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EFFECTIVENESS OF FLIPPED CLASSROOM INSTRUCTION FOR NURTURING PROSPECTIVE TEACHERS' REFLECTIVE THINKING SKILLS The objectives of the research study were to assess the change in reflective thinking skills of prospective teacher as a result of studying through traditional/Flipped Classroom Instruction (FCI) and to examine the change in their academic performance after the intervention. The concurrent embedded strategy (QUAN+qual) of mixed-methods research design (Creswell, 2009) was employed. Prospective teachers of BS Ed. (Hons.) in a teacher education institution in Islamabad participated in this study. Previous academic record of prospective teachers was used to identify high, average and low achievers in the sample to be assigned to control and experiment group. Two teachers having equal academic qualification and almost equivalent teaching experience were involved in this study for teaching the experimental and the control group. The validity and reliability of research instruments was ensured. The study consisted of two phases. Reflective Thinking Skills Scale (RTSS) and academic achievement test were administered to experimental and control group before and after phase one and two. At the end of second phase, the perception of prospective teachers of experimental group was investigated through perception scale about Flipped Classroom Instruction (FCI) and the focus group discussion. The results of the study revealed that there was no statistically significant change in experimental group during first phase of the study, and a positive change in their reflective thinking skills and academic performance of prospective teachers during second phase of the study. The difference among academic achievement sub-groups in experimental group was statistically non-significant on ‘Reflective Thinking Skills Scale (RTSS)’ and ‘academic achievement test’. The data results for perception of prospective teachers of experimental group about Flipped Classroom Instruction (FCI) showed that they considered FCI as interesting and helpful for their subject comprehension and grooming of thinking skills. The research study recommended to provide professional training to teacher educators and prospective teachers for effective use of FCI in the classroom.
PERSONALITY AS A PREDICTOR OF PSYCHOLOGICAL WELL-BEING OF TEACHERS AT SECONDARY SCHOOL LEVEL
A STUDY OF OCCUPATIONAL STRESS AND COPING STRATEGIES FOR TEACHERS AT SECONDARY SCHOOL LEVEL The present research study was conducted to find out the occupational stress and coping strategies for teachers at secondary school level. Three major objectives were made for the study to explore the occupational stress among the teachers having physical, behavioral and emotional stress indicators, coping strategies adopted by teachers and a relationship between occupational stress and coping strategies. Lazarus and Folkman model for stress was adopted for this study. This study used quantitative approach. Sample size of the study was 233 respondents. Convenient sampling technique was used for the collection of data. Adapted closed-ended research questionnaire was used based on five-point likert scale for achieving the objectives of the study. The reliability of research instrument was checked by conducting the pilot study, which gave the value of Cronbach Alpha as 0.88. Statistical techniques of percentage, frequency, mean, standard deviation and Pearson correlation were applied. Major findings of the study show that during physical stress teachers‟ mostly feel tense after continuous hard work, get headache, lack of physical energy after a prolonged hard work. During behavioral stress, teachers get late to end-up the task assigned to them (like paper-marking activity), they go to work even when they feel sick and they have to bring work home. Whereas, during emotional stress, teachers feel trouble in remembering things, they feel frightened about problems, which they cannot really describe. It becomes hard for them to really relax at home due to family commitments, they feel extremely sensitive and irritable, and they feel like other people do not understand them as well as the students‟ impulsive behavior causes problems for them. A statistically significant correlation between occupational stress and coping strategies was found among teachers at secondary school level. It was concluded that individual teachers should know about their occupational stress indicators and coping strategies to effectively deal with their stress. Suitable working environment, bearable work-load, proper break/rest time and medical leave in case of sickness were recommended for teachers to overcome their stress and improve their performance.
STUDY OF OCCUPATIONAL STRESS AND COPING STRATEGIES FOR TEACHERS AT SECONDARY SCHOOL LEVEL The present research study was conducted to find out the occupational stress and coping strategies for teachers at secondary school level. Three major objectives were made for the study to explore the occupational stress among the teachers having physical, behavioral and emotional stress indicators, coping strategies adopted by teachers and a relationship between occupational stress and coping strategies. Lazarus and Folkman model for stress was adopted for this study. This study used quantitative approach. Sample size of the study was 233 respondents. Convenient sampling technique was used for the collection of data. Adapted closed-ended research questionnaire was used based on five-point likert scale for achieving the objectives of the study. The reliability of research instrument was checked by conducting the pilot study, which gave the value of Cronbach Alpha as 0.88. Statistical techniques of percentage, frequency, mean, standard deviation and Pearson correlation were applied. Major findings of the study show that during physical stress teachers‟ mostly feel tense after continuous hard work, get headache, lack of physical energy after a prolonged hard work. During behavioral stress, teachers get late to end-up the task assigned to them (like paper-marking activity), they go to work even when they feel sick and they have to bring work home. Whereas, during emotional stress, teachers feel trouble in remembering things, they feel frightened about problems, which they cannot really describe. It becomes hard for them to really relax at home due to family commitments, they feel extremely sensitive and irritable, and they feel like other people do not understand them as well as the students‟ impulsive behavior causes problems for them. A statistically significant correlation between occupational stress and coping strategies was found among teachers at secondary school level. It was concluded that individual teachers should know about their occupational stress indicators and coping strategies to effectively deal with their stress. Suitable working environment, bearable work-load, proper break/rest time and medical leave in case of sickness were recommended for teachers to overcome their stress and improve their performance.
STUDY OF OCCUPATIONAL STRESS AND COPING STRATEGIES FOR TEACHERS AT SECONDARY SCHOOL LEVEL The present research study was conducted to find out the occupational stress and coping strategies for teachers at secondary school level. Three major objectives were made for the study to explore the occupational stress among the teachers having physical, behavioral and emotional stress indicators, coping strategies adopted by teachers and a relationship between occupational stress and coping strategies. Lazarus and Folkman model for stress was adopted for this study. This study used quantitative approach. Sample size of the study was 233 respondents. Convenient sampling technique was used for the collection of data. Adapted closed-ended research questionnaire was used based on five-point likert scale for achieving the objectives of the study. The reliability of research instrument was checked by conducting the pilot study, which gave the value of Cronbach Alpha as 0.88. Statistical techniques of percentage, frequency, mean, standard deviation and Pearson correlation were applied. Major findings of the study show that during physical stress teachers‟ mostly feel tense after continuous hard work, get headache, lack of physical energy after a prolonged hard work. During behavioral stress, teachers get late to end-up the task assigned to them (like paper-marking activity), they go to work even when they feel sick and they have to bring work home. Whereas, during emotional stress, teachers feel trouble in remembering things, they feel frightened about problems, which they cannot really describe. It becomes hard for them to really relax at home due to family commitments, they feel extremely sensitive and irritable, and they feel like other people do not understand them as well as the students‟ impulsive behavior causes problems for them. A statistically significant correlation between occupational stress and coping strategies was found among teachers at secondary school level. It was concluded that individual teachers should know about their occupational stress indicators and coping strategies to effectively deal with their stress. Suitable working environment, bearable work-load, proper break/rest time and medical leave in case of sickness were recommended for teachers to overcome their stress and improve their performance.
INTERRELATIONSHIP OF PSYCHOLOGICAL CAPITAL, WORKPLACE FLOURISHING AND ORGANIZATIONAL PSYCHOLOGICAL OWNERSHIP: A STUDY OF COLLEGE TEACHERS Present research was carried out to identify the interrelationship of psychological capital, workplace flourishing and organizational psychological ownership of collage teachers. Main objectives of study were to determine relationship between psychological capital and workplace flourishing of college teachers, assess relationship between psychological capital and organizational psychological ownership of college teachers and investigate relationship between organizational psychological ownership and workplace flourishing of college teachers. Moreover, further analysis was carried out to analyze the differences in psychological capital, workplace flourishing and organizational psychological ownership of college teachers in different groups based on their gender, participation in faculty development programs, nature of job, job positions/title and age. Present research followed the quantitative research approach with correlational research design. The stratified random sampling technique was used, and data were collected from each stratum of men teachers and women teachers. 511 teachers working in public colleges of Islamabad constituted the sample of study. Psychological capital of college teachers was assessed by scale CPC-12 developed by Lorenz et al. (2016). Workplace flourishing of college teachers was assessed by Workplace Flourishing Scale develop by Kern (2014) and organizational psychological ownership scale was developed by Brown, Pierce and Crossley (2014). Findings revealed that college teachers were owning higher level of psychological capital/resources, flourishing/functioning and organizational psychological ownership at their workplaces. Moreover, in workplace flourishing elements, normal functioning was found in engagement, and relationship. Findings also revealed that relationship was found between psychological capital, workplace flourishing, and organizational psychological ownership of college teachers and all variables increases or decreases with each other. Additionally, gender and job positions/titles were not the reason of change (high and low level) in teachers’ psychological capital, workplace flourishing and organizational psychological ownership levels. Likewise, faculty development program/workshops did not bring change in level of teachers’ psychological capital and organizational psychological ownership while participation of teachers in faculty development program/workshops enhanced the vi teachers’ workplace flourishing. Furthermore, psychological capital and workplace flourishing was high in young teachers while organizational psychological ownership level was found high in middle-aged teachers. It is recommended that Federal Directorate of Education (FDE) may introduce trainings and workshops related to psychological capital, workplace flourishing and organizational psychological ownership for colleges teachers irrespective of nature of job and age groups.
A PHENOMENOLOGICAL STUDY OF GENDER STEREOTYPING OF EDUCATIONAL LEADERS AT SECONDARY SCHOOL LEVELSara This Interpretive Phenomenological study was undertaken to examine the experiences of a selected group of male and female educational leaders regarding gender stereotypes who were working in public sector secondary schools. The main purpose of this study was to identify and explore the phenomenon of “gender-based stereotyping” as a lived experience of both male and female senior school principals or educational administrators in public sector secondary education schools in Wah Region. The study was designed to emphasize the gender-based stereotypes which challenged them during their career as secondary school administrators. It also intended to enlist the measures which effectively helped both male and female educational leaders in catering those challenged which they faced based on their lived experiences. It used the psychological mechanism of the Stereotype Theory and the Attribution Theory as theoretical framework where the focus was on characteristics which are stereotypically associated with both the sexes as educational leaders. The study was conducted in qualitative research paradigm and Interpretive Phenomenology was used as research design. The researcher purposively selected twelve male and female participants for the study. Semi-structured interviews were conducted and the interview transcripts were analysed for structural elements or master themes, using interpretive phenomenological analysis (IPA) as a guide. The findings suggested that both male and female educational leaders have experience gender stereotypes during their journey as principals. They also listed a number of gender-specific challenges related to educational enhancement including posting transfer, distribution of task, workload, dealing with opposite gender, financial management, social pressures, organizational culture and workplace harassment. The participants also listed some measures which helped them in catering the gender stereotypes and being successful educational leaders. The findings of the study suggest several avenues for future research that will continue to increase the understanding of this phenomenon.
RELATIONSHIP OF EMOTIONAL INTELLIGENCE AND TEACHERS’ SELFEFFICACY AT UNIVERSITY LEVEL This study was designed to explore the relationship of emotional intelligence and teachers’ self-efficacy at university level. This study also compared the emotional intelligence and Teacher Self-Efficacy on the basis of gender and university sector (Public & Private). Quantitative research approach and correlational design were used in this study which aims to determine whether, and to what extent a relationship exists between two variables. Population of the study was based on 8696 university teachers from public and private universities of Islamabad. The sample of the study consisted of 645 respondents which was 74% of the total target sample. Two scales were used as a research instruments for data collection. One of the instrument named as “Teachers’ Emotional Intelligence Scale (TEIS)” which was developed by researcher and the second one “Teacher Self- Efficacy Scale (TSES)” which was adapted. Data was analyzed by using Cronbach Alpha reliability, regression, individual score and independent t-test. The findings showed that emotional intelligence was positively correlated to teachers’ self-efficacy. Furthermore, Female teachers were higher emotional intelligence than male teachers. Similarly, private sector university teachers were also higher emotional intelligence than public sector university teachers. In additional, there was no any significant difference between male and female, public and private university teachers related to self-efficacy
EFFECTIVENESS OF USING KNOWLEDGE CLIP ON STUDENTS' ENGAGEMENT AT HIGHER SECONDARY SCHOOL LEVEL This study aimed to investigate the effectiveness of Knowledge Clips (Kcs) on students’ engagement at the Higher Secondary School level. This study was focused on investigating the effectiveness of KCs on students’ in-class engagement, including Cognitive, Emotional, and Behavioral Engagement. Comparison of in-class engagement of control and experimental group, assessment of the difference in pre-test and post-test scores of the control group and comparison of engagement scores of the experimental group before and after an intervention was investigated in this study. A quasi-experimental research design by following a non-equivalent group pre-test post-test design was used. A mix-method approach was adopted for data collection. The sample includes 43 first-year Biology students from one college of Rawalpindi for each control and experimental group which were selected through a purposive and convenient sampling technique. Independent t-test, dependent t-test, and percentages were calculated for quantitative data analysis. Whereas, thematic analysis was done for qualitative data. The results of the study indicated the effectiveness of Knowledge-Clip on students’ in-class engagement including Cognitive, Emotional and Behavioral engagement in Biology course at the Higher Secondary School level. Moreover, it is recommended to utilize Knowledge Clips instead of third-party videos for engaging students within the class. Teachers may include thought-provoking questions, appealing colors, text, pictures, and animations within KCs for improving the in-class engagement of students. Trainings may be provided to teachers regarding creating KCs by using easy software’s like PowerPoint.
TEACHING OF CREATIVE WRITING IN URDU IN AN ENGLISH MEDIUM SCHOOL: A CASE STUDY The aim of the present study was to address the teaching methods which are used for teaching Urdu creative writing in an English medium elementary school at Rawalpindi. The objective of the current study was to explore the teaching methods used for teaching creative writing in English medium school. The second objective was to identify the difficulties faced by teachers in teaching creative writing at elementary level. In this research the researcher follows the conceptual framework of this study. The population of this study was consisted of 4 Urdu teachers who are teaching in English medium school in Rawalpindi. The Purposive sampling technique was used by the researcher. The present study was a qualitative, and a case study; therefore, the researcher took four Urdu school teachers as a sample, to conducted the semi-structured interview. The findings of the present study revealed that lecture method, demonstration method and charts, play-cards and simulation help in the creative writing. Through these teaching methods and strategies students get engaged and get ideasto create something new and such strategies help to build up the concept and to write innovative. Finding of the second objective showed that students’ lack of interest in the creative writing, is one of the biggest challenge and difficult area for creative writing of Urdu language. Besides, issues of hand writing and pronunciation of Urdu sentences are the burning areas in the creative writing of Urdu language. Efficient and effective teachers are always the facilitator and change agent for the community development. The difficulties faced by teachers in teaching Urdu creative writing in English medium school at elementary level, this research study reveals that majority of the students were facing difficulties, challenges and issues regarding Creative writing related tasks. For developing students’ interest in Urdu creative writing, instructors may teach the lesson in an attractive way with the use of modern technology
AN APPRAISAL OF PRE-SERVICE TEACHER EDUCATION CURRICULUM WITH REFERENCE TO SUSTAINABLE DEVELOPMENT GOALS Sustainable development is a drone word in academia these days and attainment of these goals has become indispensable for every country of the United Nations. For this purpose (a) curriculum of B.Ed. (Honors) was examined in the light of global citizenship education (GCED) and education for sustainable development (ESD) themes of sustainable development goal 4, target 4.7 (b) Perspectives of curriculum experts regarding the inclusion of contents, gaps, and challenges in B.Ed. curriculum was investigated. (c) Course outline for the future curriculum of B.Ed. (Honors) in Pakistan was suggested. A convergent parallel mixed-method study was carried out. Simultaneous design with QUAL+quan notation was implemented. Purposive sampling technique was adopted and experts in the field of education curriculum were the participants of the study. Content analysis was carried out, searching for the a priori key themes of GCED and ESD and simultaneously a survey was administered with curriculum experts. A standardized instrument prepared by the International Bureau of Education (IBE) and UNESCO was used. The results of content analysis were interpreted through percentages and bar graphs along with descriptive explanations separately. The quantitative set of data was analyzed through SPSS 21 by expressing in means and standard deviation and shown in graphical form. The qualitative data set was analyzed using word trees and word clouds with software Nvivo10. The findings of qualitative and quantitative data were combined, integrated, and related during interpretation. The results complemented and supplemented the findings. The conclusions of content analysis disclosed that the “Teaching of Social Studies” subject had a greater number of GCED and ESD themes, whereas the “Health Education” theme was missing. Experts strongly favored the inclusion of the themes. Introducing these themes as a separate subject was suggested, but they preferred the integration of themes across existing subjects. Contextualization of the themes to our local needs was considered a major challenge. Revision of B.Ed. (Honors) Elementary curriculum was recommended. Finally, in light of findings, the course outline of GCED and ESD was developed for the future national curriculum of B.Ed. in Pakistan.
COMPARISON OF HUMAN RESOURCE DEVELOPMENT PRACTICES IN PUBLIC AND PRIVATE SECTOR UNIVERSITIES This study intended to compare the human resource development practices (training and development, career development, organizational development) in public and private sector universities of Islamabad. The major objective of study was to make a comparison among human resource development practices. Explanatory sequential mixed method approach was used to collect data through stratified sampling technique. Tool consisted of 75 items (717) faculty members and data was extracted from public and private sector universities. Qualitative approach data were collected from ORIC, QEC and Registrar offices of sampled universities. Independent t-test was used as statistical technique and results revealed that there was significant difference in human resource development practices of public and private sector universities. Quantitative approach results of respondents showed private sector universities were focused on employee trainings (M=4.23) career development (M=3.72) and organizational development (M=4.7). On the other hand public sector universities respondent results showed that trainings (M=2.97) career development (M=2.86) and organizational development (Mean=3.8). Quantitative research approach reflected private sector conducted more trainings then public sector. Qualitative approach results revealed through content analysis in last five years (2015- 2020) private sector conducted more training (139) and focused on employee career and organizational development. This study recommended that in both public and private sectors use effective techniques for planning faculty trainings for organizational development.
A COMPARATIVE STUDY OF PUBLIC AND PRIVATE UNIVERSITIES AS LEARNING ORGANIZATIONS This research was designed to explore and compare practices of public and private universities located in Islamabad, as learning organizations. Marsick and Watkin’s (2003) frame work of learning organization which contained seven dimensions named as Continous Learning, Dialogue and Inquiry, Team learning, Embeded System, Empowerment, System Connection and Strategic Leadership were taken as guideline for this research study. A total 9177 faculty staff working in public and private sector universities (2018) constituted the population of the study. Stratified proportionate sampling technique was used to draw sample. Sample size constituted of 917 faculty staff of both sector universities. The approach of the research study was quantitative. According to the requirement of the study comparative design was used. Questionnaire named as “Dimension of Learning organization questionnaire” developed by Watkin and Marsick (2003) was adapted and used for data collection for this study. The data collected and then analzed statistically using Mean and independent sample t test. On the bases of result, it was concluded that both sector universities were practising as learning organizations. There was no significant difference in practices of both sector universities as learning organizations. On most of the dimensions their practices were same however, practices of private sector universities in reference to dimension Dialogue and inquiry were better than public sector universities. The strength of both sector universities was observed on dimension related to strategic leadership whereas weakness of both sector universities was observed on dimension related to empowerment. On the bases of result, it is recommended that both sector universities should apply strategies to further enhance their status as learning organizations.
RELATIONSHIP OF TEACHERS’ RESILIENCE WITH STUDENTS’ ACADEMIC RESILIENCE AND LIFE SKILLS DEVELOPMENT AT HIGHER SECONDARY LEVEL Resilience helps individuals to bounce back at any adverse moment. This study was designed to examine teachers’ resilience, students’ academic resilience and students’ life skills development at higher secondary level. It aimed to find out the relationship of teachers’ resilience with students’ academic resilience and with their life skills development. It investigated the relationship between students’ academic resilience and their life skills development. The study also envisioned an investigation of research variables in relation to demographic variations among respondents. Null hypotheses were framed to achieve the research objectives. The research design was descriptive and used a quantitative approach. All the students enrolled in Intermediate part-II and their teachers constituted the population of the study. The population consisted of 620 teachers and 5783 students. Data were collected from a sample of 174 teachers and 588 students at higher secondary level using the multi-phase sampling technique. Three research instruments were used for data collection. Means, percentages, correlation coefficient, t-test and analysis of variance were applied to data. The descriptive analysis revealed that resilience level of teachers was high with skill, education and family and identity as major sources of resilience. Students’ academic resilience and life skills development were also at high level. Teachers’ resilience was significantly associated with students’ academic resilience and their life skills development. A positive and significant association existed between students’ academic resilience and their life skills development. The investigation on gender differences revealed no significant difference in overall teachers’ resilience and overall students’ academic resilience. However, gender-based difference existed in students’ overall life skills development at higher secondary level in favour of females. Demographic variations other than gender placed no significant differences on research variables. Community being identified as a weak source of teachers’ resilience may be improved by providing memberships of libraries, clubs and opportunities for socializing. Short courses, projects, debates, speeches and classroom strategies may help students improve their leadership life skill.