SEARCH ARTICLE

02 Pages : 10‒22

http://dx.doi.org/10.31703/gssr.2022(VII-IV).02      10.31703/gssr.2022(VII-IV).02      Published : Dec 2022

Effect of Instructional Leadership on School Performance

    The study examined the effect of instructional leadership on school performance. Instructional leadership is a process that how quality practices: building and sustaining the school vision, monitoring of curriculum and instruction, leading a learning community, data gathering and assessing, and shared leadership were implemented by head teachers effectively. School performance is defined as the attainment of targets by teachers, students and schools. In district Sahiwal, head teachers were evaluated for instructional leadership by their SSTs (N=1026) on HTEQ. For school performance, a score of student achievement were obtained from their schools, while data on factors: cleanliness of schools, student presence, the functionality of facilities, and teacher presence were obtained through monthly visit reports of MEAs. The study revealed that head teachers were used practices of instructional leadership effectively and excellent level of schools' performance were found. The study explored a moderate relationship between variables (r=.54), and a 39 % variance in school performance could be explained through instructional leadership. The recommendations were also added in the study.

    Instructional Leadership Quality of Head Teachers, Building and Sustaining School Vision, Shared Leadership, Leading a Learning Community, Data Gathering and Assessing, Curriculum and Instruction Moni
    (1) Muhammad Akram
    Associate Professor, Institute of Education and Research, University of the Punjab, Lahore, Punjab, Pakistan.
    (2) Muhammad Irfan Malik
    Lecturer in Education, The Islamia University of Bahawalpur (Bahawalnagar Campus), Punjab, Pakistan.
    (3) Saira Taj
    Assistant Professor, STEM Education, Lahore College for Women University, Lahore, Punjab, Pakistan.

18 Pages : 191-200

http://dx.doi.org/10.31703/gssr.2023(VIII-II).18      10.31703/gssr.2023(VIII-II).18      Published : Jun 2023

Learner vs Teacher Centered Classes: Critical Discourse Analysis of Stakeholders' Stance from Socio-Cognitive Perspective

    The research conducted for this study took place in a Pakistani educational institution. It compared the learner-centred (LC) and teacher-centred (TC) methods and investigated the learners' opinions regarding each method. This study employed qualitative methodology. Two classroom discussions were recorded in LC and TC modes to capture data. Participants in the study were given an open-ended questionnaire. Analyses of data were guided by Critical Discourse Analysis (CDA). The application of the socio-cognitive model (Dijk, 2006) and 3D model (Fairclough, 1995) revealed speech and ideology differences between TC and LC. The learners preferred the LC method. This research will encourage other academics to research different instruction methods. This research will also benefit applied linguists, particularly language teachers, to determine the effectiveness of teaching methods.

    Learner-Centered Method, Teacher-Centred Method, Teaching Methodology, Critical Discourse Analysis, Socio-Cognitive Model, 3D Model
    (1) Nadia Nisar
    PhD Scholar, Department of English Linguistics, Government College Woman University, Sialkot, Punjab, Pakistan.
    (2) Muhammad Sabboor Hussain
    Assistant Professor, Department of English Linguistics, Government College Woman University, Sialkot, Punjab, Pakistan.

29 Pages : 324-330

http://dx.doi.org/10.31703/gssr.2023(VIII-II).29      10.31703/gssr.2023(VIII-II).29      Published : Jun 2023

Teachers' Training Impact on Teachers' Professional Development at Primary School Level

    Researchers investigated how primary school teachers benefited from their training. A total of 150 public school teachers in primary schools (75 men, 75 women) participated in the study. Using the survey method, the researcher adopted a simple random sampling technique. The researche employed a self-developed questionnaire with a five-point scale to compile the results. The questionnaire consisted of six main aspects. The validity of the research instrument was ensured in light of experts' opinions and pilot testing. The reliability was also ensured properly by applying Cronbach Alpha and its value was found .83. The data collected from respondents was organized properly. The data was analyzed through inferential statistics, and an independent-sample t-test was applied. The data was tabulated, presented and interpreted in a mean score, standard deviation and in the form of t- value to see the significant difference in mean score. It was concluded that teachers' training enhanced theteachers' professional competencies and recommended that teachers' professional training may be conducted continuously.

    Professional Development, Teachers Training, Subject Specialist, Pedagogical Impact, Public Schools
    (1) Bakht Jamal
    PhD Scholar, Education, Department of Teacher Education, Faculty of Education, International Islamic University, Islamabad, Pakistan.
    (2) Shabnam Razaq Khan
    Assistant Professor, Institute of Education and Research, Gomal University, Dera Ismail Khan, KP, Pakistan.
    (3) Sultan Akbar Shah
    PhD Scholar, Education, Institute of Education and Research, Gomal University, Dera Ismail Khan, KP, Pakistan.

39 Pages : 427-434

http://dx.doi.org/10.31703/gssr.2023(VIII-II).39      10.31703/gssr.2023(VIII-II).39      Published : Jun 2023

Promoting Inclusive Education for Children with Disabilities in Pakistan

    As part of the study, researchers asked both teachers of general education and teachers of special education what they thought about inclusive education. The main goal of this study was to learn more about how Pakistani educators feel about education for all. There were a total of 39 questions in the poll. The validity and reliability of the instrument were determined by trying it with pilot groups and talking to experts in the field. We found the Cronbach alpha, which is a measure of internal stability, by using SPSS. The correlation value was 0.80 as a whole. A t-test and mean values were used to look at the data. A meticulous analysis of the data shows that all teachers are right about how effective inclusive education is and that all teachers support the method. It was also shown that both regular and special-needs teachers feel the same way about inclusive education.

    Inclusive Education, Children, Disabilities, Teachers, Education
    (1) Humera Omer Farooq
    PhD Scholar, Assistant Professor, Graphic Design Department College of Art & Design, University of the Punjab Lahore, Punjab, Pakistan.
    (2) Rabea Saeed Hassan
    Education Consultant, Education Training and Corporate Services and Solutions, Lahore, Punjab, Pakistan.
    (3) Farrukh Hammad Rasool
    Assistant Professor, University College of Art and Design, Islamia University, Bahawalpur, Punjab, Pakistan.

44 Pages : 480-491

http://dx.doi.org/10.31703/gssr.2023(VIII-II).44      10.31703/gssr.2023(VIII-II).44      Published : Jun 2023

Prospective Teachers' Perceptions and Experiences with Grading Rubrics: A Survey Study

    Grading rubrics are valuable tools in education that clarify expectations, facilitate transparent grading, improve self-regulation, and increase learning outcomes. This paper explores the use and impact of grading rubrics from the perspective of prospective teachers, reviewing literature, research, and a survey. The survey was done with 400 prospective teachers from 4 universities in Lahore, and each of them filled out a questionnaire about their thoughts and experiences with rubrics.The findings of this survey are included in the paper as well. This work contributes to the existing body of research on the use of rubrics in education by giving a detailed and critical evaluation of the research that has already been conducted, as well as by presenting fresh empirical data from the viewpoint of prospective teachers, thus intending to stimulate more research and practice on grading rubrics in the field of education.

    Grading Rubrics, Education, Prospective Teachers, Self-assessment, Peer-assessment
    (1) Tayyaba Tariq Mir
    M.Phil. Scholar, Department of Education, University of Management and Technology, Lahore, Pakistan
    (2) Amna Arif
    M.Phil. Scholar, Department of Education, University of Management and Technology, Lahore, Pakistan

45 Pages : 492-505

http://dx.doi.org/10.31703/gssr.2023(VIII-II).45      10.31703/gssr.2023(VIII-II).45      Published : Jun 2023

Teaching Values to Secondary School Students: An Analysis of Teachers' Practices

    In this multiple case study, the focus was on how teachers in the selected schools in Narowal cultivate values in their secondary school students. To attain a comprehensive understanding, twenty teachers were purposefully selected for interviews. Qualitative content analysis using NVivo 12 software was used to analyse the gathered data. The research found that these teachers employed diverse approaches to teaching values education. They incorporated storytelling, moral dilemmas, Islamic quotes, examples, activities, games, and projects into their practices. Furthermore, they aimed to foster a positive atmosphere in the classroom by endorsing respect, cooperation, tolerance, and empathy among students. However, the teachers felt hindered by several challenges. They highlighted time constraints due to curriculum overload, the presence of large class sizes, test-oriented educational systems, a diverse student population, and limited resources as factors impeding their effectiveness. Following these findings, it is recommended across society and administration levels that support should be provided to aid secondary school teachers in delivering effective values education.

    Values education, Teachers’ Practices, Secondary school, Qualitative case study, Methods and Constraints
    (1) Imran Khan
    Visiting Faculty, Department of Education, University of Narowal, Punjab, Pakistan.
    (2) Yaar Muhammad
    Associate Professor, Department of Education, Government College Women University, Sialkot, Punjab, Pakistan.
    (3) Yasira Waqar
    Assistant Professor, Syed Ahsan Ali and Syed Maratib Ali School of Education, Lahore University of Management Sciences, Lahore, Punjab, Pakistan.

56 Pages : 635-647

http://dx.doi.org/10.31703/gssr.2023(VIII-II).56      10.31703/gssr.2023(VIII-II).56      Published : Jun 2023

Developing Administration Competencies of Educational Managers in Services Teachers-Training Program QAED Punjab: A Case Study

    Through in-service teachers' training program administration competencies among educational managers, increased efficacy in the study delves into the realm of educational management.The aim of this study was to deal with administration, decision-making, resource allocation, team management, and conflict resolution. This case study is a qualitative and exploratory analysis of the experiences and transformations undergone by educational managers in the QAED Teachers-Training Program approach to explore this program's effectiveness and outcomes in enhancing educational managers' administrative skills. The study's methodology involves in-depth interviews of fifteen participants with a select group of educational managers who have participated in the QAED, promotion-linked training program. Themes are extracted using thematic analysis to discern patterns in their responses. By fostering administration competencies, the QAED Teachers-Training Program can contribute to the enhancement of educational management practices in Punjab. In conclusion, this exploratory study offers valuable insights into the development of administration competencies through this program.

    Administration, Educational Managers, In-service Teacher Training, Program, (INSTTP), Promotion-linked Training Program (PLTP)
    (1) Muhammad Abbas
    Ph.D. Scholar, Quaid-e-Azam Academy for Educational Development (QAED/DSD), Superior University, Lahore, Punjab, Pakistan.
    (2) Raza Ur Rehman
    Ph.D. Scholar, Department of Education, Superior University, Lahore, Punjab, Pakistan.
    (3) Muhammad Arif
    Assistant Professor, Department of Education, Superior University, Lahore, Punjab, Pakistan.

12 Pages : 132-142

http://dx.doi.org/10.31703/gssr.2024(IX-I).12      10.31703/gssr.2024(IX-I).12      Published : Mar 2024

Assessing Secondary School Teachers' Perceptions of Counseling and Guidance in Karachi, Pakistan

    Study examines teachers' perspectives on guidance and counseling in secondary schools. Teachers are backbone of education to build personality of individuals, motivate and help them chalk out future plans. A simple random sampling technique selected 170 males and females. Quantitative research technique used, and data collected through survey.The survey questionnaire was developed, and data was collected from secondary schools’ teachers. The responses of the participants of the study were entered for analysis of the data in SPSS version 22. Most of the population agreed to enhance the guidance and counseling sessions in schools as they increase student understanding and fulfill student needs. Study recommended that teachers be aware of guidance and counseling to build students who can express their thoughts, opinions and develop social skills. School administration should organize the guidance and counseling program and hire trained guidance and counseling teachers to implement the guidance and counseling sessions.

    Guidance and Counseling, Teachers' Attitude, Need and Importance, Implementation
    (1) Nazir Ahmad
    Associate Professor, Department of Education, Fatimiyah Higher Education System, Karachi, Sindh, Pakistan.
    (2) Rozina Sewani
    Associate Professor, Department of Education and Social Sciences, Iqra University, Karachi, Sindh, Pakistan.
    (3) Farzana Jabeen Khoso
    Assistant Professor, Department of Teacher Education Shah Abdul Latif University Khairpur, Sindh, Pakistan.

12 Pages : 115-123

http://dx.doi.org/10.31703/gssr.2024(IX-IV).12      10.31703/gssr.2024(IX-IV).12      Published : Dec 2024

Exploring the Role of Artificial Intelligence in Enhancing Teachers' Competencies: A Comprehensive Review

    This study was conducted to explore the role of Artificial Intelligence in enhancing the teachers' competencies. This was a theoretical study in nature conducted while using the secondary data collected from the available books, journals, and dissertations. The results revealed that AI has great potential to enhance teachers' competencies while helping them design relevant educational content aligned with learning objectives and providing feedback on their instructional strategies and practices. It also allowed to automate the student attendance and grading on the teacher's side. It will also assist the teachers in selecting suitable strategies and teaching aids for aiding a wide variety of students including those with special needs. Yet, it is also important to underscore that AI ought to act in support of  and not replace with machine algorithms infallible virtues inherent to human education: sympathy; a creative spark; and the ability to individually adapt for each student.

    Artificial Intelligence, University Teachers, Competencies Enhancement
    (1) Asim Tanvir
    Assistant Professor, IBIT (Institute of Business and Information Technology), University of the Punjab, Punjab, Pakistan.
    (2) Samra Bashir
    Assistant Professor, Institute of Education and Research, University of the Punjab, Punjab, Pakistan.
    (3) Sidra Shahzadi
    Lecturer, University Institute of Management Science, PMAS-Arid Agriculture University Rawalpindi, Punjab Pakistan.

15 Pages : 145-154

http://dx.doi.org/10.31703/gssr.2024(IX-IV).15      10.31703/gssr.2024(IX-IV).15      Published : Dec 2024

The Impact of Teacher-Student Relationships and Professional Development at the Undergraduate Level

    The objectives of this research are to investigate the relationship between teacher-student and professional development at the University of Layyah. For this purpose, convenience sampling techniques were used to collect data. The data was compromised on two groups, teachers (n=15) and students (n=50). The result revealed that 62% of students and 60% of teachers believe that professional development exercises successfully provide concepts and tactics that are advantageous in the classroom. Overall, the findings suggest a positive and conducive university climate where both students and teachers value formality, supportiveness, respect for rules, and concentration in academic endeavours.

    Teacher-Student Relationship, Professional Development, Academic Performance, Educational Outcomes, Student Engagement, Teacher Engagement, University Education
    (1) Hania Amir
    Undergraduate, Department of English, University of Layyah, Punjab, Pakistan. ORCID:(https://orcid.org/0009-0006-9799-0646)
    (2) Abdul Rehman
    M.Phil, Department of. English Literature, Department of English, Islamia University of Bahawalpur, Punjab Pakistan.
    (3) Muhammad Basit Javed
    Undergraduate, Department of English, Muhammad Ali Institute of Science and Technology Layyah, Punjab, Pakistan.