Indian Journal of Science and Technology
Year: 2019, Volume: 12, Issue: 46, Pages: 1-11
Mazhar Islam1,*, Prof. Dr. Mussawar Shah1, Dr. Saima Sarir1 and Prof. Dr. Abbas Ullah Jan2
1 Department of Rural Sociology, University of Agriculture, Peshawar, Pakistan; [email protected], [email protected]
2 Department of Agriculture & Applied Economics The University of Agriculture, Peshawar, Pakistan; [email protected]
Objectives: To assess the teacher capacity building paradigm on situational grounds under the purview of 2013 policy reforms. Methods: The present study was conducted in three districts Kohat, Karak, and Hungu of Khyber Pakhtunkhwa – Pakistan in light of 2013 education reforms. A total size of 540 primary school teachers were randomly interviewed from the fore mentioned areas through multistage sampling procedure in order to assess the situational analysis of teacher capacity building in light of the policy paradigm. Findings: While taking age, educational qualification, and teaching experience as control variables, the age was found significantly (P < 0.000) affecting teacher attitude towards improvement in primary education, qualified and experienced teachers had a significant (P < 0.000) impact on students achievement. At bi-variate level, the findings indicated that consistent training had led to capacity enhancement of teachers, but some of the teachers were laggards to participate in trainings, led the position with incompetence to survive in the newly formulated reforms regime as shown a significant association (P < 0.000) with improvement in primary education. Novelty/improvements: The study further divulged that teachers with young age and at the twilight of professional life had taken maximum benefits by reforming themselves; teachers with higher qualification had more inclination to enhance their capacity in comparison to teachers with low level of education.
Keywords: Primary Education, Policy Reforms, Teacher Capacity Building, Educational Reforms, Teacher Training
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