Analysis of Existing Teaching Practices at Higher Secondary Level in Punjab, Pakistan

The main objective of the present study has investigated the effects of teaching practices on performance of teachers at higher secondary level in Sargodha District. The population of the study consisted of all secondary school teachers, who teach in the higher secondary class in Sargodha District. The study sample is consisted of 400 higher secondary school teachers selected from Sargodha District. It is a survey research and descriptive by nature. Questionnaire is used in the present study for data collection. These results showed that male teachers are more agreed with full command on subject matter, relate the content with previous knowledge, develop lesson plan based on student’s needs, development and progress and prior knowledge, consult other sources of knowledge before lesson preparation while females teachers are disagree with the statements.


Introduction
Inside present societies, education is considered as a basic necessity of rights of every person. In the process of education, the teacher holds an essential place. He has a vision as a nation builder, character manufacturer and spiritual father. It is the improvement and primary who helps in transmitting qualities held by the era. It is the educator, who contributes essentially in building the character of the people. Nations of the world can't advance and create without a quality education system. It is an actuality that a nation like Pakistan needs a lot of changes in its current instructive educational framework (Akhtar, 2011).
According to expert principles for teachers in Government of Pakistan (2009) Quality of learning is contingent upon the quality of teaching. World class training is impractical without world class educators, in particular at essential levels of Katchi-10 evaluation, who train, advice and move their students for quality learning and awards. According to the Commission on National Education (1959): "No instruction method can rise above the teachers, who serve it and its quality depends eventually upon the quality and efforts of the teachers. Education is straight nation building movement and if chief of thought and action, on different walks of life is to be produced; the country's best teacher must be used in the teaching occupation".
A model teacher practices positive principles natural in educati0nal pursuit's t0 c0nf0rm t0 pr0fessi0nal standards 0f c0nduct and perf0rmance. The teacher, trusting in the w0rth and pride of each individual, identifies the highest significance of the pursuits of reality and the nature of independent principles. Fundamental to these goals is the safety of sovereignty to learn and to teach and the assurance of equivalent educational chance for all. The teacher accepts the responsibility to adhere to the highest moral values.

Research Questions
Followings are the research questions of this study:  Are the teachers are capable to implement new Teaching Practices?  Is there any need for enhancement of Teaching Method?  The new Teaching Practices are creating classroom administration easier?

Literature Review
Many researchers have written lots of things on teaching practices and students' learning. Research has indicated that teaching practices are actually warm, c0ncerned, and flexible in their general appr0ach t0 student. Kindsvatter et al. (1992), identified general educati0n, pr0fessi0nal skills reas0ning, numerical skill and reading c0mprehensi0n 0f the teacher as imp0rtant fact0rs f0r better students' achievement. 0nly g00d and appr0priate practices can achieve the 0bjective 0f the curriculum. According to Buckley and Caple (2000) a procedure and a chain of activities that facilitating an individual to comprehend and increase knowledge, skills and understanding that are purely related to a thin field of activity but allow a wide range of troubles to be defined, analyzed and solved. According to Robinson et al. (2008), Teaching is the procedure by which we try to convey knowledge to someone through activities and experience. Teaching is the reflective, thinking activity.
According to website cmu.edu "Instruction is a multifaceted activity, frequently obliging us as teachers to manage different undertakings and objectives." The accompanying little yet effective arrangement of standards can make showing both more successful and more productive, by helping us make the conditions that encourage students learning and minimize the requirement for amending materials, substance, and arrangements. While actualizing these standards compels a promise in time and exertion, it frequently spares time and vitality later on. Westwood (1996) suggested that effective teachers have f0ll0wing fact0rs:- Have well-managed classr00ms where students have the maximum 0pp0rtunity t0 learn.  Maintain an academic f0cus  Have high, rather than l0w, expectati0ns 0f what students can be helped t0 achieve  Are business-like and w0rk 0riented  Sh0w enthusiasm  Use strategies t0 keep students 0n task and pr0ductive  Imp0se structure 0n the c0ntent t0 be c0vered  Present new material in a step by stem manner  Empl0y direct (explicit) teaching pr0cedures  Use clear instructi0ns and explanati0ns  Use a variety 0f teaching styles and res0urces  Frequently dem0nstrate appr0priate task appr0ach strategies  M0nit0r cl0sely what students are d0ing  Adjust instructi0n t0 individual needs and re-teach where necessary  Pr0vide frequent feedback t0 students  Use high rates 0f questi0ning, t0 m0tivate students and t0 check f0r understanding. In research study 0f Ali (2005) he p0inted 0ut that many techniques and meth0d0l0gies are used t0 teach the students and all these meth0ds have advantages and disadvantages. The need 0f this era is t0 impr0ve the meth0d0l0gy 0f teaching practices in simple and c0mprehensive. 0nly enthusiastic, expert and trained teachers can apply new practices t0 teach their students t0 meet the gl0bal 0bjectives. In the research 0f Thomas Shuell (1986) p0inted 0ut that student-centered teaching kis built 0n the assumpti0n that "what the student d0es is actually m0re imp0rtant in determining what is learned than what the teacher d0es". Theref0re, as important part 0f 0ur learning and teaching practices is a student-centered and active learning appr0ach t0 engage students in learning.
Research indicates that students are the m0st qualified s0urces t0 rep0rt 0n the extent t0 which the learning experience was pr0ductive, inf0rmative, satisfying, 0r w0rthwhile. While 0pini0ns 0n these matters are n0t direct measures 0f instruct0r 0r c0urse effectiveness, they are legitimate indicat0rs 0f student's satisfacti0n, and there is substantial research linking students satisfacti0n t0 effective teaching practices (Theall and Franklin, 2001). A metaanalysis 0f 41 research studies pr0vides the str0ngest evidence f0r the validity 0f student rating since these studies investigated the relati0nship between student rating and student learning.

Research Instrument of the Study
One questionnaire was used for data collection. Questionnaire consisted on three parts that were preamble, demographic information, and the last one comprises on the questions for the teachers. Questionnaires comprise on closed ended questions. Each question has to be scored on a five point scale with (1) = strongly disagree (2) = disagree (3) = Neutral (4) = agree (5) = strongly agree. It was convenient for the respondent to provide responses and easy to interpret data by using SPSS computer software.

Pilot Testing of the Study
Before the main study validity and reliability of the instruments were tested by pilot study. Pilot study was carried out with small sample size. The main purpose of the study was to determine the validity and reliability of the instrument. Two schools were selected for pilot study by using random sampling technique. After pilot study necessary amendments were made to the instruments and ensured the reliability of the instruments for the study.

Reliability
In order to calculate the reliability statistics Cronbach's alpha is conducted using SPSS. Overall reliability coefficient of the construct (all items together) is given in the following table. Researchers are agreed that research instrument is considered reliable if value of Cronbach's alpha Coefficient is equal to or greater than 0.70

Research Methodology and Data Analysis
To achieve the objectives of the study descriptive survey method was adopted. Target population of this study constituted all the Higher Secondary School teachers in Punjab Pakistan. Accessible population of the study is Higher Secondary School teachers situated in Sargodha. Due to time and financial c0nstraints study is delimited t0 only Higher Secondary Schools 0f Sargodha District. A convenient sample 0f 400 teachers is selected from district Sargodha. A questionnaire is designed for teachers. Questionnaire consisted on three parts that were preamble, demographic information, and the last one comprises on the questions for the teachers. Questionnaires comprise on closed ended questions. Validity and reliability of the instruments are checked by pilot testing. The instrument is developed in English and SPSS 20.0 is used for data analysis of this study.   The table 1.2 shows that age of teachers between 21-30 years was 48 (12 %), the age between 31-40 years was 92 (23 %), the age between 41-50 years was 210 (52.5 %) and the age between 51-60 years was 50 (12.5 %). The table 1.3 shows that experiences of respondents. The respondents who have experiences 1-10 years were 122 (30.5%),the experience between 11-20 years were 126 (31.5%), the experience between 21-30 years were 130 (32.5%) and the experience between 31-40 years were22 (5.5%). The table 1.4 shows that qualifications of respondents. The respondents who have B.A education were 54 (13.5%), M.A degree holder respondents were 320 (80 %) and the M.PHIL degree holder's respondents were 26 (6.5%). The table 1.5 shows that respondents single and married. The respondents single were 24 (6%) and the respondents married were 376 (94%). At the end appendix I results shows that reveals significant difference between the Male (M= 3.58, SD= 0.35) and Female (M= 2.94, SD= 0.80), t (398) =4.244. It is obvious from P-value (.000) that the male teachers are more satisfied with the full command on subject. These results showed that male teachers were more agreed with "I have full command on subject matter" while female teachers were disagree with the statement. Results also reflects a significant difference between Male (M= 3.72, SD= 1.37) and Female (M= 3.30, SD= 1.33), t (398) =2.159.It is evident from P-value (.042) that the results are significant. These results showed that male teachers were agreed with "I relate the content with previous knowledge". There is insignificant difference between Male (M= 3.52, SD=1.341) and Female (M= 3.56, SD= 1.313), t (398) = -.251.It is manifest from P-value (.802) that the results are insignificant. The statement about the question has equal level of opinions from both male and female teachers. It means that both type of gender explore the same attitude about the statement. These results showed that both male and female teachers were agreed with "I can effectively explain the content".
The results reveals an insignificant difference between students with the comparisons of Teaching Practices. There is insignificant difference between the Male (M= 3.31, SD=1.320) and Female (M= 3.04, SD= 1.402), t (398) = 1.513. It is evident from P-value (.132) that the results are insignificant. The statement about the "I facilitate through multiple ways in imparting knowledge." has equal level of opinions from both of the teachers. It means that both type of gender undecided with the statement. Result indicate insignificant difference between Male (M= 3.36, SD=1.241) and Female (M= 3.34, SD= 1.239), t (398) = .124. It is plain from P-value (.132) that the results are insignificant. The statement about the question has equal level of opinions from both of the male and female teachers. It means that both kind of sex explore the equal arrogance about the statement. These results showed that both male and female teachers were agreed with "I plan my lesson on daily basis". There is significant difference between Male (M= 3.420, SD=1.187) and Female (M= 2.930, SD= 1.274), t (398) = 2.112. It is apparent from Pvalue (.042) that the results are significant. The statement about the question has equal level of opinions from both of the male and female teachers. It means that male teachers are more agree about the statement. These results showed that male teachers are agreed with the "Lesson planning helps me to deliver content effectively and confidently" while female teachers were neutral with the statement.
Result describes the insignificant difference between Male (M= 3.290, SD=1.287) and Female (M= 2.900, SD= 1.187), t (398) = 2.314. It is evident from P-value (.022) that the results are significant. It was proved that male teachers are more satisfied with the present performance regarding Teaching Practices. These results showed that male and teachers were agreed with "I develop lesson plan based on student's needs, development and progress and prior knowledge" While female teachers were remain neutral with statement. The results also highlights insignificant difference between Male (M= 3.610, SD=1.208) and Female (M= 3.350, SD= .998), t (398) = 1.658. It is patent from P-value (.099) that the results are insignificant. The statement about the question has alike level of opinions from both of the male and female teachers. It means that both type of gender explore the same attitude about the statement. These results showed that both male and female teachers did not give any response about any change about "I design instructions appropriate to student's stage of development, learning style, strengths and needs"

Conclusion
These results showed that male teachers were more agreed with I have full command on subject matter, relate the content with previous knowledge, develop lesson plan based on student's needs, development and progress and prior knowledge, consult other sources of knowledge before lesson preparation while females teachers were disagree with the statements.
The results showed that male teachers were agreed with I relate the content with previous knowledge, can effectively explain the content, facilitate through multiple ways in imparting knowledge, plan my lesson on daily basis, design instructions appropriate to student's stage of development, learning style, strengths and needs, check previous knowledge before lesson preparation, deliver lecture in a professional and friendly way, keep in view individual differences of students, treat students respectfully during lecture, Answer the student's questions during the lecture kindly, create students interest/stimulate before introducing new topic/concept, modify instructional styles according to the student's requirement/needs, design instructions appropriate to student's stage of development, learning style, strengths and needs, identify strategies that make subject matter meaning full and easy/learning style of students, use a variety of teaching styles and resources, use clear instructions and explanations, maintain discipline in the classroom, create a safe and secure learning environment, observe all activities of the students during class, possess classroom management techniques, design instructions according to student's level, promote team work and co-operative learning and involve all students in classroom discussion while female teachers were least agreed with the above statements relating to teaching practices.

Recommendations
On the basis of the above mentioned conclusions, the following recommendations should be put in place: It is recommended that pre-service and in-service training programs for female teachers should be designed to enhance the teaching practices of female teachers. Similar research should be carried out in other Districts of the Punjab Province as well as other parts of the country. This research should be carried out in private sector for comparison between public and private sectors. Teaching methods should be formulated according to the level of the students. School administration should help the teacher to remove the difficulties in the classroom. Administration develops such programs to get the desire results. People of the society will support the teachers to get fruitful results with the new Teaching Practices. School administration should help the teachers to implement the new Teaching Practices in the school. Provisional government should provide refresher courses to the teachers and give them proper help according to the Teaching methods. School administration should remove the problems of the teachers which they are faced during the classroom. Teachers training should be conduct according to the change. Teacher's professional training should be conducted according to the need. Policy makers should plan such a curriculum which is according to the new trends and worldwide standards.