Abstract
The main objective of the study was to compare the teaching effectiveness of promoted in-service and directly selected subject specialists of higher secondary schools on the aspect of teaching methodology. Promoted and selected subject specialists are being posted in the higher secondary schools of the country. Selected subject specialists are those who are appointed directly to the posts of higher secondary schools as compared to the promoted subject specialists who teach in the high/higher secondary schools against some junior position as Senior English teacher in BPS-16. They have master’s degree in education, and when they are promoted they become subject specialists. Most of them acquire their requisite qualification as private candidates prior to their promotions as higher secondary school teachers. Sixteen higher secondary schools were selected in four districts namely D.I.Khan, Lakki, Bannu and Peshawar, and from each higher secondary school two subject specialists (one promoted and one selected) were picked up through random sampling technique, so a total of thirty two subject specialists were selected as a sample teacher. From sixteen higher secondary schools all sixteen Principals were selected to collect the data. Two colleagues subject specialist working with each promoted and selected subject specialists since last two years, and four students of each sample teacher were also picked up by random sampling technique. It included 32 fellow teachers and 64 students. Sixteen head teachers (Principals) of the concerned schools were also included in the sample to compare the teaching effectiveness of promoted and selected subject specialists on the aspect of teaching methodology. In this way sampling was done in case of selection of students, sample teachers, colleagues and promoted and selected subject specialists. The sample size grew to 144. Performance criteria for different factors was developed and validated to measure the teaching effectiveness regarding teaching methodology of the teachers. Three Likert type five points rating scales were developed and validated for students, colleagues and head teachers respectively. Each rating scale was comprised of 11 items to collect the data on the minimum indicators of the teaching methodology of the teachers. After the collection of data "t" test and Co-efficient of variation were applied to analyze the data. The level of significance to reject or retain the null hypothesis was 0.05. It was concluded that the performance of selected subject specialists was better than the promoted subject specialists regarding teaching methodology
Malik Amer Atta,, Prof. Dr. Umar Ali Khan, Abdur Rehman. (2008) A Comparative Study of Promoted In-Service and Directly Selected Subject Specialists on the Aspect of Teaching Methodology at Higher Secondary School Level, Journal of Managerial Sciences, Volume 2, Issue 2.
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