practices need to be considered as a normal part of professional life for all academic staff, and these practices may be part of the institutional structure. by allowing, supporting within academic departments, between different disciplines, across different institutions and between all who teach and support learning. Institutions should conduct seminars to enrich their teachers with new teaching stratigies.mentoring and coaching also could help in improving teacher effectiveness, Teachers who are new to the service may be open to any professional assistance given by master teacher’s thoughtful knowledge in the field.
A COMPARATIVE STUDY OF THINKING STYLES AND JOB EMBEDDEDNESS AMONG PUBLIC AND PRIVATE UNIVERSITY TEACHERS Thinking styles play significant roles in job embeddedness. Eight objectives were designed for this study. The current study aimed to make a demographic comparison of gender, sector, departments, qualification, and teaching experience with reference to thinking styles and job embeddedness of university teachers. The theoretical framework of this study was based on two theories, Mental self-development theory by Robert Sternberg (2007) and theory of job embeddedness by Mitchell et al. (2001). The study population consisted of 1369 faculty members teaching in selected departments of five public and four private universities of Islamabad. A proportionate stratified random sampling technique was used. A total of four hundred and eighty (480) university teachers were selected from the population. Two standardized questionnaires, were used for data collection. The reliability of the thinking style scale was .945, and the reliability of the job embeddedness scale was .900. t-test statistics revealed no significant differences in thinking styles among male and female university teachers except local thinking styles. The results related to job embeddedness also illustrated no significant differences related to subscales of job embeddedness among male and female university teachers except organizational links. Significant differences were found related to these (legislative, executive, judicial, hierarchical, oligarchic, anarchic, local, and external) subscales of thinking styles among university teachers in public and private sector except monarchic, global, internal, liberal, and conservative thinking style. Analysis of variance also explored the significant difference in opinion of teachers based on qualification about functions, forms, and learnings of thinking styles. In contrast, no difference was found in levels and scope of thinking styles. Based on findings, it was recommended that the management of the private sector universities may provide proper training about different thinking styles through collaboration with public sector universities so that they can understand the thinking styles of their employees. This knowledge will help them select the right person for the right job.
A STUDY OF INTERRELATIONSHIP OF TEACHING STYLES, LEARNING STYLES AND STUDENTS’ ACHIEVEMENT MOTIVATION AT SECONDARY LEVEL This study was undertaken to assess different teaching styles as perceived by the students, learning styles and achievement motivation of students at secondary school level and to examine the interrelationship of teaching styles, learning styles and students’ achievement motivation at secondary school level. Population of the study consisted of total 5212 students of public sectors schools located in Tehsil Rawalpindi. Random sampling technique was used. 521students were selected as sample of the study. The study was descriptive in nature. Data were collected through three questionnaires. Questionnaire regarding teaching style was based on theory of Anthony Grasha (1996, learning styles on theory of Fleming’s (2001) VAK model and achievement motivation theory by McInerney (1997). These instruments have reliability0.79, 0.67and 0.88 respectively. Data were analyzed by using percentages, mean scores and mediation analysis (Regression). Major conclusions of the study were; formal authority teaching style is the most preferred teaching style as perceived by the students. Visual and auditory learning styles are most prevailing learning styles of the students. It was also concluded that students were highly motivated in their mastery goals. Furthermore, it was concluded that there was significant positive relationship between teaching styles, learning styles students’ achievement motivation at secondary school level. This correlation is statistically significant. On the basis of conclusions, it is highly recommended that training may give to the teachers about teaching styles which carry the advantages of teaching styles as formal authority, expert, facilitator delegator, and personal model and it may be free from the drawbacks of these styles. Moreover, it is obligation of teachers to motivate students by fulfilling their social, mastery and performance goals by using all their senses such as visual, auditory and kinesthetic.
ROLE OF SCHOOL CLIMATE IN STUDENTS’ SOCIAL DEVELOPMENT AT SECONDARY LEVEL This study was conducted with the objectives to examine the elements of school climate at secondary level, to assess the level of social development in students at secondary level and furthermore the purpose of the study was to investigate the role of school climate in students’ social development at secondary level. The Conceptual framework of this study was based on school climate model presented by National school center (2012) and Social skills development and behavior model presented by Janols, Korkman, Mickelsson, Strand, Trillingaard, Bredesen… Gillberg (2017). The model of school climate was based on five dimensions i.e. school safety, teaching and learning, interpersonal relationships, institutional environment and staff only while social skills development and behavior model was based on seven traits i.e. empathy, team work, emotions, communication, physical appearance, relationships and confidence. Researcher used quantitative research approach. Furthermore, descriptive research design and survey method was used for the purpose of data collection. For the current study population was male (439) and female (480) teachers of Punjab government schools N=919 (session 2020-2021). Stratified random sampling technique was used in this research. Researcher selected 20% sample from each stratum. The sample size of this study was n= 184, male (88) and female (96). For data collection, researcher adapted two types of tools School Climate Inventory (SCI) and Social Skills Development and Behavior Checklist (SSDBC). The rate of return was 78% of total sample. The data was analyzed with the help of SPSS 20th edition. This study was delimited to the Punjab Government Secondary Schools. Findings revealed the most practicing element of school climate was interpersonal relationships (70.94). It was found that social development of majority students was on highest level. Furthermore, it also revealed that school climate had significant role in students’ social development. On the basis of findings, it was recommended that in order to maintain physical safety in class, teachers may make discipline incharge from every section. Schools may arrange co-curricular activities for students once in a month or in a week for the enhancement of social skills. Government may construct small schools as it will help to maintain discipline and ultimately it will lead towards the positive school climat
AN EXPLORATORY STUDY OF UNIVERSITY TEACHERS’ AUTHENTIC LEADERSHIP STYLE Authentic leadership brings about boosted balanced engagement because the focus is on one’s personal core values and also one can maintain trust among his colleagues. The qualities of effective leaders are often similar to an effective teacher. In order to be an effective leader and teacher both must be capable of influencing and making an impact on others. The aim of the current study was to explore the level of university teacher’s authentic leadership style. Researcher used the quantitative research approach in this study. The population of the study was consisted of 1086 teachers among them 656 were from faculty of social sciences and 430 were from management sciences teachers. Stratified proportionate sampling was used. The sample was consisted of 285(26%) teachers of public university of Islamabad among them 173 (26%) teachers were from faculty of social sciences and 112 (26%) were from faculty of management sciences. The return response of the current study was 236 among them 136 teachers were from faculty of social sciences and 100 were from faculty of management sciences. A self-developed questionnaire was used by the researcher. Researcher used both descriptive and inferential statistics. Score level, independent t-test and ANOVA was calculated to analyze the data. The analysis of data demonstrates that university teachers have above average level of authentic leadership. Furthermore, results also shows that level of self-awareness was in average level as compare to other components of authentic leadership (transparency, ethical/moral values and balanced processing) was in above average level of university teachers of public universities of Islamabad.
AN EXPLORATORY STUDY OF UNIVERSITY TEACHERS’ AUTHENTIC LEADERSHIP STYLE Authentic leadership brings about boosted balanced engagement because the focus is on one’s personal core values and also one can maintain trust among his colleagues. The qualities of effective leaders are often similar to an effective teacher. In order to be an effective leader and teacher both must be capable of influencing and making an impact on others. The aim of the current study was to explore the level of university teacher’s authentic leadership style. Researcher used the quantitative research approach in this study. The population of the study was consisted of 1086 teachers among them 656 were from faculty of social sciences and 430 were from management sciences teachers. Stratified proportionate sampling was used. The sample was consisted of 285(26%) teachers of public university of Islamabad among them 173 (26%) teachers were from faculty of social sciences and 112 (26%) were from faculty of management sciences. The return response of the current study was 236 among them 136 teachers were from faculty of social sciences and 100 were from faculty of management sciences. A self-developed questionnaire was used by the researcher. Researcher used both descriptive and inferential statistics. Score level, independent t-test and ANOVA was calculated to analyze the data. The analysis of data demonstrates that university teachers have above average level of authentic leadership. Furthermore, results also shows that level of self-awareness was in average level as compare to other components of authentic leadership (transparency, ethical/moral values and balanced processing) was in above average level of university teachers of public universities of Islamabad.
A GENDER BASED COMPARATIVE STUDY OF FACTORS LEADING TO ORGANIZATIONAL SILENCE AT HIGHER EDUCATION LEVEL Organizational Silence in the workplace occurs in situations in which employees opt to keep silent. Teachers decided not to express their ideas, opinions, problems within the organization. Teachers choose to remain quite because of fear of isolation, lack of trust, fear of damaging and keeping himself away to avoid any negative consequences. The aim of the current study was to compare the factors leading to Organizational Silence at Higher Education Level among male and female teachers of public universities of Islamabad. Researcher used the quantitative research approach in this study. The population of the study was consisted of 1160 teachers among them 630 were male teachers and 530 were female teachers. Stratified proportionate sampling was used to draw sample from two strata. The sample was consisted of 291 teachers of public university of Islamabad among them 159 (25%) were male teachers and 132 (25%) were female teachers. The return response rate of the current study was 235 among them 108 were male teachers and 127 were female teachers. An adapted questionnaire of Dasci & Cemalouglu (2016) was used by the researcher as a tool to collect the data from participants. Moreover, for the current study, researcher used both descriptive and inferential statistics. Mean and independent t-test was calculated to analyze the data. The analysis of data demonstrates that teachers display more colleagues related factor with 3.50 mean value among five dimensions of organizational silence (Individual characteristics 3.36, Administrative factor 3.21, Organizational culture 3.33 and Pressure Groups 3.15) at university level. Furthermore, results of independent t-test show that there is a significant difference in Organizational Silence of male and female teachers of public universities of Islamabad. Results of independent t-test also indicate that female teachers display more Organizational silence at university level as compare to male teachers.
A GENDER BASED COMPARATIVE STUDY OF FACTORS LEADING TO ORGANIZATIONAL SILENCE AT HIGHER EDUCATION LEVEL Organizational Silence in the workplace occurs in situations in which employees opt to keep silent. Teachers decided not to express their ideas, opinions, problems within the organization. Teachers choose to remain quite because of fear of isolation, lack of trust, fear of damaging and keeping himself away to avoid any negative consequences. The aim of the current study was to compare the factors leading to Organizational Silence at Higher Education Level among male and female teachers of public universities of Islamabad. Researcher used the quantitative research approach in this study. The population of the study was consisted of 1160 teachers among them 630 were male teachers and 530 were female teachers. Stratified proportionate sampling was used to draw sample from two strata. The sample was consisted of 291 teachers of public university of Islamabad among them 159 (25%) were male teachers and 132 (25%) were female teachers. The return response rate of the current study was 235 among them 108 were male teachers and 127 were female teachers. An adapted questionnaire of Dasci & Cemalouglu (2016) was used by the researcher as a tool to collect the data from participants. Moreover, for the current study, researcher used both descriptive and inferential statistics. Mean and independent t-test was calculated to analyze the data. The analysis of data demonstrates that teachers display more colleagues related factor with 3.50 mean value among five dimensions of organizational silence (Individual characteristics 3.36, Administrative factor 3.21, Organizational culture 3.33 and Pressure Groups 3.15) at university level. Furthermore, results of independent t-test show that there is a significant difference in Organizational Silence of male and female teachers of public universities of Islamabad. Results of independent t-test also indicate that female teachers display more Organizational silence at university level as compare to male teachers.