Education System in Pakistan, Developing Quality Assurance Model in Govt. Schools, Govt Schools in Pakistan, Teacher’s Perception of their professionalism in Govt. Primary schools in Karachi, Pakistan.

1. Topic: Developing Quality Assurance Model in Govt. Schools
Title:
Teacher’s Perception of their professionalism in
Govt. Primary schools in Karachi, Pakistan.
Journal:
Asia Pacific Journal of Teacher Education.
Presented By: Mr. ABBAS ALI
Department of Management Sciences
Comsats Institute of Information and Technology, Attock

2. About Writers
 Meher Rizvi
Corresponding Author
(The Agha Khan University, B. area, Karimabad, Karachi, Pakistan)
 Bob Elliot
Queensland University of Technology , Australia
 Published online: 19 Oct 2010.

3. Introduction
 Teacher’s Perception
 Regards of Teachers
 Background of Study
 Central Dilemma facing by Pak
 Dimensions
 Research Methodology

4. Background of Study
 Overview of Education of Pakistan
 In1947–1948, Pakistan’s entire educational infrastructure was
estimated:
 10,000 Primary and middle schools,
 408 Secondary schools,
 46 Secondary vocational institutions,
 40 Arts and Science colleges,
 2 Universities.
 There was not a single professional college in the country (Jalil, 1998)
 According to the Internet Wing Ministry of Information,
Government of Pakistan (2000), Pakistan now has,
 150,963 primary schools,
 14,595 middle schools, 9,808 high schools,
 708 Arts and Science colleges,
 161 professional colleges
 35 universities.

5. Conti…
 Govt. Primary School teacher and Focus of
Study:
 Teachers are struggling alone in classrooms to cover the content with large
group of learners, with limited resources and with little reward.
 New Direction in School Reforms in Karachi:
 various school improvement programs have begun at primary school
level
 PEP:
 Primary education program (PEP).
It aimed to involve decision-makers, principals, teachers, parents and
the community in improving and sustaining quality primary education.

6. Conti…
 TRC:
 Teachers’ Resource Centre was started in July 1997 and it was completed
in 2002. TRC is a non-profit, non government organization.
 Book Group:
 It was private book publishing organization. Initiated the ‘Government
School Project’. In 1995 Government of Sindh issued a notification to
transfer the management of a government girls primary school to the Book
Group. Book Group improved the quality of education in the school by
introducing more relevant curriculum in the school (The Book Group,
1996).
 SEF:
 Sindh Education Program was initiated in 1997.
It was semi govt. organization. SEF started ‘Adopt School Program’
 SPEDP:
 Sindh primary education development program. The main goals were
to improve access to primary education, especially for girls, with equity
and quality.

7. Dimensions
 Teacher Efficacy
 Teachers are more likely to adopt and implement new classroom
strategies if they have confidence in their own ability to control their
classrooms and affect student learning (Scribner, 1998).
 Teacher Practice
 Fullan (1982) argues,
educational change depends on what teachers think and do
 Teacher Collaboration
 How teacher collaborate with one another.
 Teacher Leadership
 They are problem solvers, staff developers and powerful influences in
their work with colleagues (Moller et al., 2000)

8. Research Methodology
 Type of Scale
 Description of the Questioner
 Scale number 1-4
 Data Collection
 550 teachers, Urdu language,
450 responded, 35 school reforms has been made
 Data Analysis
 5 points, numeric values

9. Results of the Survey Research
 Analysis of Teacher’s Efficacy scale:
The two-factor solution explained 42.79% of the variance,
Factor 1 (Belief that all aspects of work and change can be achieved)
contributing 32.36%
Factor 2 (Belief in executing responsibilities for achievement)
contributing 10.43%.
 Analysis of Teacher’s Practice Scale:
The two factor solution explained 49.73% of the variance,
Factor 1 (Executing responsibilities with commitment) contributing
37.47%
Factor 2 (Applying professional knowledge for student learning)
contributing 12.26%.

10. Conti…
 Analysis of Teacher’s Collaboration scale:
The two factor solution explained 51.80% of the variance,
Factor 1 (Collaborating for planning and teaching) contributing
40.68%
Factor 2 (Administrative collective work) contributing 11.11%.
 Analysis of Teacher’s Leadership:
The three-factor solution explained 54.48% of the variance,
Factor 1 (School leadership) contributing 31.24%,
Factor 2 (Classroom leadership) contributing 13.55%
Factor 3 (Centralized leadership) contributing 9.69%

11. Thank You