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Title: Analysis of Professional Competencies of Mathematics Teachers at Secondary Level and Development of a Model for Future
Authors: Ahmad, Tanveer
Keywords: Social Sciences
Issue Date: 2021
Publisher: Hazara University, Mansehra
Abstract: The main purpose of conducting this study was to analyze the professional competencies of secondary school mathematics teachers in KP and to design a model for future. To conduct this study, mixed method research design was used which is also called Qualitative-Quantitative method. The target population for this study was all the secondary school mathematics teachers of KP in public sector including male and female. Keeping in view the time constraints, the researcher selected seven districts to carry out the research. All the 692 Higher secondary and secondary schools (Male & Female) of seven districts & 1427 secondary school mathematics teachers (male and female) of Govt. schools constituted the target population. Out of them, 143 schools (male & female) were taken as the sample with the use of random number table by employing proportion allocation technique for this research study. By using multistage stratified sampling technique, out of total 1427 mathematics teachers, 355 mathematics teachers were selected as sample of the study. A survey type questionnaire was prepared in terms of the research problems and the hypotheses of the study. Data was collected from the secondary school mathematics teachers. A questionnaire was developed for conducting focus group interviews. In order to judge the validity of the questionnaires, they were discussed and handed over for review with the experts of item development. These questionnaires were also pilot tested. Cronbach’s alpha was used for reliability testing. The total values of Cronbach’s alpha ranged from 0.710 to 0.912. The researcher delivered the questionnaires to the secondary school mathematics teachers personally. Focus group interviews were also conducted in three districts Abbottabad, Haripur and Peshawar. All the quantitative data collected was tabulated and Chi-square (χ2) test was applied to find the significance of difference. The findings revealed that majority of the teachers was competent in content knowledge as well as pedagogical knowledge. The findings also showed that equal opportunities were not provided to all the teachers to participate into professional development courses arranged from time to time. Conclusions drawn reveal that a significant portion of teachers is not competent in some areas of content knowledge and pedagogical knowledge of mathematics. From the responses of the mathematics teachers and findings, a model was prepared for the preparation of competent mathematics teachers.
Gov't Doc #: 25283
Appears in Collections:PhD Thesis of All Public / Private Sector Universities / DAIs.

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