FACTORS AFFECTING PERFORMANCE OF POLYTECHNIC …
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FACTORS AFFECTING PERFORMANCE OF POLYTECHNIC TEACHERS AND THEIR CONTINUATION IN TEACHING PROFESSION IN PAKISTAN By MUHAMMAD JAMIL BAJWA (103-NUN-0403) DEPARTMENT OF EDUCATION FACULTY OF ARTS AND SOCIAL SCIENCES NORTHERN UNIVERSITY, NOWSHERA (PAKISTAN) 2013
Transcript of FACTORS AFFECTING PERFORMANCE OF POLYTECHNIC …
FACTORS AFFECTING PERFORMANCE OF POLYTECHNIC TEACHERS AND THEIR
CONTINUATION IN TEACHING PROFESSION IN PAKISTAN
By
MUHAMMAD JAMIL BAJWA (103-NUN-0403)
DEPARTMENT OF EDUCATION
FACULTY OF ARTS AND SOCIAL SCIENCES
NORTHERN UNIVERSITY, NOWSHERA (PAKISTAN)
2013
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FACTORS AFFECTING PERFORMANCE OF POLYTECHNIC TEACHERS AND THEIR
CONTINUATION IN TEACHING PROFESSION IN PAKISTAN
By
MUHAMMAD JAMIL BAJWA (103-NUN-0403)
A thesis submitted in partial fulfillment of the requirements for the degree of
Doctor of Philosophy
in
Education
DEPARTMENT OF EDUCATION
FACULTY OF ARTS AND SOCIAL SCIENCES
NORTHERN UNIVERSITY, NOWSHERA (PAKISTAN)
2013
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DECLARATION
I hereby declare that the material presented in my thesis, titled, “Factors
Affecting Performance of Polytechnic Teachers and their Continuation in Teaching
Profession in Pakistan”, completed under the supervision of Prof. Dr. R. A. Farooq,
is my own work and nothing is plagiarized.
______________________ (Muhammad Jamil Bajwa)
CERTIFICATION
I certify that that the contents and format of the thesis, submitted by
Muhammad Jamil Bajwa, have been found satisfactory and the work is original to
the best of my knowledge. I recommend it to be processed for evaluation by External
Examiners for the award of the degree.
________________________ (Dr. R. A. Farooq)
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APPROVAL SHEET It is certified that the contents and format of the thesis, titled, “Factors
affecting Performance of Polytechnic Teachers and their Continuation in
Teaching Profession in Pakistan”, submitted by Muhammad Jamil Bajwa, have
been found satisfactory for the requirements of the degree. Hence, approved for the
award of Ph. D. degree in Education.
Supervisor: ____________________________ (Prof. Dr. R. A. Farooq)
Member: ______________________________ (Dr. Rabia Tabassum)
Member: ______________________________ (Dr. Muhammad Naeemullah)
External Examiner: ______________________ (Dr. Muhammad Saeed Khan) Date: ________________ Dean Director Faculty of Arts and Social Sciences Board of Advanced Studies and Research Northern University, Nowshera Northern University, Nowshera
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Dedicated
to
My Parents (Late) and my wife
whose patience, support and
contribution proved to be a
source of inspiration
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CONTENTS
Page Acknowledgements xiv 1. INTRODUCTION 1
1.1 STATEMENT OF PROBLEM 7
1.2 OBJECTIVES OF THE STUDY 7
1.3 RESEARCH HYPOTHESIS 7
1.4 SIGNIFICANCE OF THE STUDY 8
1.5 METHODS AND PROCEDURES 9
1.5.1 Population 9
1.5.2 Sample 9
1.5.3 Instruments 10
1.5.4 Data collection 10
1.5.5 Analysis of data 10
2 REVIEW OF RELATED LITERATURE 11
2.1 TVET SYSTEM IN PAKISTAN 12
2.2 PRE-VOCATIONAL/SCHOOL LEVEL 12
2.3 VOCATIONAL EDUCATION 13
2.4 TECHNICAL EDUCATION 13
2.5 STRUCTURE OF TVET AT THE PROVINCIAL LEVEL 14
2.5.1 TEVT at Federal level 14
2.5.2 TEVT at ICT level 15
2.5.3 TVET in Punjab 16
2.5.4 TVET in Sindh 16
2.5.5 TEVT system in KPK 17
2.5.6 TEVT system in Balochistan 17
2.6 PROBLEMS AND ISSUES OF TVET IN PAKISTAN 18
2.6.1 Low Productivity, Low skills 19
2.6.2 Low Enrolments 19
2.6.3 Teachers’ Shortage 20
2.6.4 Overlapping and Duplication of Training Programmes 20
2.6.5 Requirements for Overseas Employment 20
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2.6.6 Data and Statistics 20
2.6.7 Policies and Planning 21
2.6.8 Training for women 21
2.7 FACTORS AFFECTING PERFORMANCE 21
2.7.1 Definition of Performance 21
2.7.2 Task and contextual performance 22
2.7.3 Conditions of task performance 23
2.7.4 Nickols model 24
2.7.5 Performance standards 24
2.8 HUMAN MOTIVES AND PERFORMANCE 25
2.8.1 Personal motives 26
2.8.2 General motives 26
2.8.3 Curiosity manipulation activity motives 26
2.8.4 Affective motives 26
2.8.5 Social motives 27
2.9 PERFORMANCE AND INDIVIDUAL PERSPECTIVES 27
2.10 CONCEPT OF TEACHING 27
2.11 TEACHER PERFORMANCE 31
2.12 CATEGORIES OF POLYTECHNIC TEACHERS 31
2.13 TRAINING OF TEACHERS 32
2.14 FACTORS AFFECTING POLYTECHNIC EDUCATION
IN PAKISTAN 33
2.14.1 Recruitment and Selection of Teachers 33
2.14.2 Classroom Management 34
2.14.3 Curriculum 34
2.14.4 Admissions 35
2.14.5 Examinations 35
2.14.6 Resources 36
2.14.7 Institute –Industry Linkage 36
2.14.8 Management 37
2.14.9 Evaluation and Assessment 37
2.14.10 Follow up Strategy 37
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2.14.11 Qualifications 38
2.14.12 Leadership 38
2.14.13 Technical Exhibitions 40
2.14.14 Pedagogical skills and materials 40
2.14.15 New learning approaches 41
2.14.16 Teacher career structure 42
2.14.17 Remuneration 42
2.14.18 Salaries, recruitment and retention 43
2.14.19 Workload 43
2.14.20 Student teacher ratio and size of class 44
2.14.21 Infrastructure 44
2.15 PERFORMANCE AND INTRINSIC/EXTRINSIC FACTORS 45
2.15.1 Self-efficacy 45
2.15.2 Experiences in the classroom 46
2.15.3 Student discipline 46
2.15.4 Job involvement 46
2.15.5 Commitment 47
2.15.6 Organizational culture 47
2.15.7 Organizational climate 48
2.15.8 Teacher autonomy 49
2.15.9 Organizational policies 49
2.15.10 Incentives 50
2.15.11 Job satisfaction 50
2.15.12 Inter-personal relationships 52
2.15.13 Job stress 52
2.15.14 Motivation 53
2.15.14.1 Motivator factors 54
2.16 TEACHING AS PROFESSION 54
2.17 FACTORS AFFECTING TEACHER RETENTION 55
2.17.1 Professional Recognition and Respect 56
2.17.2 Rewards and Incentives 57
2.17.3 Status 58
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2.17.4 Facilities 58
2.17.5 Fiscal incentives 59
2.17.6 Experience 59
2.18 TEACHER TURNOVER: MODELS 59
2.18.1 Economic models 59
2.18.2 Socialization models 60
2.19 RELATED RESEARCHES 60
3 METHODS AND PROCEDURES 64
3.1 POPULATION 64
3.2 DELIMITATIONS OF THE STUDY 65
3.3 SAMPLE 65
3.4 RESEARCH INSTRUMENTS 66
3.5 PILOT TESTING 68
3.5.1 Validity of the instruments 68
3.5.2 Reliability of the instruments 69
3.6 DATA COLLECTION 69
3.7 DATA ANALYSIS 71
4 ANALYSIS AND INTERPRETATION OF DATA 75
4.1 DISCUSSION 126
5 SUMMARY, CONCLUSIONS AND RECOMMENDATIONS 136
5.1 SUMMARY 136
5.2 CONSLUSIONS 138
5.3 REOMMENDATIONS 142
LITERATURE CITED 146
APPENDICES
Teacher’s Questionnaire
Principal’s Questionnaire
Students’ Questionnaires
List of Polytechnic Institutes
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LIST OF TABLES Table No. Page 1: Detail of the Government Colleges of Technology/Polytechnic 65
Monotechnics Institutes in Pakistan 2. Province wise data of teachers’ responses 70 3. Gender wise data of teachers’ responses 70 4. Province wise data of principals’ responses 70 5. Gender wise data of principals’ responses 71 6. Province wise data of students’ responses 71 7. Gender wise data of students’ responses 71 8: Clustering of data 72 9. Marital status of teachers 75 10. Age of teachers 75 11. Residence of teachers 76 12. Academic qualification of teachers 76 13. Professional qualification of teachers 77 14. Teaching experience of teachers 77 15. Designation of teachers 78 16. Job status of teachers 78 17. Take home salary of teachers 79 18. In-service trainings of teachers during teaching profession 79 19. Foreign trainings of teachers 80 20. Number of foreign trainings of teachers 80 21. Opportunities of better job than teaching profession 81 22. Plan to continue in teaching profession 81 23. Teaching profession as first choice of teachers 82 24. Academic Qualification of Principals 82 25. Teaching experience of principals 83 26: Teachers are aware of the objectives of Technology Education. 83 27: Teachers try to achieve the objectives of Technical Education. 84 28: The curriculum document for DAE is available for the teachers 84 29: TEVT authorities provide adequate opportunities for teacher’s 85 professional development 30: TVET authorities appreciate teacher’s abilities 85 31: Teachers are nominated for in-service Training according to their 86 training needs 32: In-Service Trainings enhance technical skills of teachers 86 33: Teachers are involved in institutional management affairs 87 34: The technical “know-how” of the principal is excellent 87 35: The principal helps teachers in instructional difficulties 88 36: The principal has positive attitude towards teachers 88 37: The principal appreciates teachers on their academic performance. 89 38: The annual confidential reports (ACRs) are written impartially/ objectively 89 39: Teaching faculty is available in sufficient number in the institution 90 40: Workload is equally distributed among teachers 90
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41: Appropriate relief time is given to the teachers after laborious tasks 91 42: Teachers are happy with existing service rules 91 43: Duties are assigned according to specialization of the teachers. 92 44: Financial incentives for extra academic work are adequate 92 45: Admission to the institution is given only on the basis of merit 93 46: Teachers are happy at their place of posting 93 47: Adequate consumable materials are made available for Laboratory/ 94 workshop activities 48: Adequate funds are allocated for materials/equipment procurement 94 49: Adequate funds are allocated for maintenance of equipmen 95 50: Adequate computer facilities are available for teachers in the 95
institution 51: Laboratories/ workshops in the institution are adequately equipped 96 52: The size of the workshop/laboratory is suitable for students 96 53: The equipment available in the institution is in proper working 97 condition 54: Teachers happily arrange workshop/laboratory activities 97 55: Supporting staff for Laboratory/Workshop in sufficient number is 98 available in the institution 56: Supporting staff is trained to assist in Laboratory/workshop activities 98 57: The DAE courses provide latest knowledge 99 58: The DAE courses provide latest skills applicable in the job market 99 59: Proportion of theory and practical work is appropriate in DAE courses 100 60: Teachers teach with their full preparation 100 61: The size of the class is manageable 101 62: Teachers arrange industrial visits regularly 101 63: Teachers maintain discipline in the class 102 64: Teacher-student ratio is appropriate in the institution 102 65: Teachers involve students in designing lab./workshop activities 103 66: Teachers involve students in problem solving situations 103 67: Teachers mainly use lecture method during classroom interaction. 104 68: Teachers adopt demonstration method in lab. /workshop 104 69: Teachers use simulation techniques to clarify complex concepts to their 105 students 70: Teachers adopt new training strategies according to the industrial 105 changes 71: Teachers assign projects to students regularly 106 72: Teachers make suggestions for improvement in the given assignment/ 106 projects 73: Teachers return students work well in time after evaluation 107 74: Adequate number of teaching aids is available in the institution 107 75: Technical exhibitions are arranged regularly in the institution 108 76: The library of the institution serves the needs of the teachers 108 77: Adequate number of Technology research journals is made available 109
in the institution library 78: Board’s examinations force teachers to cover their courses in time 109 79: Board’s examination papers of each subject cover the whole content 110
of the course
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80: Teachers are satisfied with their present fringe benefits 110 81: Teachers supervise their students during Lab/Workshop activities 111 82: Teachers maintain good relationships with their colleagues 111 83: Prompt action is taken when teacher fails to meet acceptable standards 112 84: The principal motivates teachers to do best 112 85: Remuneration of teachers is better than other jobs 113 86: Salary of teachers 113 87: Opportunities for promotion 114 88: Recognition and support from higher authorities 114 89: Govt./Institution policies and practices 115 90: Autonomy or control over your own classroom 115 91: Benefits other than salary like paper marking, examination duties etc 115 92: General work conditions 116 93: Job security of teachers 116 94: Professional competence of colleagues 116 95: Student discipline and behavior 117 96: Overall job satisfaction 117 97: Social status of teaching profession. 117 98: Relationships with colleagues/ high ups 118 99: Long holidays 118 100: Work with young children 118 101: Correlation between job performance and performance assessment 119 102: Correlation between job performance and Fringe benefits 119 103: Correlation between job performance and staff and work load 119 104: Correlation between job performance and staff development 120 105: Correlation between job performance and work place environment 120 106: Correlation between job performance and management 120 107: Correlation between job performance and work place environment 121 108: Correlation between job performance and examinations 121 109: Correlation between job performance and continuation in teaching 121 profession 110: Showing the mean difference of job performance between male and 122 female teachers 111: Continuation in teaching Profession 124
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ACKNOWLEDGEMENTS
All praise is for Almighty Allah, who bestowed the mankind with the curiosity
of mind. There are number of people whom researcher extends his deepest gratitude
for their valuable technical assistance, encouragement and contribution to make this
research possible.
Special thanks to Professor Dr. R.A. Farooq supervisor of this research, for his
encouragement, knowledge, expertise and guidance in the turbulent storm of
endeavors. My profound gratitude and deep regards to him for his exemplary
guidance, monitoring and constant encouragement throughout the course of this thesis.
Many thanks to my teacher, Dr. Rabia Tabbassum for providing professional
guidance and advice in the completion of this dissertation. I am highly thankful to all
my respected teachers who educated me at any stage of education.
I also take this opportunity to express a deep sense of gratitude to Professor Dr
Abdul Majeed, Professor Dr. Jamil Sawar, Dr. Zil –e-Huma, and Dr. Muhammad
Naeem Ullah for their cordial support, valuable information and guidance, which
helped me in completing this task through various stages.
I am obliged to Mr. Zafar Iqbal, Controller Examination, Mr. Muhammad
Malik Deputy Registrar and university staff for their cooperation during my Ph.D. I
am also highly grateful to my teacher Mr. Mushtaq Ahmad Shafiq and Engr. Asif
Sohail who always remained sources of inspiration for the researcher.
Special thanks to my wife and children Sidra, Ifrah, SibghatUllah,
Irsa and Israr Ahmad whose support and reassurance has been remained unwavering
during this period and completion of this dissertation would have been impossible
without their cooperation. To my loving father Mr. Muhammad Ashraf Bajwa (late)
who always showed concern of my progress but he left us before the accomplishment
of this project. May Allah rest his soul in peace. Aameen.
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I am highly thankful to Dr. Aslam Asghar, Dr.Rasool Bakhsh Raisani, Mr.
Aijaz Ahmad, Dr. Iftikhar Ahmad, Dr. Hamad Hassan, Mr. Zia Alam Baig, Mr. Niaz
Ahmad Khan Gayyur, Mr. Rooh-ul- Amin, Mr. Abdul Sattar, Mr.Allah Nawaz, Mr.
Naqeeb ul Khalil Shaheen for their guidance, help and support to complete this thesis.
My thanks to my students Mr. Muhammad Azhar, Ms. Afia Ayub, Ms. Lisa and Ms.
Shafaq for their cooperation at various stages in completion of this daring task.
The researcher is also indebted to all survey participants for their cooperation
and their precious time to fill in the questionnaires related to this topic.
M. Jamil Bajwa
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ABSTRACT
Technical education is a sub sector of our educational system, which starts
after secondary level. The objective of technical education is to prepare the youth to be
technically competent in a broad range of occupations and to produce trained
manpower commensurate with the needs of the industry, to improve its quality to
enhance the employment chances of graduates by moving from a static, supply-based
system to a demand driven one. All this depends on the polytechnic teachers if they
are competent, knowledgeable and satisfied in their profession. This study examined
the various factors affecting the performance of polytechnic teachers and their
continuation in teaching profession in Pakistan.
This study was descriptive in nature and survey format used to gather
information. The objectives of this study were to (a)identify the factors which affect
the performance of the polytechnic teachers as perceived by principals, teachers and
students.(b)determine the relationship among the factors (perceived intrinsic and
extrinsic factors) and performance.(c)get opinion of teachers about the factors which
cause to leave or continue teaching profession.(d)determine the relationship between
performance of polytechnic teachers and their continuation in teaching
profession.(e)find out the difference in the performance and continuation of male and
female polytechnic teachers in teaching profession.
There were 125 colleges of technology; polytechnic and monotechnic institutes
functioning in the country. The population of this study consists of the technology
teachers working in these institutions. Six male (6x111=666 male teachers), ten
female (10x14=140) teachers from each institution, 10 students from each institution
(10×125=1250 students) and 125 principals were included in the sample of this study.
In order to measure the variables the research instruments (questionnaires) for
principals, teachers and students were developed.. Data were collected through
questionnaires and collected data were tabulated, analyzed and interpreted by using
SPSS by applying chi square, percentages, correlation and t-test in the light of
objectives of the study.
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Findings revealed that factors like working conditions, equipment, policies,
curriculum, examinations, remuneration, service rules, insufficient funds, facilities,
student teacher ratio, fringe benefits, place of posting affect performance of
polytechnic teachers. Majority of polytechnic teachers felt that teaching is low paid
profession and opportunities for promotion were inadequate. The teachers were also
dissatisfied with the social status of teachers in the country and these factors cause the
teachers to leave this profession.
This study also found that teacher performance was significantly correlated
with fringe benefit, staff work load, staff development, management, course content
and examination. The performance of teacher was also significantly correlated with
teacher continuation in teaching profession. The study also indicated that female
teachers performed significantly better than their counterparts. Both male and female
teachers had same opinion about their continuation in teaching profession but female
teachers mean score was slightly higher than their counterparts.
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ABBREVIATIONS ADB - Asian Development Bank
B.Tech - Bachelor of Technology
B-TEVTA - Balochistan- Technical Education and Vocational Authority
B.Ed (Tech) - Bachelor of Education (Technical)
BISE - Board of Intermediate and Secondary Education
DAE - Diploma of Associate Engineer
DMT - Directorate of Manpower and Training
DTE - Directorate of Technical Education
EFA - Education for All
ESR - Education Sector Reforms Action Plan 2001-05
FANA - Federal Administrative Northern Area
FATA - Federal Administrative Tribal Area
GCT - Government College of Technology
GDP - Gross Domestic Product
GOP - Government of Pakistan
GPI - Government Polytechnic Institute (Male)
GPIW - Government Polytechnic Institute for Women
GTTTC - Government Technical Teachers Training College
GTVC - Government Technical and Vocational Center
ICT - Islamabad Capital Territory
ILO - International Labor Organization
IPSET - Institute of Promotion of Science Education and Training
IT - Information Technology
KPK - Khyber Pakhtunkhwa
MoE - Ministry of Education
NACTE - National Accreditation Council for Teacher Education
NAVTTC - National Vocational and Technical Training Commission
NCVER - National Centre for Vocational Education Research,Australia
NEP - National Education Policy
NRIC - Nordic Recognition Information Centre
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NISTE - National Institute of science and Technical Education
NTB - National Training Bureau
NTTTC - National Technical Teachers Training College
NWFP - North West Frontier Province
OECD - Organization for Economic Co-operation and Development
PBTE - Punjab Board Technical Education
SBTE - Sindh Board of Technical Education
STEVTA - Sindh Technical Education and Vocational Authority
TEP - Technical Education Project
TESDA - Technical Education and Skill Development Authority
TVET - Technical and Vocational Education and Training
TEVTA - Technical Education and Vocational Training Authority
TTW - Teacher Training Wing
UNESCO - United Nation Education Scientific and Cultural Organization
Chapter 1
INTRODUCTION
Education and training play a vital role to bring change in every sector of life
and develop human capital necessary for socio economic growth of a country.
Education enables an individual to acquire knowledge, ways, beliefs, values, attitudes
and standards of society. Training on the other hand places greater emphasis on
mastering skills directly related to professional or occupational applications in
enterprise. No country could bring a revolution in it unless its people are educated and
trained enough to meet the present and future challenges.
No doubt general education brings awareness about the standards and norms of
good society in the public but it cannot be denied that science and technical education
has dual utility in the life of human beings. It not only covers humanitarian aspects of
life but also helps in self-respect. Technical educational is considered as a master key
to sustainable development of a country. Today’s’ need is skill-oriented education to
improve the general living standards and alleviation of poverty in the country.
Globalization has made economic life more competitive and only trained
workforce equipped with modern skills can compete in international market. The skill
standards and increasing complexity of industrial organization in the present days
world demands workers to be conversant with modern principals and practices of
industry. Reich (1991) noted that as a result of globalization “we are living through a
transformation that will rearrange the politics and economics of the coming century.
There will be no national products or technologies, no national corporations, no
national industries”. Globalization also impacted the labor market, as new
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technological developments led to significant changes in the relationship between
labor and production (Momm, 1999).
Croft and Beresford summarized this labor/production relationship as a set of
developments and changes that moved “from standardization, uniformity and
universals to fragmentation, diversity and difference” (Smyth, 2001).
Pakistan is a developing and populous country and it needs skilled workforce
for sustainable growth and poverty alleviation but country is facing shortage of skilled
manpower to fulfill the demands of local job market and compete internationally (ILO,
2007).
Job vacancies have been remained unfilled due to lack of trained workforce in
the country and demand of skilled personnel is increasing abroad, especially in the
Middle East and Malaysia. The TVET system’s internal and external efficiency
urgently needs to improve. Internal efficiency of polytechnic programs remains a
concern, although it has improved over the years. The graduates of diploma of
associate engineer (DAE) programmes spend 1–2 years looking for a job and require
additional training of 3–6 months after recruitment (ADB, 2004; ADB, 2007).
Polytechnic education (Technician education), being a sub-component of
TVET, has a significant role to play in the development of the country which starts at
secondary level. The major objective of this education is to produce/train supervisory
workforce to serve, as a link between engineers/ technologists on the top and skilled
and semi-skilled workers below them (UNESCO, 2009).
The researches indicate that poor quality of education is due to incompetent
teachers. The teacher has a pivotal role in any education system for persuasion of
national goals of a country. The quality of educational process and its outcome
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depends on good performance of teachers. The entire structure of education is unstable
if the performance of teachers is poor and fruitless (Macdonald & Hursh, 2004;
Westwood, 2004; Ingvarson, 2013).
The good teachers are able to give break through the poorest system and an
excellent system would get corrupt if teachers are not conscious about their duties and
responsibilities and perform them properly. The quality of teaching is not only
governed by the qualification, knowledge and skill competence of teachers but also
their enthusiasm, dedication and commitment in teaching. When a teacher is motivated
and loves the teaching profession, the students not only learn the content taught by the
teachers but also become motivated toward learning (OECD, 2011).
Teacher performance depends on motivation, qualification, experience,
training, aptitude and a variety of other factors. Poor pay, low status and morale can
cause poor performance of teachers and corrupt the system (Panda & Mohanty, 2003).
Smith and Glenn identified internal factors which have impact on teachers
feelings of success attitude toward job and a number of external factors those
influence teacher performance. Increased duties, low pay, student conduct and low
morale have a significant impact on teacher performances (Nadeem et al, 2011).
Teacher motivation has also an important factor which affects teacher attitude
towards his or her profession and performance. Classroom climate, resources,
facilities, physical conditions of classroom, intrinsic and extrinsic needs are the basic
factors of teacher motivation. The organizations should build and enhance intrinsic
motivation of teachers for their effective teaching (Centra, 1993; Cole, 2000).
The importance of technical and vocational teachers has been increasing all
over the world. The teachers are responsible to teach and train the people for the world
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of work and maintaining their efficiency with in the world of work. The global
economy, its competitive productivity, technological advancements and its impact on
the skills required for fast changing job market employment demand effective and
efficient initial education, training and skills education for the world of work.
However, this education and training has been dependent upon the TVET teachers.
They must have professional competence to deliver knowledge, skills, experiences and
their relevance to the world of work.to possible extent. Their emphasis should also be
given on development of potential abilities of their learners to capture job market.
The trained workforce can only meet the demands of market and industry if the TVET
teachers are ready for it and perform their role and responsibilities according to the
fast changing demands of work place (UNESCO, 1997; ILO & UNESCO, 2002).
The Policies of education emphasized that teacher, being a nation builder, has
a pivotal role to upgrade the standards of education, progress and prosperity of the
country. The New Education Policy (2009) focuses on uplifting the existing education
system by improving its quality and revitalizing it to fulfill the economic needs of the
country. This policy also plans to develop the accreditation and certification
procedures in teacher education to bring vital changes in the education system. The
National Accreditation Council for Teacher Education (NACTE) has been established
to develop specific standards teacher education programmes and institutions
(UNESCO, 2008).
Teachers and classroom processes has been key factors to quality of education.
The quality of students’ learning occurs mainly as a result of interaction with teachers
and processes that take place in classrooms. Teachers have the strongest influence on
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learning and on a wide variety of other quality factors within institution (UNESCO,
2006).
Teacher has to teach the class effectively along with other duties assigned by
head teachers and department. Teacher also has to manage class discipline, students’
motivation and achievement levels and maintain a good interaction with students, their
parents and colleagues, rather directly or indirectly. It has become very necessary for a
teacher to perform several roles for multi-dimensional development of pupils (Hanif &
Pervez, 2004).
The polytechnic teachers should have competency in the subjects being taught
in polytechnic institutions. If teachers are incompetent in skills and subject matter,
difficulties will be encountered creating positive technical and industrial experiences
best suited for the professional development of the learner. The teacher performance
thrives on only in a positive and supportive environment (Cole, et al, 1999).
Therefore, effective performance of teachers has been imperative for
educational improvement. A universal definition of teacher performance has not yet
been agreed upon, the concern for its formulation is strongly felt by educationists and
policy makers (Hanif & Pervez, 2004).
The definition of what constitutes best performance is of course much more
complicated than a simplistic listing of goals. According to Campbell “Performance is
what the organization hires one to do, and do well” (Sonnentag 2000).
In order to understand the complex nature of polytechnic teacher performance
and their continuation in teaching profession, it is necessary to understand teacher-
related personal, organizational, and contextual factors. Traditionally, teacher
performance focused mainly on individual teachers, particularly on instruction in a
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classroom context, and ignores the complexity of school organizational environment
or the influence of the community that may affect the role and performance of teachers
at individual, group, and organizational levels. In present days, teachers have to
perform a wide range of roles and responsibilities that may relate to teaching,
institutional management, curriculum changes, educational innovations, teacher
education, industrial changes, working with parents, and community services (Panda
& Mohanty, 2003).
The teaching profession is the last choice of teachers in our country
(UNESCO, 2003). The polytechnic teachers have same opinion and prefer the
technical jobs in government or private organizations because of better positions,
salaries and opportunities for advancement. They have opportunities of overseas
employment as well, when a teacher finds better job other than teaching, leaves the
teaching profession. This affects the quality of technical education and results that our
diploma holders have less job opportunities in international market as compared to
diploma holders from other countries in South Asia (ADB, 2004).
In order to enhance polytechnic teacher performance, it is necessary to find out
what teacher characteristics are necessary, in terms of attitudes, skills, and knowledge.
The personal factors, perceived intrinsic and extrinsic satisfaction, occupational
prestige, salary and organizational structure, opportunities for professional
advancement and growth and working conditions, resources, policies and management
styles are also important to the achievement of assigned goals and tasks and whatever
they are. These factors are associated with teacher performance and their continuation
in teaching profession, which ultimately effects student's learning achievement.
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Because faculty is both the largest cost and largest human capital resource of
an educational system, understanding factors that contribute to polytechnic teacher
performance and remain in teaching profession is essential to improve the information
base needed to support a successful educational system (Pervez & Hanif, 2004).
1.1 STATEMENT OF PROBLEM
This research study was designed to identify the factors affecting performance
of polytechnic teachers and their continuation in teaching profession in Pakistan.
1.2 OBJECTIVES OF THE STUDY
The objectives of this study were to:
1. identify the factors which affect the performance of the polytechnic teachers
as perceived by principals, teachers and students.
2. determine the relationship among the factors (perceived intrinsic and extrinsic
factors) and performance.
3. get opinion of teachers about the factors which cause to leave or continue
teaching profession.
4. determine the relationship between performance of polytechnic teachers and
their continuation in teaching profession.
5. find out the difference in the performance and continuation of male and
female polytechnic teachers in teaching profession.
1.3 RESEARCH HYPOTHESES
Following were the alternative research hypotheses of the study.
H1: There are factors which significantly affect the performance of polytechnic
teachers.
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H2: There is a significant relationship between factors (Intrinsic & extrinsic) and
teacher performance.
H3: There is significant relationship between performance factors (Intrinsic &
extrinsic) of polytechnic teachers with their turn over or continuation in teaching
profession.
H4: There is significant difference in the performance of male and female
polytechnic teachers.
H5: There is significant difference between male and female teachers in their
continuation in teaching profession.
1.4 SIGNIFICANCE OF THE STUDY
Teachers have a very significant role in any education system. The quality of
teaching learning process and its outcomes are dependent on the performance of
teachers. The TVET teacher has to perform various roles to accomplish the objectives
of education and training. Teachers impart necessary knowledge, skills and attitude to
face the future challenges. But the present system failed to cope with new challenges
and graduates from polytechnic institutions are neither able to meet the demands of
local market nor compete internationally.
There are many factors which hinders the performance of polytechnic teachers.
Lack of in service training, non- availability of funds for procurement of consumable
materials and maintenance of equipment, out dated curricula, linkages between
institution and industry, examination system are the major factors which affect the
performance of teachers.
The study of this type at Ph.D. level has not been previously conducted in
Pakistani context. This study focuses on technical education and will help the policy
9
makers and authorities at, federal and provincial level, responsible for technical
education to reorganize the structure of TVET system in order to enhance the
performance of teachers to upgrade present quality of polytechnic education and
training.
This research also focuses on various factors which cause the teachers of this
stream to leave or continue teaching profession. This part of the study would help the
TVET authorities to reformulate/redesign the existing policies of teacher recruitment,
development and advancement in the country and also develop policies to retain and
attract experienced and well trained teachers in polytechnics of Pakistan. There are
various international organizations also involved in upgrading/strengthening the
TVET system in Pakistan. These organizations might also get benefit from this study
in terms of curriculum development, teacher training, up gradation of infrastructure
and allocation of resources for polytechnic institutions of Pakistan. Thus, this study
might also help the polytechnic teachers, curriculum developers, policy makers and
TVET experts.
1.4 METHODS AND PROCEDURES
1.4.1 Population
The population of the study comprised the principals, teachers and students of
GCTs, Polytechnic and Monotechnic institutes of public sector in Pakistan.
1.4.2 Sample
Six male, ten female teachers, ten students from each institution and 96
principals were included in the sample of this study.
10
1.5.3 Instruments
The researcher developed three questionnaires using five-point Likert scale for
principals, teachers and students. All the research instruments were validated before
collection of the data.
1.5.4 Data collection
Data were collected through questionnaire. For this purpose three
questionnaires were developed for principals, teachers and students of polytechnic
institutes. For data collection researcher personally visited the sample institutes of
Punjab and KPK. Questionnaires were administered to principals, teachers and
students. A filled in questionnaires were collected by the researcher himself, whereas
data were collected from the Balochistan and Sindh provinces through mail.
1.5.5 Analysis of data
Data collected through instruments were tabulated, analyzed through statistical
analysis programme SPSS version 12 and interpreted category-wise as principals,
teachers and students. To analyze the data: frequencies, chi square, percentage,
correlation, and mean were used.
Chapter 2
REVIEW OF LITERATURE
The fast technological changes and ever increasing global competition under a
new world of work has also made the knowledgeable, skilled and adoptable workforce
indispensable to any country that seeks to complete in the global economy and build
prosperity for all its people (Government of Pakistan ,2008).
Pakistan is facing shortage of skilled manpower for poverty alleviation and
sustaining growth. The present education system up to the secondary level failed to
fulfill needs of the job market and there is a pressing need to develop a strong pool of
skills among young people so that they can earn a decent living for their families
(Government of Pakistan, 2005).
Technical Vocational Education and training is essentially about building the
skills needed for the place of work and is marketable and economically relevant
education for people. Pakistan’s current public spending on education is 2.73 percent
of Gross Domestic Product (GDP), which is low compared to other developing
countries and countries with similar financial gain per capita. The Government of
Pakistan has recently committed to extend the expenditure to 4 percent of GDP
(Government of Pakistan, 2010).
According to Gasskov, it is nearly impossible to get a clear picture of
investment in TVET. Funds allocated to general education do not usually differentiate
the resources allocated to this stream of education (ILO, 2010a).
12
2.1 TVET SYSTEM IN PAKISTAN
General Education System in Pakistan is often divided into elementary,
secondary, higher secondary, and higher education. Technical and vocational
education and training (TVET) can further be divided into three sub-components, i.e.,
pre-vocational/school level, vocational training, technician education (Polytechnic
education), and advanced level engineering and technology education (Adiviso, 2003).
2.2 PRE - VOCATIONAL/SCHOOLS LEVEL
The Pre- vocational education was introduced in early fifties of 20th century
and new courses were included in general education. Establishment of Technical High
Schools, Pilot Secondary Schools and Comprehensive High Schools on experimental
basis was a major initiative and industrial arts, agriculture and home economics
subjects/groups were offered at elementary level. However, such efforts could not
bring any significant change into the general school education, which was geared to
produce office workers and clerks rather than skilled work force from the period of
colonial rule. In pursuance of the Educational Policy (1972-78) industrial arts (wood
work, metal work and electricity), agriculture were offered for boys schools and home
economics for girls at elementary level. Under this scheme certain vocational subjects
were also introduced at classes 9th -10th (Adiviso, 2003).
Under Education Sector Reform (ESR) in 2003, a Technical Stream was
introduced at secondary level and vocational subjects were offered on the basis of
needs of the gender and locality. The major objective of this scheme was to expose the
students to the world of work and to prepare them to choose technical education after
completion of their secondary education. It was assumed that this Matric Technical
13
stream will be a stable source of student intake for DAE programme and linkages with
higher programmes (Riaz, 2011).
The Education Policy (2009) also aims at socio economic development of the
country and focuses on vocational training to build human assets and capabilities,
especially for poor and vulnerable people who may not have the opportunity for higher
education. The policy further aims at employment generation, poverty alleviation and
recognizes TVET though its Medium Term Development Frame Work (2005-10) and,
principally, the National Skills Strategy (2009-2013) (UNESCO, 2009).
2.3 VOCATIONAL EDUCATION
Vocational Institutes offer courses between three months and two years of
duration, although the maximum is generally a year. Generally, the admissions are
given after passing Grade VIII schooling. The length of courses for girls is often
shorter than for boys. A two-year course leads to a Grade 3 Skilled Worker Certificate.
Technical Training Centres offer two-year courses for graduates of Grades VIII and X.
Courses lead to Grade 2 Skilled Worker Certificate. These institutes are affiliated with
the Technical Education Boards. The certificates are awarded by the Board of
Technical Education or TEVTA (NRIC, 2006).
2.4 TECHNICAL EDUCATION
The terms Technical Education and Vocational Training are sometimes used
synonymously. Technical education, sub-component of TVET, starts after secondary
school education and carried out in polytechnic institute through out the country. The
major objective of this education is to produce technicians who serve as a link
between super ordinates (engineers/ technologists) and sub ordinates (skilled and
semi-skilled workers). These middle level supervisory technicians must have an
14
adequate amount of theoretical knowledge to comprehend and interpret engineering
and technical drawings and have power over particular skills to carry out the
responsibilities in workshops or factories (Ali, 1990; Hassan, 2007).
The term "technician" as “one who plays a leading and strategic role in the
planning process, in the transfer and application of scientific and technical knowledge
of production process, in the development of innovations and research, and in the
practical training of workers in specialized skills and technical know-
how”(Ali,1998;TESDA,2010).
Technician education has a long history in Pakistan dating as far back as 1889
when the Railway School was established – now known as the Government College of
Technology(GCT) at Railway Road in Lahore. After the independence of the country,
polytechnic education, a three year course, started as a separate stream in mid-fifties
in 20th century. In 1954 two colleges of technologies were established in Karachi and
Rawalpindi with the assistance of Ford Foundation. Since then there has been a steady
increase in the number of polytechnics. The main programme of these institutions is a
three year Diploma of Associate Engineer (DAE). The curriculum of DAE courses
has 60 percent practical and 40 percent theory (Adiviso, 2003).
2.5 STRUCTURE OF TVET AT THE PROVINCIAL LEVEL
2.5.1 TEVT at Federal level
At federal level the Ministry of Education was responsible to formulate
policies, plans and the national curriculum. The ministry of education was devolved
under the Parliament Act (18th Amendment) passed on 19th April, 2010. After the 18th
amendment full autonomy was given to the provincial educational authorities. After
15
devolution of ministry of education, new Ministry of Education and Training has been
established to deal with education and trainings at federal level (Nishtar, 2013).
Presently, National Vocational and Technical Training Commission
(NAVTTC) is functioning under this new ministry to organize and manage the
different programmes of technical and vocational education with varying degrees of
proficiency and success. The commission undertakes training needs assessments,
forecast technical changes and demands, and plan alternative pathways for those who
drop out or could not finish normal school. National planning, curriculum
development, standardization of technical education, training of trainers, national
accreditation of private and public polytechnics institutes and develop strong linkages
with the industrial end users is also being undertaken in conjunction with the
provincial counterparts (NAVTTC, 2012).
2.5.2 TEVT at ICT level
The Government Polytechnic Institute for Women (GPIW) was established in
1984 through the common efforts of the Women Division and the Ministry of
Education (Defunct) to cater to the women in the Islamabad Capital Territory
Islamabad (ICT). The construction of its building complex and provision of equipment
were part of the first ADB project in technical education. The courses offered are
Architecture, Commerce, Computer, Dress Designing and Making, Office
Management and Electronics. At present this institute is functioning under the
administrative control of Ministry of Capital Administration and Development,
Islamabad (GPIW, 2012).
16
2.5.3 TVET in Punjab
TVET in Punjab Province was recently consolidated under one umbrella
authority called the Technical Education and Vocational Authority (TEVTA) by
Ordinance of 1999. The Authority was authorized to take over the polytechnics,
colleges of technology, commercial training institutes & colleges, technical and
vocational training centers, and apprentice training centers. The aim of this authority is
to enhance global competitiveness in Punjab, through a quality and productive
workforce by developing demand driven, standardized, dynamic and integrated
technical education and vocational training service. The Board of Technical Education
(BTE) is placed under the authority of TEVTA Board (TVETA Punjab, 2012).
2.5.4 TVET in Sindh
There were many government providers of TVET in the Province. Mainly,
these were the Provincial Department of Education and the Department of Labor and
Transport These departments had their own directorates that operate a number of
Colleges of Technology, polytechnics, monotechnics, Technical Training Centres and
Vocational Institutes. With the devolution, district governments assumed the
responsibility of administering the government polytechnics, monotechnics and
vocational institutes in their districts. Many other TEVT providers were affiliated with
the Sindh Board of Technical Education (World Bank, 2010).
At the provincial level, the Directorate of Technical Education (DTE) was
responsible in supervising the Government Colleges of Technology (GCTs),
Polytechnic and monotechnic institutes. Now the Sindh government has established
Sindh Technical Education and Vocational Authority by STEVTA ACT 2009 .The
major objective of STEVTA is to develop qualitative of workforce meeting local and
17
international labor market needs by ensuring excellence in training through research &
development, effective management and regulation of TEVT setup in the Province
(STEVTA, 2012).
2.5.5 TEVT system in Khyber Pakhtunkhwa (KPK)
Technical education and vocational training was materialized as one system
with notification issued on 8 January 2002 by the Establishment and Administration
Department (Regulation Wing) of the Government of Khyber Pakhtunkhwa, then
North West Frontier Province (NWFP). This was the result of the merger of the
Directorate of Technical Education under the Education Department and the
Directorate of Manpower and Training under the Labor Department, which was
renamed as the Directorate of Technical Education and Manpower Training (DTE and
MT). The new directorate functions under the Industries, Commerce, Labor, Mineral
Development and Technical Education Department. Effectively, this transfers all
Government polytechnics, commercial training centers, vocational training centers
(Boys and Girls), Government Technical Training Centres and Government
Vocational Institutes (Women) under the administrative supervision and control of the
new directorate. This new development succeeded in fusing together the
interdependent components of the TEVT system into a composite whole. Technical
Education and Vocational Training Agency is being established to plan and organize
TVET education and training in the province (DTE, KPK, 2012).
2.5.6 TEVT system in Balochistan
The governance of technical education falls under the Education Department
of the Province of Balochistan. The responsibility for carrying out the policies, plans
and programs of technical education is performed by one of the three directorates of
18
the Department, specifically, the Directorate of Colleges Higher and Technical
Education. Presently, the core of technical education consists of a Government
College of Technology (GCT) and the Government Polytechnic Institute for Women
(GPIW) in Quetta, The supervision and control of the two institutions were not
affected by the devolution in 2002, which subdivided the province into 26 District
Governments. B-TEVTA was established under B-TEVTA Ordinance, 2006 issued on
9th September, 2006 with the view to provide over all umbrella management, policy
planning/ guidance, technical and financial assistance to streamline, upgrade and
strengthen the TEVT institutions of Balochistan, working under the aegis of Allied B-
TEVTA Departments and establish new institutes (B-TEVTA, .2012).
2.6 PROBLEMS AND ISSUES OF TVET IN PAKISTAN
Employability and productivity of the works force is crucially linked with the
level of vocational and technical competence one possesses. The demand of trained
and skilled workforce increases with every step towards promotion of industrialization
and modernization of production process (Government of Pakistan, 2008).
The fast technological changes and ever increasing global competition under a
new world of work has also made the knowledgeable, skilled and adoptable workforce
indispensable to any country that seeks to complete in the global economy and build
prosperity for all its people. This requires the Technical Vocational Education and
Training (TVET) system fully responsive to the challenges of a rapidly globalizing
economy. Indeed, a TVET system in order to impart quality training requires the
needed flexibly, thus responding well and timely to the emerging market requirements.
The system grows and contributes if instructions are “demand-led”. The need for
19
greater and effective participation of the private sector in design and delivery of TVET
is clearly manifested (ILO, 2010a).
The development and expansion of the TVET system in the country
notwithstanding, a need for its revamp is clearly warranted to keep pace with and
respond to the challenges posed by new world of work driven by the fast technological
changes. Current situation of short supply coexisting with mismatch between the
needs of the employment market- local, national and global – has to be rectified
(Government of Pakistan, 2009).
Only a trained, efficient, productive and innovative workforce can meet
challenges of globalization. But the process is still supply driven, and it is generally
felt that the existing TVET system is not able to cater the challenges of the new work
environment, and to meet the fast changing industrial requirements due to following
skills shortages and skills gaps (Government of Pakistan, 2009).
2.6.1 Low Productivity, Low skills
Our traditional mode training is not producing quality trained workforce for
industries and trained manpower from these institutions is not capable to meet
challenges of globalization. It results less employability of locally trained workforce to
the international market (Adiviso, 2003).
2.6.2 Low Enrolments
The enrolment in polytechnic education is very low as compared to other
science and humanity courses at intermediate level in the country. The enrollment in
these institutions is about 4% of the over all enrollment in the country which is very
low as compared to other streams of education at this level (Adiviso, 2003).
20
2.6.3 Teachers’ Shortage
Lot of efforts has been done to upgrade curricula and training equipment in
these institutes. But still, the system is facing shortage of trained and highly qualified
teachers and this shortage is the key obstacle to development of TVET (Adiviso,
2003).
2.6.4 Overlapping and Duplication of Training Programmes
Various departments and organizations organize and administer training of
TVET staff without proper planning, need assessment and coordination among each
other. Due to lack of uniformity and integration in curriculum, standards and duration
of the training, there is poor quality in training and wastage of resources (Adiviso,
2003).
2.6.5 Requirements for Overseas Employment
The earlier demand of workforce in the field of construction in Gulf has now
decreased: demand for a better knowledgeable and skilled labour force in some
categories is increasing day by day in the Gulf and will continue in future of highly
skilled technicians, or professionals such as engineers, medical doctors and workers
with expertise and experience more than a trade (Government of Pakistan, 2009).
2.6.6 Data and Statistics
The incomplete or lack of a reliable and authentic database on TVET makes
planning and monitoring process difficult. Due to this, achievements and outcomes of
TVET cannot be got. Due to non-availability of accurate data, this question remains
unanswered, what achieved and what lost? (ILO, 2007).
21
2.6.7 Policies and Planning
Policies and plans have been developed generally in divorce from the overall
educational policy planning. This separation is damaging to the incorporation of
technical and vocational education’s awareness in elementary and secondary
education. The entire efforts in mainstreaming TVET into general educational
planning went wrong and energies and resources were wasted (Aly, 2007).
2.6.8 Training for women
The development of polytechnic education and facilities for women remained
very slow since independence. The selection of appropriate training areas according to
socio-cultural conditions is a major problem and only traditional courses like
needlecrafts and sewing were focused. These efforts could not bring desirable change
for female population in the past. The new programmes were being introduced in
TVET institutions which are architecture, electronics, secretarial (usually as
certificate/diploma of commerce) as well as dress designing, tailoring and related
areas in urban areas but rural areas needs more attention according to their local
context (Ali,1990;Adiviso, 2003).
2.7 FACTORS AFFECTING HUMAN PERFORMANCE
Performance may be affected by a number of factors, all of which should be
taken into account when managing, measuring, modifying and rewarding
performance. They comprise of personal factors, leadership factors, team factors,
system factors and contextual (situational) factors (Armstrong & Baron, 2005).
2.7.1 Definition of Performance
The word ‘perform’ means “to carry out, to accomplish or fulfill an action or
task”. It also means “work, function or to do something to a specific standard”.
22
Performance is “an action or process of performing a task or function” (Oxford
Concise Dictionary, 1999).
Performance is defined as a worker’s effective execution of tasks or job and
useful contribution to the social work environment (Abramis, 1994).
“Performance is what the organization hires one to do, and do well” (Campbell
et al., 1993). Performance means both behaviours and results behaviours emanate
from the performer (Bromwich, 1990)
Performance is behaviour and should be distinguished from the outcomes
because they can be contaminated by system factors, which are outside the control of
the performer (Campbell, (1990).
Performance is somewhat that an individual leaves behind and it exists apart
from the purpose. Measurable actions of a person constitute performance and these
actions mention the performance in work place according to the goals or outcomes of
an organization (Edis, 1995).
2.7.2 Task and contextual performance
Task performance mentions a person’s proficiency and performance which
contribute to the organization’s ‘technical core’. Contextual performance does not
contribute to the technical core but supports the social and psychological environment
of the organization for attaining it goals (Borman & Motowidlo, 1993).
Contextual performance has categories as follows: (1) volunteering to carry
out task activities that are not formally part of the job, (2) persisting with extra
enthusiasm when necessary, (3) helping and cooperating with others, (4) following
organizational rules and procedures, and (5) endorsing, supporting, and defending
organizational objectives (Borman & Motowidlo, 1993).
23
Task and contextual performance can be differentiated on the basis of three
assumptions which are as follows:(1) Activities relevant for task performance vary
between jobs whereas contextual performance activities are relatively similar across
jobs; (2) task performance is related to ability, whereas contextual performance is
related to personality and motivation; (3) task performance is more prescribed and
constitutes in-role behavior, whereas contextual performance is more discretionary
and extra-role (Borman & Motowidlo, 1997).
2.7.3 Conditions of task performance
There are eight general conditions of task performance which are: Task clarity,
task competence (mastery of the skills and knowledge required by the task), task
consequences, task competition, task cooperation, task control, task commitment, task
character and context (Nickols, 2003b).
According to Campbell, the latent structure of job performance can be modeled
using the following eight general factors: (1) job-specific task proficiency, (2) non-
job-specific task proficiency, (3) written and oral communication, (4) demonstrating
effort, (5) maintaining personal discipline, (6) facilitating peer and team performance,
(7) supervision/leadership, and (8) management/administration. These eight factors
represent the highest-order factors that can be useful for describing performance in
every job in the occupational domain, although some factors may not be relevant for
all jobs. Each of these factors comprises a number of sub factors which may vary
between different jobs. For example, the management/administration factor comprises
sub dimensions such as (1) planning and organizing, (2) guiding, directing, and
motivating subordinates and providing feedback,(3) training, coaching, and
24
developing subordinates, (4) communication effectively and keeping others informed
(Borman & Brush, 1993).
The six subsystems or factors that comprise the human performance system
are: Performance specifications, task support, incentives, skill & knowledge,
individual capacity and motives (Dean, 1993).
Worker performance could be a result of these three factors i.e ability of staff,
motivation and organizational support. In other words, performance depends on
whether the staff perceives themselves as able to do things, whether they are willing to
do things and whether they have the means to do them (Kanungo& Mendonca, 1994;
Bennett & Franco, 1999).
2.7.4 Nickols Model
There are seven other important factors that affect the performance of an
individual in the workplace. These factors are: Goal clarity, repertoire, knowledge of
structure, feedback, mental models, motivation, environment and recapitulation
(Nickols, 2003b).
. The seven factors that make performance possible are these: 1. a clear picture
of the ends to be attained, 2. a suitable repertoire, 3. knowledge of the structure of the
situation, 4. a functioning feedback loop, 5. sound mental models, 6. adequate
motivation and 7 a supportive or manageable task environment. If you’re concerned
about your performance or the performance of other people, a good place to start your
analysis is with the seven factors listed above (Nickols, 2003b).
2.7.5 Performance Standards
Performance standards play a key role in determining the success or failure of
performance because they provide the “yardsticks” against which performance is
25
measured. When performance standards are valid, such efforts have a better than even
chance of being successful; when performance standards are invalid, the odds weigh
heavily against success (Nickols 2003a).
There are three generally accepted classifications of performance standards:
quality (accuracy), quantity (amount), and time (speed) (Nickols 2003b).
2.8 HUMAN MOTIVES AND PERFORMANCE
Several motives affect human performance. A motive represents the
individual’s reason for choosing one certain behaviour among several choices.
Motives are different from needs; somebody can have strong need for achievement
and low fear of failure, while others have a strong fear of failure but no need for
success (Luthans, 1995).
Primary motives are variously called physiological, biological, unlearned, or
primary. These include hunger, thirst, sex, sleep, elimination of body wastes,
maintenance of constant body temperature, sensory stimulation etc. Some important
secondary motives are power, achievement, and affiliation (Luthans, 1995).
Affiliation plays a very complex but vital role in human behaviour. Sometimes,
affiliation is equated with social motives and group dynamics. The affiliation motive is
neither as broad as implied by the definition of social motives nor as comprehensive or
complex as is implied by the definition of group dynamics (Luthans, 1995).
The achievement motive can be expressed as a desire to perform in terms of a
standard of excellence or to be successful in competitive situation. Job security has a
great effect on organizational behaviour (Luthans, 1995).
Security appears much simpler than other secondary motives, but it is based
largely on fear and is avoidance oriented. Status can be simply defined as the relative
26
ranking that a person holds in a group, organization, or society. The symbols of status
attempt to represent only the relative ranking of the person in the status hierarchy
(Luthans, 1995).
2.8.1 Personal motives
Individual’s interest, attitudes, self-concept and life-goals are the examples of
personal motives. Interest shows disposition to act positively or negatively and
without an interest one may not like to act in a situation. But active interest functions
as a strong motive. Similarly a person’s attitude attracts him toward certain situations
and repels him from others (Kundu, 1985).
2.8.2 General motives
The general motives increase the amount of stimulation while the primary
motives reduce the tension or stimulation. An understanding of these general motives
is important to the study of human behaviour especially in organizations. General
motives are more relevant to organizational behaviour than primary motives (Rathus,
1990).
2.8.3 Curiosity manipulation activity motives
Human behavior is complex and people are naturally curious. They enjoy
learning new things and seek new experiences.. They find satisfaction in solving
puzzles, perfecting skills and developing competence (Luthans, 1995).
2.8.4 Affective motives
Love or affection is a very complex form of general drive. In many ways love
resembles to the primary drives and in other ways it is similar to the secondary drives.
In particular, the affection motive is closely associated with the primary (sex) motive.
27
For this reason, affection sometimes is placed in all three categories of motives and
some psychologists do not even recognize it as a separate motive (Luthans, 1995).
2.8.5 Social motives
The social motives include need for social approval, for affection, a respectable
place in a group, possessing money, and other status symbols. These motives develop
through social experiences in the family or in peer group or in society (Kundu, 1985).
2.9 PERFORMANCE AND INDIVIDUAL PERSPECTIVES
Individual differences refer to how people are similar and how they differ in
their thinking, feeling and behavior. Individual differences include personality
motivation, intelligence, ability, interest, values, self-efficacy and self esteem etc. The
study of individual differences is essential because an important variation among
individuals affects their performance. The individual differences cause performance
differences between individuals and helps in identifying the factors associated with it
(Crozier, 2003).
Campbell in his model describes the three determinants of performance (1)
declarative knowledge (knowledge about facts, principles, goals, and the self), (2)
procedural knowledge and skills, (include cognitive, psychomotor, physical, self-
management, and interpersonal skills) and (3) motivation (Campbell, 1990).
2.10 CONCEPT OF TEACHING Teaching is an art of assisting and facilitating another person to learn including
provision of information about situation or condition in which an individual has to
live. Teaching is an interaction between teacher and student and the teacher is
responsible bring about expected change in student’s behaviour (UNESCO 2006).
28
Teacher is the person always busy in laying the real foundation of a country by
preparing and equipping the youth giving them awakening knowledge and building
their character. It is the teacher who refines instincts makes them socially acceptable,
inculcates values, provokes and develops capabilities of men to their fullest and best,
so that they may be of best use to themselves, to the society, to the nation and to the
mankind as a whole. The teacher not only equips the youth in view of past and
according to present but also for future shocks that are anticipated to be occurred
(Mishra & Koehler, 2006).
Resources are essential to attain the goals of an organization but human
competencies and skills are more significant. The potential of human resources can
run the system and to make optimal use of the resources effectively. While other
resources are subject to decay, deterioration and obsolescence on a time scale, it is
possible to increase the potential and the contribution of human resources with time
(Gillani, 1996).
The TVET teachers should possess the appropriate personal, ethical,
professional, and teaching qualities. The teacher must be capable to analyze local
labour markets, sufficient command on the subject matter and skills and new teaching
techniques. The teacher should have the capacity to use teaching techniques to equip
their students with new knowledge and skills according to the job market requirements
(UNESCO, 2006).
Technical teachers, therefore have a number of aims by which to direct their
teaching effort:
1. To support industry and business and as a consequence the national economy.
2. To help their students to become fully effective in the practice of their careers.
29
3. To continue their personal, scientific, technical and general education as well
as their knowledge of modern industry and business in order to a intellectually
adequate to present their material in a realistic and interesting way.
4. To encourage clear thinking and flexible attitudes in their students to changing
ideas in industrial organization and techniques.
5. To educate students to use their technological knowledge and skills for the
common good.
6. To encourage a worthwhile use of leisure by helping students to widen their
horizons (Shyam, 2006).
Teachers are considered as most significant contributors to the overall
development of the nation. Therefore, teachers’ job is not only to follow the official
syllabi and textbooks but they should contribute towards the intellectual, moral, social
and academic development of children enabling them to become effective citizens.
In his message the First Educational Conference, 1947, the founder of Pakistan
Quaid-e-Azam Muhammad Ali Jinnah said;…There is not doubt that the future of our
State will and must greatly depend upon the type of education we give to our children,
and the way in which we bring them up as future citizens of Pakistan. Education does
not merely mean academic education… we have to build up character of our future
generation (Government of Pakistan, 1947).
The Commission on National Education, 1959 highlights, “No system of education is
better than its teachers…none of the reforms we are proposing will succeed unless we
are able to recruit to the teacher profession…. [teachers] should have a high sense of
vocation, a sense of service to the nation, a willingness to help in constructive work, a
determination to find substance for teaching in the conditions and materials around
30
them without waiting for imported aids and apparatus, and a developed sense of
professional ethics and honour…a resourceful teacher will turn to whatever is
available locally for his teaching aids” (Government of Pakistan (Government of
Pakistan , 1959).
According to the National Education Policy, 1979…no system of education could be
better than its teachers. But unfortunately the standard of teacher education at present
seems to be on the lower ebb because of multifarious reasons (Government of
Pakistan, 1979).
The National Education Policy, 1992 point outs …the teacher, who carries the major
responsibility for implementing educational policies, is neither equipped nor
motivated to bring about the required change (Government of Pakistan,1992).
According to the National Education Policy, 1998, teacher is considered the most
crucial factor in implementing all education reforms at the grass-root level. It is fact
that the academic qualifications, knowledge of subject matter, competency and skills
of teaching and the commitment of teachers have effective impact on teaching
learning… (Government of Pakistan, 1998).
The National Education Policy, 2009 emphasizes that quality of education is not
satisfactory due to poor quality teachers in public sector and teaching profession has
became the last choice of most educated young persons: especially males. This policy
further stresses to bring reform in all areas: pre-service training and standardization of
qualifications; professional development; teacher remuneration, career progression
and status; and governance and management of the teaching workforce (Government
of Pakistan, 2009).
31
2.11 TEACHER PERFORMANCE
There is abundant literature dealing with teacher performance, career choice
and continuation in teaching profession. Despite the plenty of literature, no clear
terminology describing teacher performance, career choices and to continue teaching
profession exists. Many researchers examined the factors affecting the performance
such as age, gender, number of dependant children, nature of job, grade level, subjects
taught, education level, experience, salary, motivation, job satisfaction and family
stress.
The quality of education, its process and products depends on teacher
performance. The definition of teacher performance more complicated than a
simplistic listing of goals. There are various and diverse factors, which contribute to a
teacher’s performance (Hanif & Pervez, 2004).
Although a universally agreed upon definition of teaching performance has not
yet been attained, the concern for its formulation is strongly felt by educationists and
policy makers. Within this context opinions of students are being recognized as most
important in determination of teaching excellence. (Hanif & Pervez, 2004).
2.12 CATEGORIES OF POLYTECHNIC TEACHERS
Polytechnic teachers are broadly classified into three categories: those who
teach technical theory courses; those who teach practical courses in workshops and
laboratories, and those who teach related subjects of mathematics, science, and
humanities included in the polytechnic curricula. In terms of the designations the
teachers in polytechnic are categorized as: Junior Instructors, Instructors, Assistant
Professors, Associate Professors and Professors. Over half the teachers in the
polytechnic and colleges of technology have no higher qualifications. Majority of
32
polytechnic teachers have DAE with no industrial experience as their basic preparation
for teaching and training. This situation is far more common for female teachers
working in the women’s polytechnics (Gillani, 1996).
2.13 TRAINING OF TEACHERS
Immediately after the establishment of the first polytechnic the Government
established two teacher training wings at Karachi and Rawalpindi. The purpose of
these wings was to provide in-service training to the teachers, for which certificate and
diploma courses in teacher education were designed (Gillani, 1996).
The National Institute of Science & Technical Education (NISTE) is a merger
of National Technical Teachers’ Training College (NTTTC) and the Institute for the
Promotion of Science Education and Training (IPSET). The main functions of the
institute are to (i) conduct training and staff development programmes; (ii) develop
curriculum and teaching-learning materials; (iii) carry out research monitoring and
evaluation; and (iv) establish a liaison mechanism with industry, and coordinate with
national and international organizations in science and technical education (Gillani,
1996).
To overcome this acute shortage, to update and introduce emerging
technologies and to train polytechnic teachers a Technical Education Project was
launched. Teachers of polytechnics institutes were trained to teach different
technologies. A new pre service technical teacher-training program in three years B.Ed
technology degree at National Institute of Science and Technical Education Islamabad
has been introduced. But the NISTE has discontinued B.Ed (technology) due to very
low enrolment in this course (NISTE, 2012).
33
The National Training Bureau is functioning under the ministry of education
and training. This organization organizes the in- service teacher training courses for
vocational teachers throughout the country (NTB, 2012).
2.14 FACTORS AFFECTING POLYTECNIC EDUCATION IN PAKISTAN
Following factors are affecting TVET in Pakistan:
2.14.1 Recruitment and Selection of Teachers
There is a shortage of technical teachers at various levels because science and
technology graduates tend to select professions other than teaching. They turn towards
teaching when they do not find any other job. Obviously such persons join as teachers
who are academically weak. It has been common observation experts that most of the
teachers who are selected of teaching holistic have neither the aptitude for teaching
nor they have love and dedication for children and towards their profession.
Shortage of TVET qualified teachers forced the administrators to assign duties
to lesser qualified junior instructors resulting in poor academic standards (Ali,1990).
Pay scale is a big issue that affects the motivation and mobility of teaching
staff. One problem of TVET system is the attraction of highly qualified staff to join
and teach courses in technology. The present pay is no longer attractive, resulting in
low qualification, low motivation and shortage of experienced and appropriate
teaching staff. He also found that polytechnic teaching staff is dominated by DAE
holders who have no appropriate trade skills or industrial experience, methods and
psychology of teaching, test and measurement and teaching practicum (Adiviso,
2003).
The majority of polytechnic teachers have diploma / DAE qualification in all
the provinces. B-Tech and B.Sc. Engineering qualified are also teaching at
34
Polytechnics and Colleges of Technology. There are no pre-service or in-service
teacher training facilities and no modern teaching and learning materials are available
for teachers. Only a very few institutes have industrial equipment facility and teacher
do not have any support for industry partnership building skills (UNSECO, 2009).
2.14.2 Classroom Management
The class room management in institutions is traditional and outdated. The
classroom situation does not allow a teacher and student to perform any group work
activities. The furniture of the classroom is not easily movable. The students listen and
copy the lectures from the blackboard and cram the contents. Teachers only dictate
his/her notes and do not mobilise their students for innovative activities/tasks. Seating
arrangements is not according to the nature of education and training. The polytechnic
teachers mostly use lecture method and less attention is given in activities or problem
solving techniques. The teachers strongly force their students for rote learning to get
better results in external examinations. The traditional mode of examination is a
barrier to learn practical skills according to industrial applications in an industrial set
up (Adiviso, 2003).
2.14.3 Curriculum
Curriculum is a plan, in general, of content that an educational institution
should offer to the learners to qualify graduation, certification and entrance into a
professional or vocational field (Good,1973). Curriculum is a dynamic and ever
changing planned learning experiences to prepare individuals for work place.
curriculum is, “that deconstructionism of knowledge and experience that enables to
grow in exercising intelligent control of subsequent knowledge and experience”
(Tanner & Tanner,2007).
35
The curriculum for the Diploma of Associate Engineer is out dated and lacks
the features essential to categorize the training objectives of the programme in
measurable, behavioral terms. The curriculum also lacks effective integration of
theory and practice. This separation of practice and theory in curriculum and
examination leads to the serious isolation of practice from theory in the actual training
situation (Aly, 2007).
New and relevant approaches should be included in the curriculum, according
to the standards, to face the challenges of job market. DACUM approach may be
practiced in curriculum development process for TVET to develop pure standards for
work place (ILO, 2010b).
2.14.4 Admissions
The present institutional capacity does not meet the demand for admission in
polytechnic institutes. This causes deterioration in quality and placement of the
qualified diploma holders in the job market. Due to this poor quality unemployment is
increasing in the country (Adiviso, 2003).
2.14.5 Examinations
The examination system is external and traditional. Boards of Technical
Education at provincial level are responsible to assess the learning achievement of
polytechnic students. The examinations focus on theoretical knowledge and less
emphasis is given to practical. This way of student evaluation promotes rote
memorization and resistant to comprehension or practical approach. In spite of highly
selective in take in these institutes, only 20 percent students complete their diploma in
a minimum time (Adiviso, 2003).
36
2.14.6 Resources The allocation of funds for materials and maintenance of equipment is
inadequate for polytechnic institutes and average expenditure per student is also
inappropriate for development industrial skills according to their courses. The physical
plant of the polytechnics is poorly maintained and practical classes could not be
conducted because of the condition of equipment or the lack of raw materials. Many
institutions have inadequate facilities and equipment including audiovisual aids, tools
and equipment, and library resources (Gillani, 1996).
Major equipment in the polytechnic institutions is generally out-dated such
equipment may only be utilized in teaching basic processes and operations. This state
of facilities has posed problems like replacements of parts, servicing and maintaining
the equipment (Adiviso, 2003).
2.14.7 Institute –Industry Linkage
The content and delivery cannot be modified without establishing strong
linkages between polytechnic institutes and industry. These linkages are necessary to
enhance quality and relevance in the curricula. Professional qualifications must be
relevant to the requirements of the job market, especially where there is space in the
market to absorb new entrants. Industry- institute linkages are important to improve
management of these institutions, to develop curricula relevant to the work place, to
improve the qualifications and quality of employees, to create career and employment
opportunities, and to respond to changes in technology affecting industry (Aly, 2007).
The diploma holders of the polytechnics can not meet the requirements of the
industry due to their low quality and lack of the desired skills required by industry.
The major cause is lack of effective interaction with industry, lack of knowledge about
37
industry, and the lack of fit between their skills and what was required by industry
(Adivso, 2003).
2.14.8 Management
TVET system lacks the most needed system of internal and external
supervision and monitoring of teaching staff to improve the quality of education. The
existing management process of the polytechnic system is very out-dated and
conventional. There is virtually a total lack of systems and processes for industry
linkage and curriculum monitoring and review (Gillani, 1996).
Newly established system in the provinces is an effort to consolidate, to re-
engineer, to ensure horizontal and vertical mobility of existing TVET under one
umbrella. These authorities are responsible to develop linkages with other economic
areas and industry to bring revolution in the country.
2.14.9 Evaluation and Assessment
There is no regular system for teacher class room performance evaluation and
students achievement. The assessment of student learning is conducted at the end of
the term or at the end of the year. The Boards of Technical Education are responsible
to assess the learning achievement of polytechnic students. The external examination
system is not capable to assess achievement level of knowledge and skills (Gillani,
1996).
2.14.10 Follow up Strategy
Our policies and plans demand follow up of teaching and learning process
which is almost absent from the system. Absenteeism among the teachers is alarming.
There is no system for check and balance and accountability because the teachers are
highly unionized and shy to work (Gillani, 1996).
38
2.14.11 Qualifications
The educational qualification of teachers is one of the quality indicators of
TVET. It determines the personal good reputation, better position in society, height of
salary and better job. The qualification of TVET teachers is usually very low and low
qualification of teacher is a barrier to bring change in curriculum, innovations in
knowledge and skills (NCVER, 2011).
The teachers should have command in their subjects along with pedagogical
skills if highly qualified and experienced teachers are recruited in TVET system, the
present picture might change. It can be done through national legislation as Indonesia
issued a law that all teachers (including TVET teachers) should possess Bachelor
degree (Dittrich, 2006).
In Pakistan conditions and traditions of TVET can change through recruiting
highly qualified teachers or upgrading qualifications of teachers already in the system.
This effort might introduce a new culture of innovation and research to safeguard the
economy of the country.
Students of highly qualified teachers had gained better scores than students
taught by teachers with emergency, probationary, or no certification (Goldhaber &
Brewer, 2000).
2.14.12 Leadership
Leader has a deep and regular influence on performance and satisfaction on
subordinates and leader works to increase subordinates' positive affective responses to
events in the workplace. It is responsibility of a leader to develop personal
relationships to the subordinates and strong positive relationship builds trust,
39
creativity, motivation, morale, good decisions, and fewer process losses (Hassan &
Ahmed,2011).
Teacher’s performance can be improved by helping people, achieving change
and improvement. The leader has a key role in assessing and balancing team
performance levels across the four dimensions: team productivity; team satisfaction;
individual growth; and organizational gains (Blandford, 2000).
Leader motivates others to bring change. Honesty and integrity are two factors
allow leaders to support of their staff and without these qualities, the perception of
mistrust develops that leads to a lack of confidence. A positive attitude is necessary for
a principal. Teacher’s morale is directly linked to the attitude of principal. Positive
attitude changes negative experiences of the group into growing experiences. Provide
a personal touch to your leadership by making an effort to know each teacher by
name. Respect each teacher for his or her abilities - everyone has something to
contribute (Mifflin, 1995).
Head of institution should be friendly and has supportive relationships with
staff members to create a favorable working environment. Head needs to know what
aspect of the job provides motivation for routine tasks that have little inherent
satisfaction. Heads should be cool tempered and professional in approach as well as
responsible over personal relationships (Beerrens, 2000).
The role of TVET leadership has become versatile and complex due to
globalization, revolution in social and industrial organizations and advancement in
information technology. The leadership of the TVET institution is not only responsible
to manage the available resources, organizational processes and application in the
institution but also keep the eyes on technological advancements taking place around
40
the world. The research shows that leadership must be able to utilize the resources
effectively to attain the goals of an enterprise and work for the betterment of
employees and its products. A good leadership motivates, persuades, guides and
influences subordination to achieve the common goals.
2.14.13 Technical Exhibitions
The exhibitions motivate the learners to think about new ideas and display
them in a concrete form. They also enable the students to think, analyze and interpret
the displayed exhibits Many researches have indicated that an exhibition is a source of
deep conceptual understanding.
The impact of various interactive exhibits on conceptual understanding of the
students and established that students who actively participated in the exhibition,
interpreted their experiences very well about the principles behind electricity and
magnetism as compared to other students who could not take part in it (Anderson, et
al, 2000).
Exhibitions work as reinforcers to stimulate learning, extending knowledge,
develop understanding and enhance ability to analyze the basic scientific ideas (Beiers
& McRobbie, 1992).
No evidence is available that polytechnic institutes or TVET authorities
organize such events. Students work in isolations and lack of such opportunities is an
obstacle to develop competitive environment and in generalizing the innovations by
the students of these Institutions.
2.14.14 Pedagogical skills and materials
In many countries, pre-service training for TVET teacher is not in place and
teachers learn about teaching after joining this profession. It creates difficulties for
41
personnel working in TVET, which is highly dependent on innovations and
technology driven, to function effectively without their own training support
framework. Innovations also require very close contacts with enterprises and other
stakeholders, including employment services, labour market institutions and other
social partners, with other vocational teachers and of course with TVET students, for
purposes of effective teaching/training, career guidance and more (Axmann, 2004).
Teaching and training materials are often outdated and not relevant to what is
needed for specific skills development. The teaching and training materials are of little
relevance for what the students have to face in the world of work after they leave their
―refugeǁ of (mostly) government-run technical vocational schools and institutions
(ILO,2010b).
2.14.15 New learning approaches
New learning theories, develops the active involvement of learners in
promoting their own learning progress. These learning theories are based on new
insights from a variety of disciplines into how people deal with new information and
develop new knowledge and competencies (Hmelo-Silver, 2004).
These learning approaches argue that in order for effective retention and use,
new information must be meaningful, and meaningful information is developed in
concrete contexts (Lee, 2002).
Lifelong learning emphasizes the acquisition of key competencies, such as the
ability to learn continually, to solve problems in varied situations and to function in
team-based environments. The rapid increase in alternative sources of knowledge as a
result of developments in information and communication technologies (ICT) on the
other hand makes it less important for people to acquire all information in one learning
42
sequence, as long as they are able to find information and select what is necessary for
them for a specific (work) situation, for meaningful sequences of work situations and
for whole work and business processes. Such developments imply that rather than
becoming obsolete, teachers‘ and trainers‘ roles are evolving from traditional roles as
lecturers in domain-specific expert knowledge towards that of facilitators and coaches
of learning processes in skills development (Grootings & Nielsen, 2005).
Teachers and trainers in TVET who are trained to meet these new challenges
and who are used as key agents of change in reform processes contribute to designing
new classroom and workshop learning in TVET institutions. They also give feedback
about training in enterprises and other places.
2.14.16 Teacher career structure
Career structures for teachers and trainers in TVET that motivate individuals to
perform to their highest capacity and to encourage continual professional development
are an important component of human resource development systems. Such structures
vary according to different country legal and policy frameworks, and according to
qualifications and degrees that teachers and trainers bring to the table (ILO.2010b).
2.14.17 Remuneration
Developments in TVET organization and new challenges have affected not
only how learning is delivered, but also define the pressures faced by teachers and
trainers in their working lives. Despite the lack of comparable international
information, it is important to understand whether or not remuneration and teaching
and learning environment conditions are keeping pace with new demands on teachers
and trainers. Do the terms of compensation levels, the structure of compensation
(gross and net salary, bonuses, statutory payments, paid leave, pension, etc., as well as
43
other means such as incentives for professional development support) and the
conditions within which teachers and trainers operate (hours of work – attendance
hours, contact and administrative time; size of classes or training groups;
infrastructure/equipment provision) serve to effectively meet new demands placed on
systems, institutions and staff, as well as the expectations of staff? (ILO, 2010b).
2.14.18 Salaries, recruitment and retention
It is difficult to generalize about the trends in TVET remuneration. The
evolution in governance, financing and expected outcomes of TVET have and will
continue to oblige management, teachers and trainers in many countries to adapt to a
fragmentation of provision and therefore compensation for increasingly complex
professional work. The dominance, if not monopoly traditionally held by the public
sector is breaking down in the face of competition from private, for profit providers,
including voluntary and community organizations (not covered by this report), many
of whom have lower overall salary and therefore cost structures. This is likely to
introduce a higher level of diversity into remuneration packages. The impact on
recruitment, retention and motivation trends remains to be determined, and would
benefit from considerably more research, national and cross-national information
sharing (ILO, 2010a).
2.14.19 Workload
Workload of teachers and trainers is determined by a number of factors,
beginning with hours of work fixed by statute, public service regulations, collective
bargaining agreements or institutional requirements. The international
Recommendations on teachers (ILO/UNESCO, 1966: clauses 89–91; UNESCO, 1997:
clause 62) call for hours of work to be fair and equitable, permitting staff to effectively
44
carry out their professional responsibilities, notably by taking account of the multiple
components of teachers‘ work – classroom instructional time, numbers of lessons,
course preparation, student evaluation, extra-curricular activities within institutions,
consultations with students and parents, and community outreach at post-secondary
level – and to be negotiated or at least the object of consultations with teachers‘
organizations. Given the expected duties of TVET staff as part of what might be
termed broadly community outreach, there are very high expectations of engagement
with enterprises and the world of work, thus adding another element to the package
(ILO, 2010b).
2.14.20 Student teacher ratio and size of class
The ratio of students to teachers is a potentially useful way of assessing general
teaching conditions – though clearly it has its limitations. In TVET for example, some
practical subjects may require more direct instruction of students, and so will tend to
involve a lower student–teacher ratio while others can be delivered in a classroom
environment using traditional methods of delivery to a large audience, and
increasingly, instruction may be distance or virtual. Practices are changing particularly
under the influence of ICT, modularization of courses, new qualifications, etc.,
rendering meaningful comparisons within and across countries difficult (ILO, 2010b).
2.14.21 Infrastructure
To effectively educate and train, TVET systems and institutions require a
relatively large amount of often costly equipment permitting teachers and trainers to
do their job to the highest standards. Much of TVET provision requires greater
investment than conventional academic subjects in suitable training premises,
purchase of equipment and consumable training materials, yet chronic
45
underinvestment prevails, particularly in transition and low-income countries
(UNESCO, 2009).
Some of the difficulties stem from the pace of change in much (but not all) of
industry and services where equipment obsolescence can be rapid, and the associated
training updates rather demanding. Where providers are not in a position to keep pace
with the changes in the workplace, however, students may emerge from their training
poorly equipped for the needs of employers, contributing to the skills mismatches
cited earlier. To some extent this can be tackled through establishing strong industry–
education links, though this appears to be a feature of the more mature economies,
largely as a result of the practicalities and costs of doing so. Funding schemes such as
training levies can help overcome the investment costs (ILO, 2010b).
2.15 PERFORMANCE AND INTRINSIC/EXTRINSIC FACTORS
The literature reveals that following factors are associated with the teacher
performance.
2.15.1 Self-efficacy
Efficacy is the motivation for action (White, 1959) and refers the individual’s
perception and judgment of competence to complete tasks in a given situation. The
strength of self-efficacy depends on an individual’s motivation level, capacity to
engage with challenges, effort, perseverance against obstacles, thoughts affecting
personal behavior, emotional response, and views on success and failure (Bandura,
1997).
The strength of self-efficacy often affects teachers’ thinking patterns, behavior
choices, level of commitment, and achievements. It is an important indicator of
46
effective teaching and the intervening variable of teacher teaching performance and
student learning (Cakiroglu, Cakiroglu, & Boone, 2005).
2.15.2 Experiences in the classroom
Experiences in the classroom directly affect teacher performance and positive
experiences and a strong sense of self likely lead to job satisfaction and career
commitment, thereby affecting a decision to remain in teaching.
A teacher’s belief in personal ability to motivate students and to make a
positive impact on students’ learning plays an important part in determining
educational outcomes, perhaps affecting academic achievement more strongly and
directly than student characteristics (Ashton & Webb, 1986).
2.15.3 Student discipline
Student discipline problems have been associated with personal dissatisfaction
for teaching and a possible cause for withdrawal from teaching. Issues relating to
student discipline may cause teachers to consider withdrawing from the profession.
Teachers who feel inadequate or unwilling to deal with the realities of teaching (e.g.,
maintaining an orderly learning environment) may fail to utilize the self-reflection
needed to help them adopt a suitable classroom management style (Albert, 1996).
2.15.4 Job involvement
Job involvement is an individual’s psychological identification or commitment
to his / her job (Kanungo, 1982). “Job involvement refers to the psychological
identification of an individual with their work or the importance of work in that
individual’s self-image” (Lodahl &Kejner,1965).
47
There are three points of view about job involvement: personal trait, personal
response to the influence from an organization or situation, and it is the result of
interactions between personal traits and the environment (Rabinowitz & Hall,1977).
Job involvement is also divided into the five dimensions of work
concentration, work evaluation, work identification, work participation and fun from
work (Cai, 2001).
2.15.5 Commitment
Commitment is defined as 'the relative strength of an individual's identification
with and involvement in a particular organization (Mowday, Porter & Steers,1982).
Commitment is as the “teacher’s psychological attachment to the teaching profession”
(Coladarci,1992).
Teacher commitment is a predictor of teachers’ work performance,
absenteeism, burn-out, and turnover, and exerts important influence on students’
achievement ( Day,2004).
When a teacher is committed, motivated and loves the teaching profession, the
students not only learn the content taught by the teacher, but the students are also
motivated toward learning (Czubaj, 1996).
2.15.6 Organizational culture
Educational organizational culture becomes more significant because
commonly held visions or beliefs, coupled with a positive environment affect
productivity and performance of teachers. A positive and healthy culture increases job
satisfaction and productivity of the work force in any organization. And positive work
environment creates positive attitudes and reduces levels of stress among employees.
48
School culture includes the values and beliefs, traditions and myths, as the
members of the school community understand them. This “culture” often affects what
people within the school community think, and how they act. School culture correlates
directly with teachers attitudes about their work and productivity (Stolp, 1994).
2.15.7 Organizational climate
Organizational climate is a strong factor to overall job satisfaction, career
commitment, and an individual’s perception of quality of work-life. The working
environment enhances a teacher’s sense of competence and efficacy because of the
individual’s perception of the quality of work-life factors (Peterson, 1997).
Thus, teachers who perceive the working environment as an enabling one may
tend to experience more job satisfaction and view teaching as a lifelong profession.
Negative feelings could block creativity, promote complacency, or cause the
individual to become dissatisfied with teaching and seek employment outside the
teaching profession (Peterson, 1997).
The following are the qualities or characteristic of a positive school climate: (a)
high expectations, (b) a strong sense of student identity and belonging, (c) continuous
recognition of personal academic excellence, (d) a strong sense of academic mission,
and (e) a high level of professional collegiality among staff (Peterson, 1997).
A strong socio-collegial environment pertaining to both social and business
interactions appears to be influential in the development of teacher efficacy. School
climate affects the sense of efficacy, and efficacy affects the perception of school
climate (Hoy & Woolfolk,1993).
49
2.15.8 Teacher autonomy
Studies show that teacher autonomy has impact on satisfaction and
productivity. Empowerment is a way to improve teacher performance and help
teachers to become more professional (Davis & Wilson, 2000).
Teachers with greater autonomy showed higher levels of job performance than
those with less autonomy, and suggested that school districts that are able to increase
teachers’ control over their classrooms and other school decisions stand to increase the
long-term job satisfaction and performance of its staff members (Perie & Baker,
1997).
Teachers who are involved in decision making, to some extent, must be
accountable for those decisions. If teacher autonomy or inclusion in the decision-
making process is to have any significant impact on improving school culture, then it
requires all individuals to work cooperatively for the benefit of everyone (Blankstien,
1996).
2.15.9 Organizational policies
Organizational factors are more significant than classroom specific issues in
determining teacher performance.
Three organizational policies that motivate teachers and improve morale
including: participatory management, in-service education, and supportive evaluation.
These are generally considered to be intrinsic factors one of which, participatory
management, is sometimes referred to as shared decision-making, or intrinsic
empowerment and involves giving teachers a voice in how their job will be performed
(Ellis, 1984).
50
Most successful organizations value the input of their employees, and
involvement in decision-making by the very people who will be responsible for
implementation of those decisions seems not only reasonable, but also responsible
(Jones, 1997).
2.15.10 Icentives
Incentives are most important factors which can influence the performance.
Incentives, favouring behaviour, increases individual capacity strengthens motivation
or facilitates the organisational support of the work will lead to better performance.
Common incentives include pay, bonuses, allowances, vacation, work autonomy,
transportation and flexible working hours. Incentives are used as a means to favour
certain behaviours in order to reached defined objectives such as improving
performance (Hicks & Adams 2003).
2.15.11 Job satisfaction
Job satisfaction can be described in terms of intrinsic and extrinsic factors.
Intrinsic factors are those factors surrounding the job itself and have the greatest
impact on job satisfaction. These include such things like a feeling of accomplishment
or self worth, personal growth and professional development, and a supportive
environment in which to work. Satisfaction often comes as a result of daily activities,
or interactions with students, which affirm that learning is taking place. According to
Johnson and Johnson (1999):
We know, for example, that job satisfaction is related to intrinsic
(internal) factors, factors that relate to what an employee actually does (a
person’s relationship to the job itself). Strong contributors to job satisfaction
include having individual responsibility, challenging work, opportunities for
51
achievement and advancement, and achievement of the goal of performing a
task effectively. Morale and self-confidence follow.
Research indicates that extrinsic factors surrounding the job including
things like salary, fringe benefits, school safety, level of support by
administration, and job security, do not significantly impact the level of job
satisfaction of teachers (Johnson & Johnson, 1999).
Many teachers enter the profession because they enjoy working with children.
While extrinsic factors do not strongly impact the level of job satisfaction for teachers,
there is a connection. Absence of these factors or a deficiency in the level of these
factors is often associated with job dissatisfaction, and no doubt effects attitudes
surrounding the work environment. Extrinsic factors ultimately affect staff morale and
teacher productivity (Johnson & Johnson, 1999)
Over time, satisfaction with a job remains unusually stable, which made them
believe that it was people’s personality that was due to the satisfaction with their job,
rather than other variables ( Scheider & Dachler,1978).
There are many different personality factors that have been correlated to job
satisfaction, but overall, there seem to be two traits that have significant correlations:
locus of control and negative affectivity. Locus of control refers to people’s beliefs
about how much control they have over their job, life, or various other factors. Locus
of control has been correlated with job performance as well as job satisfaction
(Spector, 1997).
The Big Five factors: extraversion, anxiety, tough-mindedness, independence,
and self-control) have some influence on job performance. The original “big five”
52
personality factors are emotional stability, extraversion, intellect/openness,
agreeableness, and conscientiousness (Whiteside& Lynam, 2001).
2.15.12 Inter-personal relationships
Teaching involves relationships with students, parents, administrators, fellow
teachers, and the community. These relationships enhance the success of any teaching
method and ultimately the level of student achievement (Meehan,Hughes, & Cavell,
2003).
An employee good relationship provide information about the guidance and
assistance in an organization and also helps to resolve issues such as discipline,
misconduct, performance problems, and disputes. It could be done if a work
environment is conducive to aid in the flourishing of their employees. Employee
relations should function in the capacity of assessing, designing, developing, and
implementing programmes and policies that enhance employee morale, create a
harmonious environment, and their overall well-being (Chadha, 2007).
Inter-personal relationships have been always important in the workplace to
create good working relationship among the workers. They are becoming more
prevalent in team-based work structure organizations thus, it requiring individuals to
raise their frequency of skillful interactions with others in order to accomplish group
tasks (Guzzo & Shea, 1992).
2.15.13 Job stress
Job stress is frequently associated with teacher performance. Stress is an
individual’s reaction to unsettling experiences, both good and bad (Kitching, 2009).
There are three important concepts to understand the relationship between
work and mental and physical health. Stress is an interaction between individuals and
53
any source of demand (stressor) within their environment. A stressor is the object or
event that the individual perceives to be disruptive. Stress results from the perception
that the demands exceed one’s capacity to cope. The interpretation or appraisal of
stress is considered an intermediate step in the relationship between a given stressor
and the individuals’ response to it (Long, 1995).
Teacher who feel that they are able to take control are apt to deal more
successfully with stress than those who are just along for the ride. In order to obtain
better performance from teachers, they need to feel valued or appreciated for the work
they do (Kitching, 2009).
2.15.14 Motivation
“Motivation can come from two sources, the extrinsic and intrinsic. People
may be motivated by factors in the external environment such as pay, supervision,
benefits and job perks. They may also be motivated by the relationship between
worker and the task. This type of motivation is called intrinsic motivation. These
factors often occur simultaneously” (Reeve, 2001).
Motivation is extrinsic as well as intrinsic and some psychologists stress the
importance of extrinsic motivation. Working for externally determined rewards is
extrinsically motivated behaviour while people’s desire to learn for satisfying their
curiosity and feel competent is intrinsic motivation. Both intrinsic and extrinsic
motivations are important for learning. Teachers must balance intrinsic and extrinsic
motivation, especially when there is little immediate satisfaction in the learning
situation. Intrinsic motivation can’t sustain all activities. Extrinsic motivation is often
necessary for persistence of motivated behaviour (Barrett, 2006).
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2.15.14.1 Motivator factors
Motivation factors are the aspects of a job situation that can, when present,
fulfill employees’ needs for psychological growth. They tend to be intrinsic to the
work associated with the job; they pertain to the content of the job. When present,
adequate, and positive in a job situation, these elements cause feelings of satisfaction
in employees; when absent, inadequate, insufficient or negative, however, they do not
generally cause feelings of dissatisfaction ( Silver,1983). The six motivation factors
are
i. Achievements: the feelings about completion of a job; solution of problems,
seeing the results of one’s work.
ii. Recognition: notice in the form of praise or blame from any other person such
as a superior, a manager, a client, a peer, a professional colleague that is
directly related to the assigned task accomplishment.
iii. Work itself: the nature of the tasks to be accomplished on the job. .
iv. Responsibility: presence or absence of autonomy in carrying out job
assignments.
v. Advancement: actual in status within the organization as a result of
performance.
vi. Possibility of growth: changes in the situation according to the performance
of an individual( Silver,1983).
2.16 TEACHING AS PROFESSION
Professionalism refers not only to a person demonstrating exceptional expert
skills and knowledge but also consistently conducting themselves with high standards.
The teaching as a profession demands the highest level of competence with regard to
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knowledge, skills, attitudes, and behavior in the delivery of better results and
performance with teachers, staff, and students. (Gibson , 1985).
Teaching has never been given autonomy of full professional status even
though, nominally at least, it has an appropriate responsibility in fostering the
development of the young. Teaching profession does not has the exact
knowledge and the preciseness of strategies of occupations such as in
engineering or medicine etc. possibly more important as a determinant of its
status is the sensitivity of its responsibilities: the diversity in school practices is
possible from a fully autonomous professional group, particularly if child
development and well-being were taken as central concerns(Rowan, 1994).
Professional attitude of teachers largely depends upon their personal
characteristics and disposition. Both seem to be highly inter linked, as the
teaching profession requires certain dominant behaviour which show his
intellect, desire to excel, extended professionalism and continuum, in-service
growth for a good teacher and teaching as a life concern. This is a profession,
which exalts service above the personal gains (Beerens ,2000).
2.17 FACTORS AFFECTING TEACHER RETENTION
Literature dealing with teacher career choices and to remain in teaching
profession is in huge quantity. Adams and Dial (1994) found that this topic has been
discussed under several titles in the literature: (a) teacher retention (b) teacher turnover
(c) teacher burnout (d) teacher survival and (e) teacher attrition.
Attracting and retaining excellent teachers is of interest to all education
systems but this problem is most challenging around the globe. A variety of factors are
involved in teacher retention. These factors are: job satisfaction, pay, benefits,
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opportunities for promotion, working conditions, leadership, social relationship, and
the job itself. (Darling, 2003).
The extant literature gives some indications that why people enter teaching in
teaching profession and what important factors effect on teacher retention. There is
very little data is available on the information on the impact of motivation on teacher
performance a daily basis. There is significant indication that teachers enter in
teaching profession due to intrinsic nature of the work including ‘making a
difference’, ‘doing work they will enjoy’, and ‘enhancing lives of children’ (Farkas et
al., 2000; Shipp, 1999; Spear et al., 2000).
However, while we have some understanding of the major factors influencing
decision to enter teaching and leave or continue the teaching as profession. Even
teachers who were initially committed to teaching experience so many challenges and
changes (inside and outside school) that they constantly need to ask themselves
whether ‘teaching is worth it to them’(Hamerness, 2006).Many enter in teaching
profession to make a difference, to change the world or to improve the human
condition’ (Cochran-Smith (2003).
According to Kane and Mallon (2006) the major factors that influence the
decisions of those related to teaching and the recruitment and retention of quality
teachers fall into six main categories, which are presented in brief below.
2.17.1 Professional Recognition and Respect
Professional recognition is one of the most important and effective incentives
for improved performance. Recognizing the self-motivated, self-managed and highly
productive individual will encourage and help the continuation and development of the
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above features in the employee which will resultantly set an example for others to
follow. (Kane & Mallon, 2006).
There is no doubt that teachers provide an important and critical service to
society. The status and respect of teachers is related to the age groups taught. Within
the large teaching workforce there is a reported lack of respect for colleagues from
different sectors and with varying levels of experience (Kane and Mallon, 2006).
The teaching profession in Pakistan is not as highly regarded as some other
professions/jobs (i.e. engineering, medicine and the civil service).Therefore, talented
people are either not attracted to the profession or they leave it as soon as they find
more lucrative jobs elsewhere. As a result, the profession is open to less able teachers,
which adversely affects the whole system (UNESCO, 2003).
2.17.2 Rewards and Incentives
The reward system is an important tool that a head can use to channel
employee motivation in desired ways. The organizational reward system and the
performance evaluation system are the major links in the exchange process between
individual employees and his/her respective organization. Rewards may be primary
reward as well as secondary reward. Primary rewards are those associated with
physiological needs such as food, water, sex, sleep and the removal of pain while
secondary rewards are those associated with social needs such as money, recognition
and pride in craftsmanship. (Moorhead & Griffin, 1995).
Extrinsic rewards are administered by external sources such as coworkers,
supervisors, or the organization. Financial compensation is a form of extrinsic
rewards, including wages, salaries, bonuses, profit sharing and incentive plans.
58
Intrinsic rewards are associated with the job itself and refer to the positive feelings
individuals derive from the work they do. (Gibson et al., 1985).
2.17.3 Status
Status can be defined as the relative ranking that a person holds in a group, an
organization or a society. Signs, symbols, or an appurtenance of position within the
organization, such as privileges, support staff, workplace capacity and location etc are
related to a dynamic society. (Luthans, 1995).
The generic term ‘status’, as applied here, is actually made up of three
components – occupational prestige, occupational status (where status has a specific
connotation) and occupational esteem( Hoyle,2001).
Three major factors influence teacher retention: personal factors, external
factors, and employment factors. The personal factors of the model are the
demographic, family, and affective portions of a teacher’s career decision. The
external factors include societal, economic, and institutional variables. Employment
factors are professional qualifications, work conditions, and commitment (Billingsley,
2002).
Recognition in the society enhances the feelings of attachment with
community and individual feels him or herself part of community. An important factor
in the retention decision may be the social status of the teaching profession in the
broader community (Tye & O'Brien 2002).
2.17.4 Facilities
Myriad factors clearly affect teacher retention, but most teaching takes place in
a specific physical location (a school building) and the quality of that location can
affect the ability of teachers to teach, teacher morale, and the very health and safety of
59
teachers. Many factors contribute to the quality of the school building and, in turn,
affect the quality of teacher life and educational outcomes or retention decisions
(Chapman, 1994).
2.17.5 Fiscal incentives
Money may not be the key to happiness, but the bottom line is that at the end
of the month you have to make both ends meet. The earning from other sources might
facilitate teacher to live comfortably. Finally, money not in salaries might induce
teachers to continue in the profession (Grissmer & Sheila, 1992).
2.17.6 Experience
Current literature shows that more experienced teachers have a higher retention
rate than new entrants in teaching profession. Experienced teachers also have roots in
the community. They own homes, have friends and social circles. They may even have
children of their own within the school system (Jones 2001).
2.18 TEACHER TURNOVER: MODELS
Retention and attrition models may be divided into economic and socialization
models.
2.18.1 Economic models
The economic model focused on salaries of teachers. Holtmann (1969)
developed an economic model based on the principle of equal net advantage; an
individual enters teaching unless the advantage to entering another occupation is equal
or greater. Stinebrickner (2001) suggested a discrete-choice model, incorporating
teacher wages and personal factors.
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2.18.2 Socialization models.
Bluedorn (1982) integrated organizational commitment job satisfaction with
turnover. Chapman and Green (1986) included teacher attrition grounded in social
learning theory; that is, teacher retention is a function of six factors grouped as (a)
teacher personal characteristics, (b) a teacher's preparation, (c) initial commitment to
teaching, (d) quality of first teaching experience, (e) socialization process, and (f)
external influences.
2.19 RELATED RESEARCHES
Researchers have adopted various perspectives for studying teacher
performance. These perspectives are not mutually exclusive but approach the
performance phenomenon from different angles, which complement one another.
Teacher performance is a complex phenomenon that depends on various
factors. Hence it needs to be studied with a multidimensional approach. The field of
practice in any profession is the range of different environments in which competency
are expected. Standards are target skills and knowledge that we wish professionals to
have before they are considered competent in a field.
Empirical studies show that Heider's (1958) classic foursome, namely, ability,
effort, luck and task difficulty are among the most frequently offered explanations of
performance (Ravegad and Zilberman, 1998), additional factors are also sometimes
described as causes. Forsyth and Macmillan (1982) found that the students attribute
their success or failure as well as academic excellence to teaching quality.
Ali (1990) conducted a research on TVET titled “Development of Technical
Education in Pakistan – A critical study of objectives and achievements”. Researcher
emphasizes the need to improve the Quality of inputs of the students, upgradation of
61
teacher's competencies and provision of teaching learning material and supplies. In the
matter of curriculum, besides its limited revision and updating the initiatives included
innovations in the design and delivery system as modular approaches and evening
diploma courses. About the management of the system which presented varying
management styles in different provinces the need for greater institutional autonomy
and decentralization of administration was evident. The industry was however not
satisfied with the level of attainment of practical skills though the study refers to their
indifference to the programme also.
Shah (2003) found in his study TVET needs adequate planning and policy
objective do not match with technical education and are not formulated after proper
research. Technical education lacks of coordination which is core cause of wastage of
resources. The allocation, release and leakage of funds, political instability and
improper monitoring are the major causes of failure of plans. He also found that
curricula of technical education should meet the modem industrial needs and
international standard. The sufficient budget is not allocated to TVET. Teachers of
technical institutions should be abreast with modem teaching methodologies and the
institute and industry linkage is necessary for the promotion of technical education.
Hassan (2007) concludes in his study that there is dire need to develop the
curricula relevance to the job market.
Smith (2002) found that age, number of dependent children, type of educator,
grade level, subjects taught, education level, teaching experience, and household
income are the factors affect teachers retention in teaching profession. He further
noted that female teachers were more likely than male teachers to express a strong
intent to continuation in teaching.
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Akram (2010) noted in his research that the factor of subject mastery was
perceived by the principals, teachers themselves and students to be at the highest level
among the four factors of teachers’ job performance. The factor of attitude toward
students was viewed to be at the lowest level among the four factors of teachers’ job
performance. Teaching methodology and teachers’ personal characteristics were
factors considered to be present in teachers’ performance at intermediary level.
Nadeem et. al (2011) found that socio-economic , social status and political
interference are the major factors which affect the performance of female teachers at
scecondar or higher secondary level.
Giacometti (2005) noted that the best predictor in choosing to leave or
continuity in the teaching profession was emotional factors followed by compensation
and benefits and culture shock.
Alam & Farid (2011) concluded that rewards and incentives, self confidence,
economic status of teacher and financial incentive more affect the performance of
teachers, while socio- status of the teacher, examination stress and teaching as first
Choice of the teacher less affect the performance of teachers.
Gritz and Theobold (1996) found that compensation is the most important
influence on the decision to remain in the profession for male teachers and
experienced female teachers. Stinebrickner (2001) developed a more complex model
of the effect of wages on attrition in the context of the larger labor market. According
to his research, graduate education and teaching experience are significant
determinants of teaching salary, which, in turn, has a positive effect on teacher
retention.
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Hanushek, Kain and Rivkin (2004) argue that school conditions may be just as
important as salary in the retention decision. According to their study, "teachers might
be willing to take lower salaries in exchange for better working conditions".
According to Rosenholtz and Simpson (1990) the evidence shows that school
management of student behavior and the burden of non-teaching obligations affect
new teachers' commitment much more than it does experienced teachers. On the other
hand, experienced teachers appear to be more concerned with the discretion and
autonomy they have in their schools.
The lack of resources in a school also contributes to teacher job dissatisfaction,
which then can lead to attrition (Tapper, 1995).
Chapter 3
METHODS AND PROCEDURES
Research is a systematic method of investigation of the problems to find out
workable solutions. Research also increases the stock of knowledge to devise new
applications (Creswell, 2008). The preceding chapter includes the research
methodology that was applied to identify factors that affect performance and
continuation of teachers in teaching profession. It also describes the objectives of the
study, the research design, the population and sample of the study, the data collection
instruments and data collection process, content, validity and reliability of the
instruments. Pilot study and data analysis procedures are also provided in this chapter.
For this purpose, survey was conducted to get the data or opinions of the principals,
teachers and student of polytechnic institutes throughout the country. Survey
research is often conducted to assess thoughts, opinions, and feelings from a sample of
individuals. In fact, survey research is often the only means available for developing a
representative picture of the attitudes and characteristics of a large population (Weiss
et al., 2001). Hence the nature of this study was descriptive type.
3.1 POPULATION
The population of this study comprised the following categories of respondents:
(a) All the principals of GCTs, Polytechnic and Monotechnic institutes of public
sector in Pakistan.
(b) All the teachers teaching technology subjects in GCTs, Polytechnic and
Monotechnic institutes of public sector in four provinces of Pakistan.
(c) All the students studying in these colleges/institutes.
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Table 1: Detail of the Government Colleges of Technology/Polytechnic Institutes/ Monotechnics in Pakistan
Province GCTB GCTW GPIB GPIW Monotech B
Monotech W
Total
ICT - - - 1 - 1 Punjab 26 5 - - - 31 Sindh 5 1 19 3 38 1 67 KPK 8 - 14 2 - 24 Balochistan 1 - - 1 - 2 Total 40 6 33 7 38 1 125
(PBTE, SBTE, KPBTE& BISE, Balochistan, 2012)
3.2 DELIMITATIONS OF THE STUDY
This study was delimited to all of GCTs, Polytechnic and Monotechnic
institutes of public sector in Pakistan.
3.3 SAMPLE
In research, it is very difficult to make direct observations of every individual
in the population. The data is collected from a subset of individuals (population) –
a sample – and used those observations to make inferences about the entire population.
A sample is “a smaller (but hopefully representative) collection of units from a
population used to determine truths about that population” (Field, 2005). A key issue
in choosing the sample relates to whether the members you have chosen are
representative of the population. Often the sample is chosen randomly from a list that
contains all the members of the population; such a list is called a sampling frame
(Cochran, 1997).
The lists of the principals, teachers and students were obtained from three
TVETAs Lahore, Sindh, Balochistan and Directorate of Technical Education,
Peshawar. It was noted that minimum teaching faculty for each technology was six to
eight in monotechnic institutes. Six male (6x111=666 male teachers), ten female
66
(10x14=140) teachers from each institution, 10 students from each institution
(10×125=1250 students) and 125 principals were included in the sample of this study.
3.4 RESEARCH INSTRUMENTS
Survey research is a commonly conducted to collect information about a
population of interest and a questionnaire is used an instrument consisting of a series
of questions to gather information from respondents (Foddy, 1994). Questionnaires
were developed in the light of the objectives of the study. Likert Scale requires the
individuals to make a decision on their level of agreement, generally on a five-point
scale (ie. Strongly Agree, Agree, Disagree, Strongly Disagree) with a statement. The
number beside each response becomes the value for that response and the total score is
obtained by adding the values for each response, hence the reason why they are also
called 'summated scales' (the respondents score is found by summing the number of
responses). This is the most commonly used question format for assessing participants'
opinions of usability (Dumas, 1999).
The researcher developed three questionnaires using five-point Likert scale
after reviewing the related literature and with the help of supervisory committee. Their
ideas and suggestions were merged in the questionnaires.
1. Questionnaire for Principals
This questionnaire was divided in two sections. Section A requested the
respondents for their personal information with regard to name of institution, province
age, gender, highest qualification and number of years as principal and in section B
respondents were also requested to make a choice from the given statements.
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2. Questionnaire for Teachers
This questionnaire was divided in three sections.
Section A requested the respondents for personal information with regard to
the name of their institutions, provinces, ages, gender, highest qualification,
experience.
In section B respondents were requested to make a choice from the given
statements. This section also included the choice or decision to leave or
continue teaching profession. To get information about “plan to continue in
teaching profession”, the statements were adopted in this study from the
questionnaire used for North Carolina (USA) teachers about their opinion to
continue teaching profession by Denning (2008) in his Ph.D. study.
Section C requested the respondents to give opinion about their level of
satisfaction (intrinsic factors) with teaching profession.
3. Questionnaire for Students
This questionnaire was divided in two sections.
Section A requested the respondents for their personal information with regard
to name of institution, gender and province.
In section B respondents were requested to make a choice from the given
statements.
The medium of instruction in polytechnic institutions is Urdu. Keeping in view this
situation, the questionnaire for students was developed in English and then translated
into Urdu language to make it understandable for the respondents. In social research,
research instruments are used only in the settings in which they are developed. Some
instruments are translated into other languages and adapted without any attention. It is
68
necessary that validity and reliability of versions in different languages be ensured to
use in new environment. Equivalent language version makes an instrument possible to
carry out multi-centered research and to meaningfully compare results obtained in
different centers (Sartorius and Helmchen, 1981).The Urdu version was revised and
improved in the light of opinion of Urdu language experts. The Urdu language experts
opined that technical terms should be mentioned in both languages i.e. Urdu and
English. The same was done to make clear and for respondents.
3.5 PILOT TESTING
After developing the questionnaires, these were distributed among five TVET
experts, five heads of institutions, 10 polytechnic teachers and 20 students for eliciting
their advice and opinion for the improvement of questionnaires. They were invited to
put their observations or comments on the questionnaires. Each questionnaire was
improved in the light of their comments.
The researcher approached each respondent personally. The researcher kept on
taking notes about any difficulty faced by the respondents. The questionnaires were
refined on the basis of responses of the respondents. Those statements, for which
respondents asked for explanation or they took more time to understand, were revised.
Those difficult words for which respondents asked for clarification were changed with
familiar and simple words to make the questions simple and understandable. By
listening to and observing the focus group discussions, researchers can validate their
assumptions about what level of vocabulary is appropriate and what people are going
to be reporting (Nassar-McMillan & Borders, 2002).
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3.5.1 Validity of the instruments
Validity refers to the accuracy of a tool of research (Downing, 2003).Attitude
scales do not need to be factually accurate - they simply need to reflect one possible
perception of the truth. The respondents will not be assessing the factual accuracy of
each item, but will be responding to the feelings which the statement triggers in them
(Dyer, 1995).Validity of the questionnaires was carried out by the experts of TEVT
and education. Face validity of each questionnaire was carried out by the language
experts. Incorporations were made after having their opinions.
3.5.2 Reliability of the instruments
Reliability refers to the consistency of an instrument. Reliability is a necessary,
but not sufficient, component of validity (Feldt and Brennan,1989). Initial
psychometric analysis, using Cronbach alpha coefficient yielded an internal
consistency coefficient of .75, .81 and .79 for the questionnaire of principals, teachers
and students respectively.
3.6 DATA COLLECTION
In social science research studies, the source of data is two-fold. Data comes
from the inner world of libraries as well as from the outer world of human beings. It is
either the shelved data or it is the data acquired live from the people involved in the
study. The researcher had been working as a teacher trainer in NISTE and
coordinating pedagogical training of polytechnic teachers through out the country.
Majority of teachers had direct interaction with the researcher. The researcher
administered the questionnaires himself in Punjab and KPK province and
questionnaire were sent to Balochistan and Sindh through mail. The following table
depicts province wise responses of the teachers.
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Table 2: Province wise responses of the teachers
Name of Province Frequency Percentage
Balochistan 24 4.3
KPK 99 17.9
Punjab 150 27.1
Sindh 280 50.6
Total 553 100.0
The table # 2 depicts that 473 male teachers and 80 female teachers responded.
According to this table 24 teachers returned the filled questionnaires from Balochistan,
99 from KPK, 150 from Punjab and 280 from Sindh. So the total number of
respondents was 553.
Table 3: Gender wise responses of teachers
Gender of the Teacher Frequency Percentage
Male 473 85.5
Female 80 14.5
Total 553 100.0
The table # 3 shows that there were 473 male and 80 female teachers. So the
total number of respondents was 553.
Table 4: Province wise responses of principals
Name of Province Frequency Percentage
Balochistan 2 2.6
KPK 12 15.4
Punjab 23 29.5
Sindh 41 52.6
Total 78 100.0
The table # 4 depicts that 78 principals returned the filled in questionnaires and
among them two were from Blochistan 23 from Punjab, 41 from Sindh and 12 from
KPK.
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Table 5: Gender wise responses of principals
Gender of the Principals Frequency Percentage
Male 67 85.9
Female 11 14.1
Total 78 100.0
The table # 5 shows that 67 male and 11 female principals returned the filled in
questionnaires. So the total number of respondents was 78.
Table 6: Province wise responses of students
Name of Province Frequency Percentage
Balochistan 21 2.5
KPK 138 16.3
Punjab 246 29.1
Sindh 440 52.1
Total 845 100.0
The table # 6 depicts that 845 students responded. According to this table 21
students from Balochistan, 138 from KPK, 246 from Punjab and 440 from Sindh
returned the questionnaires. So the total number of respondents was 845.
Table 7: Gender wise responses of students
Gender of the student Frequency Percentage
Male 702 83.1
Female 143 16.9
Total 845 100.0
The table # 7 shows that 702 male and 143 female students returned the filled
in questionnaires. So the total number of respondents was 845.
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3.7 DATA ANALYSIS
A total of 1476 completed questionnaires were received and coded. 553
(87.78%) teacher questionnaires were received out of 666 throughout the country.
Among those respondents there were 473male and 80 were female teachers. Among
125 principals 78 returned the questionnaire and rate of return was 82.97%.845
(89.89%) out of 1250 students returned their questionnaires. The questionnaire for
teachers was grouped into nine clusters to determine the relationship among these
clusters. These clusters were made on the basis of factors affecting teachers
performance and retention in teaching profession (Table 8).
Table 8: Clustering of data
Factors Item numbers in the questionnaire
Knowledge & skills 17.1, 17.2, 17.29, 17.35, 17.37, 17.38, 17.40, 17.41, 17.42, 17.43, 17.44, 17.45, 17.46, 17.47, 17.48, 17.56, 17.57 (Total 17)
Performance assessment 17.5, 17.13, 17.58 (Total 3)
Financial benefits 17.19, 17.33, 17.60 (Total 3)
Staff and work load 17.14, 17.15, 17.16 (Total 3)
Staff development 17.4, 17.6, 17.7 (Total 3)
Work place environment and facilities
17.21, 17.22, 17.23, 17.24, 17.25, 17.26, 17.27, 17.28, 17.30, 17.31, 17.36, 17.39, 17.49, 17.51, 17.52 (Total 15)
Leadership and management 17.3, 17.8, 19.9, 17.10, 17.11, 17.12, 17.17, 17.18, 17.20, 17.51, 17.59 (Total 11)
Course content 17.32, 17.34, 17.35 (Total 3)
Examination 17.54, 17.55 (Total 2)
Job satisfaction 18.1 to 18.15 (15 items)
The data was analyzed on the basis of predetermined hypotheses of the study.
Each questionnaire was scrutinized by the researcher to examine the response pattern
and identify abnormalities in the completion of questionnaire. Data were tabulated,
analyzed through statistical analysis programme SPSS version 12 and interpreted
73
category-wise as principals, teachers and students. To analyze the data, frequencies,
percentages, chi square, correlation, t- test and mean score were used.
Two way chi square was used as contingency test to analyze and interpret
data. The chi square is considered most suitable statistical test for data generated
through non parametric analysis. It is commonly used where one has to compare the
two groups or variables. Each variable may have two or more categories independent
from each other (Greenwood and Nikulin, 1996).
For statistical treatment chi-square was applied using the following formula:
fo = Frequency observed
fe = Frequency expected
df = Degree of freedom
P = Probability of exceeding the tabulated value of X2
= fe-fo
= 2fe-fo
=
fe
fe-fo 2
X2 =
fe
fefo 2
(Garrett, 1997)
Two way Chi square was used to compare the frequencies and responses of
teachers and students. Expected frequencies were calculated by the following
formula:
Ri x Cj
fe = --------------------
TN
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Having seen the significance of difference between the responses of experts,
teachers and students by two-way Chi square, the difference was identified by
comparing the Chi square values. The highest value was judged as indicator of
difference. Finally, percentage was also calculated to measure the trends of the groups.
On the basis of the analysis and interpretation of data, conclusions were drawn
and recommendations were made.
Chapter 4
ANALYSIS AND INTERPRETATION OF DATA
4.1 DEMOGRAPHICS OF PRINCIPALS/TEACHERS/STUDENTS Table 9. Marital status of teachers
Marital Status Frequency Percentage
Married 475 85.9
Un-Married 78 14.1
Total 553 100.0
Table 9 contains the frequencies and percentages for teachers based on marital status
of the teachers. The largest category of reporting respondents was married category
with 475 respondents (85.9%) and unmarried category with 78 respondents (14.1%).
Table 10. Age of teachers
Age of the teachers Frequency Percentage
20-25 Years 31 5.6
26-30 Years 77 13.9
31-35 Years 51 9.2
36-40 Years 159 28.8
41-45 Years 156 28.2
46-50 Years 42 7.6
Above 50 Years 37 6.7
Total 553 100.0
Table 10 contains the frequencies and percentages for teachers based on age of the
teachers. The largest category of reporting respondents was 36-45 years category with
315 respondents (57%) and smallest categories were 20-25 years with 31 respondents
(5.6%) and above 50 years with 37 respondents (6.7%).
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Table 11. Residence of teachers
Residence of teachers Frequency Percentage
Urban 345 62.4
Rural 208 37.6
Total 553 100.0
Table 11 contains the frequencies and percentages for teachers based on residence of
the teachers. The largest category of reporting respondents was urban category with
345 respondents (62.4%) and rural category with 208 respondents (37.6%).
Table 12. Academic qualification of teachers
Academic Qualification Frequency Percentage
D A E 296 53.6
B. Tech 26 4.7
B.Tech (Hons) 68 12.3
B.Sc.Engg/B.E Engg 120 21.7
AMIE 3 .5
M.Sc Engg 32 5.8
M.Phil 3 .5
Ph.D 1 .9
Total 553 100.0 Table 12 contains the frequencies and percentages for teachers based on academic
qualifications. The largest category of reporting respondents was DAE qualification
category with 296 respondents (53.6%). Teachers with academic qualification M.Phil
and Ph.D. comprised the smallest category, with four respondents (1.4%).
77
Table 13. Professional qualification of teachers Professional Qualification
Frequency Percentage
NIL 496 89.7
B.Ed (Tech) 18 3.3
B.Ed 24 4.3
M.Ed 15 2.7
Total 553 100.0 Table 13 contains the frequencies and percentages for teachers based on professional
qualifications. The largest category of reporting respondents was without professional
qualification category with 496 respondents (89.7%). Teachers with professional
qualifications with B.Ed.(Tech),B.Ed. and M.Ed. comprised the smallest category,
with 57 respondents (10.3%).
Table 14. Teaching experience of teachers Experience Frequency Percentage
1-5 Years 111 20.1
6-10 Years 56 10.1
11-15 Years 140 25.3
16-20 Years 159 28.8
21-25 Years 44 8.0
25+ Years 43 7.8
Total 553 100.0 Table 14 contains the frequencies and percentages for teachers based on teaching
experience. The largest category of reporting respondents was the 11-20 years of
experience category with 299 respondents (54.12%). Teachers with 25+ years of
experience comprised the smallest category, with three respondents (7.8%).
78
Table 15. Designation of teachers
Designation Frequency Percentage
Jr. Instructor 246 44.5
Instructor 200 36.2
Assistant Professor 83 15.0
Associate Professor 20 3.6
Professor 4 .7
Total 553 100.0
Table 15 contains the frequencies and percentages for teachers based on designation.
The largest category of reporting respondents was the junior instructors category with
246 respondents (44.5%). Teachers with designation of professor comprised the
smallest category, with four respondents (.7%).
Table 16. Job status of teachers
Job status Frequency Percentage
Permanent 441 79.7
Adhoc 20 3.6
Contract 83 15.0
Daily wages 9 1.6
Total 553 100.0
Table 16 contains the frequencies and percentages for teachers based on job status of
teachers. The largest category of reporting respondents was the permanent category
with 441 respondents (79.7%). Teachers with job status of daily wages comprised the
smallest category, with nine respondents (1.6%).
79
Table 17. Take home salary of teachers
Home take salary Frequency Percentage
Less than Rs 15000 107 19.3
15000-24999 142 25.7
25000-34999 153 27.7
35000-44999 86 15.6
45000-54999 39 7.1
55000-64999 20 3.6
65000 and above 6 1.1
Total 553 100.0
Table 17 contains the frequencies and percentages of the household incomes of
respondents. The majority of the respondents reported take home salary between
Rs.15000 and Rs.24999 and 107 respondents reported less than Rs. 15000. Only six
respondents had Rs.65000 or above per month.
Table 18. In-service trainings of teachers during teaching profession
Number of trainings Frequency Percentage
NIL 155 28.0
One 162 29.3
Two 86 15.6
Three 81 14.6
Four 37 6.7
Five 25 4.5
more than five 7 1.3
Total 553 100.0
Table 18 contains the frequencies and percentages for teachers based on number of in
service trainings during their teaching profession. The largest category of reporting
respondents was the teachers who got in service training one or more times during
their teaching profession category with 398 respondents (54.12%).155(28%) teachers
reported that they had not availed this opportunity during their teaching profession.
80
Table 19. Foreign trainings of teachers
Foreign Training Frequency Percentage
Yes 89 16.1
No 464 83.9
Total 553 100.0
Table 19 contains the frequencies and percentages for teachers based on foreign
trainings of the teachers. The largest category of reporting respondents was 470
respondents (85%) who never availed foreign training opportunity and smallest
category was 83 respondents (15%) who availed the foreign training opportunity .
Table 20. Number of foreign trainings of teachers
Number of foreign training Frequency Percentage
NIL 470 85.0
One 41 7.4
Two 26 4.7
Three 8 1.4
Four 2 .4
Five 6 1.1
Total 553 100.0
Table 20 contains the frequencies and percentages for teachers based on number of
foreign trainings. The largest category of reporting respondents was 470 (85%) who
never availed this opportunity. only 15% got this facility.
81
Table 21. Opportunities of better job than teaching profession
Better job than teaching Frequency Percentage
Yes 369 66.7
No 184 33.3
Total 553 100.0
Table 21 contains the frequencies and percentages for teachers based on opportunities
of better job than teaching of the teachers. The largest category of reporting
respondents who had this opportunity was 369 respondents (66.7%) and 184(33.3%)
responded no.
Table 22. Plan to continue the teaching profession Plan to continue teaching profession Frequency Percentage Plan to leave teaching as soon as possible 116 21.0 Probably continue unless something better comes along
221 40.0
I will continue teaching until eligible for retirement
42 7.6
I intend to remain in teaching until normal retirement
109 19.7
I intent to remain in teaching until i am forced to retire
65 11.8
Total 553 100.0 Table 22 contains the frequencies and percentages for teachers plan to continue was
measured with a choice of five responses. The results showed that 116 (21%) intend to
leave as soon as possible.221(40%) teachers want to continue their jobs unless
something better comes along. 42(7.6%) wanted to continue until their retirement.
109(19.7%) intended to continue in teaching profession until normal retirement.65
(11.8%) intended to remain in teaching until they were forced to retire.
82
Table 23. Teaching profession as first choice of teachers
Teaching profession as 1st choice Frequency Percentage
Yes 227 41.0
No 326 59.0
Total 553 100.0
Table 23 contains the frequencies and percentage based on opinions of the teachers
about teaching was their 1st profession. The largest category of reporting respondents
326 (59%) responded that teaching was not their 1st choice.
Table 24. Academic Qualification of Principals Academic Qualification Frequency Percentage
D A E 5 6.4
B. Tech 5 6.4
B.Tech (Hons) 2 2.6
B.Sc.Engg/B.E Engg 38 48.7
M.Sc Engg 3 3.8
M.Sc 7 9.0
M.A 17 21.8
M.Phil 1 1.3
Total 78 100.0
Table 24 contains the frequencies and percentages for principals based on academic
qualifications. The largest category of reporting respondents was B.Sc. Engineers
qualification category with 38 respondents (48.7%).
83
Table 25. Teaching experience of principals
Teaching Experience Frequency Percentage
6-10 Years 1 1.3
11-15 Years 12 15.4
16-20 Years 21 26.9
21-25 Years 11 14.1
25+ Years 33 42.3
Total 78 100.0
Table 25 contains the frequencies and percentages for principals based on teaching
/administrative experience. The largest category of reporting respondents was 33
(42.3%) having more than 25 years experience.
4.2 RESPONSES OF PRINCIPALS/TEACHERS/STUDENTS Table 26: Teachers are aware of the objectives of Technology Education.
SA A UD DA SDA Total 2
Principal 31
(39.74%)
42
(53.84%)
2
(2.56%)
2
(2.56%)
1
(1.28%) 78
20.83 Teacher 118
(21.33%)
294
(53.16%)
32
(5.78%)
80
(14.46%)
29
(5.24%) 553
df=4 2 at 0.05 level = 9.49
Table 26 indicates that the obtained value of 2 is greater than the table value at 0.05
level. It supports the statement .Hence, the statement, “teachers are aware of the
objectives of technology education” is accepted.
84
Table 27: Teachers try to achieve the objectives of Technology Education.
SA A UD DA SDA Total 2
Principal 23
(29.48%)
35
(44.87%)
2
(2.56%)
17
(21.79%)
1
(1.28%) 78
17.50 Teacher 119
(21.51%)
310
(56.05%)
36
(6.50%)
53
(9.58%)
35
(6.32%) 553
df=4 2 at 0.05 level = 9.49
Table 27 shows that the obtained value of 2 is greater than the table value at 0.05
level. It supports the statement .Hence, the statement, “ teachers try to achieve the
objectives of Technology Education” is accepted.
Table 28: The curriculum document for DAE is available for the teachers.
SA A UD DA SDA Total 2
Principal 43
(55.12%)
28
(35.89%)
3
(3.84%)
4
(5.12%)
0
(0%) 78
35.06 Teacher 133
(24.05%)
299
(54.06%)
22
(3.97%)
86
(15.55%)
13
(2.35%) 553
df=4 2 at 0.05 level = 9.49
Table 28 depicts that the obtained value of 2 is greater than table value at 0.05 level.
It supports the statement. Hence, the statement, “the curriculum document for DAE is
made available for the teachers” is accepted.
85
Table 29: TEVT authorities provide adequate opportunities for teachers Professional Development.
SA A UD DA SDA Total 2
Principal 4
(5.12%)
19
(24.35%)
4
(5.12%)
37
(47.43%)
14
(17.94%) 78
14.87 Teacher 59
(10.66%)
224
(40.50%)
24
(4.33%)
158
(28.57%)
88
(15.91%) 553
df=4 2 at 0.05 level = 9.49
Table 29 reveals that the obtained value of 2 is greater than table value at 0.05 level.
It supports the statement. The percentage showed that trend of the responses of the
principals was towards disagreement. The teachers supported the statement but the
majority of the principals opined that TEVT authorities did not provide adequate
opportunities for teacher’s professional development.
Table 30: TVET authorities appreciate teacher’s abilities.
SA A UD DA SDA Total 2
Principal 5
(6.41%)
27
(34.61%)
3
(3.84%)
33
(42.30%)
10
(12.82%) 78
4.20 Teacher 26
(4.70%)
157
(28.39%)
14
(2.53%)
238
(43.03%)
118
(21.33%) 553
df=4 2 at 0.05 level = 9.49
Table 30 depicts that the obtained value of 2 is less than the table value at 0.05 level.
So it does not support the statement .Hence, it is concluded that TVET authorities did
not appreciate teacher’s abilities. Percentages also indicated the trend towards
disagreement.
86
Table 31: Teachers are nominated for In-Service Training according to their training needs.
SA A UD DA SDA Total 2
Principal 5
(6.41%)
22
(28.20%)
3
(3.84%)
42
(53.84%)
6
(7.69%) 78
9.29 Teacher 50
(9.04%)
189
(34.17%)
35
(6.32%)
202
(36.52%)
77
(13.92%) 553
df=4 2 at 0.05 level = 9.49
Table 31 shows that the obtained value of 2 is less than the table value at 0.05 level.
So it does not support the statement .Hence, it is concluded that teachers were not
nominated for in-service Training according to their training needs. Percentages also
pointed out the trend towards disagreement.
Table 32: In-Service Trainings enhance technical skills of teachers.
SA A UD DA SDA Total 2
Principal 12
(15.38%)
59
(75.64%)
4
(5.12%)
3
(3.84%)
0
(0%) 78
12.49 Teacher 147
(26.58%)
332
(60.03%)
12
(2.16%)
45
(8.13%)
17
(3.07%) 553
df=4 2 at 0.05 level = 9.49
Table 32 indicates that the obtained value of 2 is greater than table value at 0.05
level. It supports the statement. Hence, the statement, “In-Service Trainings enhance
technical skills of teachers” is accepted.
87
Table 33: Teachers are involved in institutional management affairs.
SA A UD DA SDA Total 2
Principal 9
(11.53%)
59
(75.64%)
2
(2.56%)
8
(10.25%)
0
(0%) 78
20.79 Teacher 69
(12.47%)
282
(50.99%)
22
(3.97%)
125
(22.60%)
55
(9.94%) 553
* Significant df=4 2 at 0.05 level = 9.49
Table 33 shows that the obtained value of 2 is greater than table value at 0.05 level. It
supports the statement. Hence, it is concluded that teachers were involved in
institutional management affairs.
Table 34: The technical “know-how” of the principal is excellent.
SA A UD DA SDA Total 2
Principal 11
(14.10%)
63
(80.76%)
4
(5.12%)
0
(0%)
0
(0%) 78
41.02 Teacher 126
(22.78%)
247
(44.66%)
36
(6.50%)
122
(22.06%)
22
(3.97%) 553
df=4 2 at 0.05 level = 9.49
Table 34 depicts that the obtained value of 2 is greater than table value at 0.05 level.
It supports the statement. Hence, it is concluded that technical “know-how” of the
principal was excellent. Percentages also showed same trend of the respondents.
88
Table 35: The principal helps teachers in instructional difficulties.
SA A UD DA SDA Total 2
Principal 6
(7.69%)
58
(74.35%)
1
(1.28%)
13
(16.66%)
0
(0%)
78
31.50
Teacher 121
(21.88%)
232
(41.95%)
14
(2.53%)
140
(25.31%)
46
(8.31%)
553
df=4 2 at 0.05 level = 9.49
Table 35 reveals that the obtained value of 2 is greater than table value at 0.05 level.
It supports the statement. Hence, it is concluded that the principal helped teachers in
instructional difficulties.
Table 36: The principal has positive attitude towards teachers.
SA A UD DA SDA Total 2
Principal 20
(25.64%)
48
(61.53%)
0
(0%)
9
(11.53%)
1
(1.28%) 78
9.31 Teacher 114
(20.61%)
291
(52.62%)
32
(5.78%)
88
(15.91%)
28
(5.06%) 553
df=4 2 at 0.05 level = 9.49
Table 36 shows that the obtained value of 2 is less than the table value at 0.05 level.
So it does not support the statement .Percentage of the responses showed trend
towards positive. Hence, it is concluded that the principal had positive attitude towards
teachers.
89
Table 37: The principal appreciates teachers on their academic performance.
SA A UD DA SDA Total 2
Principal 24
(30.76%)
52
(66.66%)
1
(1.28%)
1
(1.28%)
0
(0%) 78
38.89 Teacher 117
(21.15%)
227
(41.04%)
13
(2.35%)
147
(26.58%)
49
(8.86%) 553
df=4 2 at 0.05 level = 9.49
Table 37 reveals that the obtained value of 2 is greater than table value at 0.05 level.
It supports the statement. Hence, it is concluded that the principals appreciated
teachers on their academic performance.
Table 38: The Annual Confidential Reports(ACRs) are written impartially/ objectively.
SA A UD DA SDA Total 2
Principal 22
(28.20%)
45
(57.69%)
2
(2.56%)
8
(10.25%)
1
(1.28%) 78
98.52 Teacher 20
(3.61%)
206
(37.25%)
7
(1.26%)
230
(41.59%)
90
(16.27%) 553
df=4 2 at 0.05 level = 9.49
Table 38 shows that the obtained value of 2 is greater than table value at 0.05 level. It
supports the statement. But majority of the teachers had different opinion about the
statement that the principals were not fair or impartial in writing their Annual
Confidential Reports (ACRs).
90
Table 39: Teaching faculty is available in sufficient number in the institution.
SA A UD DA SDA Total 2
Principal 2
(2.56%)
35
(44.87%)
1
(1.28%)
30
(38.46%)
10
(12.82%) 78
5.28 Teacher 35
(6.32%)
182
(32.91%)
9
(1.62%)
242
(43.76%)
85
(15.37%) 553
df=4 2 at 0.05 level = 9.49
Table 39 depicts that the obtained value of 2 is less than the table value at 0.05 level.
So it does not support the statement .Hence, it is concluded that teaching faculty was
not available in sufficient number in the institution.
Table 40: Workload is equally distributed among teachers.
SA A UD DA SDA Total 2
Principal 3
(3.84%)
31
(39.74%)
0
(0%)
36
(46.15%)
8
(10.25%) 78
9.21 Teacher 35
(6.32%)
146
(26.40%)
22
(3.97%)
268
(48.46%)
82
(14.82%) 553
df=4 2 at 0.05 level = 9.49
Table 40 indicates that the obtained value of 2 is less than the table value at 0.05
level. So it does not support the statement .Hence, it is concluded that workload was
not equally distributed among teachers
91
Table 41: Appropriate relief time is given to the teachers after laborious tasks.
SA A UD DA SDA Total 2
Principal 4
(5.12%)
31
(39.74%)
0
(0%)
35
(44.87%)
8
(10.25%) 78
7.48 Teacher 20
(3.61%)
151
(27.30%)
14
(2.53%)
293
(52.98%)
75
(13.56%) 553
df=4 2 at 0.05 level = 9.49
Table 41 reveals that the obtained value of 2 is less than the table value at 0.05 level.
So it does not support the statement .Hence, it is concluded that appropriate relief time
was not given to the teachers after laborious tasks.
Table 42: Teachers are happy with existing service rules.
SA A UD DA SDA Total 2
Principal 0
(0%)
16
(20.51%)
0
(0%)
50
(64.10%)
12
(15.38%) 78
6.74 Teacher 25
(4.52%)
124
(22.42%)
16
(2.89%)
315
(56.96%)
73
(13.20%) 553
df=4 2 at 0.05 level = 9.49
Table 42 shows that the obtained value of 2 is less than the table value at 0.05 level.
So it does not support the statement .Hence, it is concluded that teachers were not
happy with existing service rules.
92
Table 43: Duties are assigned according to specialization of the teachers.
SA A UD DA SDA Total 2
Principal 10
(12.82%)
34
(43.58%)
1
(1.28%)
27
(34.61%)
6
(7.69%) 78
8.52 Teacher 33
(5.96%)
200
(36.16%)
5
(0.90%)
253
(45.75%)
62
(11.21%) 553
df=4 2 at 0.05 level = 9.49
Table 43 indicates that the obtained value of 2 is less than the table value at 0.05
level. So it does not support the statement .Hence, it is concluded that duties were not
assigned according to specialization of the teachers.
Table 44: Financial incentives for extra academic work are adequate.
SA A UD DA SDA Total 2
Principal 10
(12.82%)
26
(33.33%)
6
(7.69%)
23
(29.48%)
13
(16.66%) 78
15.31 Teacher 40
(7.23%)
116
(20.97%)
24
(4.33%)
280
(50.63%)
93
(16.81%) 553
df=4 2 at 0.05 level = 9.49
Table 44 shows that the obtained value of 2 is greater than table value at 0.05 level. It
supports the statement. The trend of both groups was towards negative. Hence, it is
concluded that the financial incentives for extra academic work were adequate.
93
Table 45: Admission to the intitution is given only on the basis of merit.
SA A UD DA SDA Total 2
Principal 41
(52.56%)
32
(41.02%)
1
(1.28%)
4
(5.12%)
0
(0%) 78
30.41 Teacher 151
(27.30%)
312
(56.41%)
0
(0%)
74
(13.38%)
16
(2.89%) 553
df=4 2 at 0.05 level = 9.49
Table 45 demonstrates that the obtained value of 2 is greater than table value at 0.05
level. It supports the statement. Hence, it is concluded that the aadmission to the
institution was given only on the basis of merit.
Table 46: Teachers are happy at their place of posting.
SA A UD DA SDA Total 2
Principal 8
(10.25%)
16
(20.51%)
5
(6.41%)
36
(46.15%)
13
(16.66%) 78
6.40 Teacher 33
(5.96%)
180
(32.54%)
22
(3.97%)
232
(41.95%)
86
(15.55%) 553
df=4 2 at 0.05 level = 9.49
Table 46 explains that the obtained value of 2 is less than the table value at 0.05 level.
So it does not support the statement .Hence, it is concluded that teachers were not
happy at their place of posting.
94
Table 47: Adequate consumable materials are made available for Laboratory/ Workshop activities.
SA A UD DA SDA Total 2
Principal 2
(2.56%)
10
(12.82%)
0
(0%)
50
(64.10%)
16
(20.51%) 78
10.91 Teacher 14
(2.53%)
80
(14.46%)
19
(3.43%)
301
(54.43%)
139
(25.13%) 553
Student 26
(3.07%)
140
(16.56%)
20
(2.36%)
490
(57.98%)
169
(20%) 845
df=8 2 at 0.05 level = 15.507
Table 47 indicates that the obtained value of 2 is less than the table value at 0.05
level. So it does not support the statement. Hence, it is concluded that adequate
consumable materials were not made available for Laboratory/Workshop activities.
Table 48: Adequate funds are allocated for materials/equipment procurement.
SA A UD DA SDA Total 2
Principal 6
(7.69%)
22
(28.20%)
1
(1.28%)
38
(48.71%)
11
(14.10%) 78
5.218 Teacher 22
(3.97%)
185
(33.45%)
16
(2.89%)
280
(50.63%)
50
(9.04%) 553
df=4 2 at 0.05 level = 9.49
Table 48 shows that the obtained value of 2 is less than the table value at 0.05 level.
So it does not support the statement .Hence, it is concluded that Adequate funds were
not allocated for materials/equipment procurement.
95
Table 49: Adequate funds are allocated for maintenance of equipment.
SA A UD DA SDA Total 2
Principal 6
(7.69%)
29
(37.17%)
1
(1.28%)
33
(42.30%)
9
(11.53%) 78
3.58 Teacher 27
(4.88%)
177
(32.00%)
4
(0.72%)
292
(52.80%)
53
(9.58%) 553
df=4 2 at 0.05 level = 9.49
Table 49 depicts that the obtained value of 2 is less than the table value at 0.05 level.
So it does not support the statement. Hence, it is concluded that adequate funds were
not allocated for maintenance of equipment.
Table 50: Adequate computer facilities are available for teachers in the institution.
SA A UD DA SDA Total 2
Principal 5
(6.41%)
22
(28.20%)
0
(0%)
37
(47.43%)
14
(17.94%) 78
12.27 Teacher 30
(5.42%)
152
(27.48%)
22
(3.97%)
238
(43.03%)
111
(20.07%) 553
Student 61
(7.21%)
200
(23.66%)
36
(4.26%)
340
(40.23%)
208
(24.61%) 845
df=8 2 at 0.05 level = 15.507
Table 50 indicates that the obtained value of 2 is less than the table value at 0.05
level. So it does not support the statement .Hence, it is concluded that Adequate
computer facilities were not available for teachers in the institution.
96
Table 51: Laboratories/ workshops in the institution are adequately equipped.
SA A UD DA SDA Total 2
Principal 3
(3.84%)
16
(20.51%)
0
(0%)
47
(60.25%)
12
(15.38%) 78
15.43 Teacher 15
(2.17%)
101
(18.26%)
22
(3.97%)
310
(56.05%)
105
(18.98%) 553
Student 23
(2.72%)
190
(22.48%)
24
(2.84%)
413
(48.87%)
195
(23.07%) 845
df=8 2 at 0.05 level =15.507
Table 51 demonstrates that the obtained value of 2 is less than the table value at 0.05
level. So it does not support the statement .Hence, it is concluded that Laboratories/
workshops in the institution were not adequately equipped.
Table 52: The size of the workshop/laboratory is suitable for students.
SA A UD DA SDA Total 2
Principal 8
(10.25%)
25
(32.05%)
0
(0%)
32
(41.02%)
13
(16.66%) 78
6.56 Teacher 32
(5.78%)
186
(33.63.%)
25
(4.52%)
239
(43.21%)
71
(12.83%) 553
df=4 2 at 0.05 level = 9.49
Table 52 explains that the obtained value of 2 is less than the table value at 0.05 level.
So it does not support the statement .Hence, it is concluded that The size of the
workshop/laboratory was not suitable for students.
97
Table 53: The equipment available in the institution is in proper working condition.
SA A UD DA SDA Total 2
Principal 9
(11.53%)
15
(19.23%)
0
(0%)
35
(44.87%)
19
(24.35%) 78
14.57 Teacher 37
(6.69%)
148
(26.76%)
12
(2.16%)
220
(39.78%)
128
(23.14%) 553
Student 66
(7.81%)
175
(20.71%)
17
(2.01%)
342
(40.47%)
245
(28.99%) 845
df=8 2 at 0.05 level =15.507
Table 53 indicates that the obtained value of 2 is less than the table value at 0.05
level. So it does not support the statement .Hence, it is concluded that the equipment
available in the institution was not in proper working condition.
Table 54: Teachers happily arrange workshop/laboratory activities.
SA A UD DA SDA Total 2
Principal 18
(23.07%)
40
(51.28%)
4
(5.12%)
11
(14.10%)
5
(6.41%) 78
25.25 Teacher 50
(9.04%)
337
(60.94%)
8
(1.44%)
143
(25.85%)
15
(2.71%) 553
df=4 2 at 0.05 level = 9.49
Table 54 shows that the obtained value of 2 is greater than table value at 0.05 level. It
supports the statement. Hence, it is concluded that the Teachers happily arranged
workshop/laboratory activities.
98
Table 55: Supporting staff for Laboratory/Workshop in sufficient number is available in the institution.
SA A UD DA SDA Total 2
Principal 3
(3.84%)
42
(5.84%)
0
(0%)
25
(32.05%)
8
(10.25%) 78
7.86 Teacher 20
(3.61%)
210
(37.97%)
5
(0.90%)
240
(43.39%)
78
(14.10%) 553
df=4 2 at 0.05 level = 9.49
Table 55 indicates that the obtained value of 2 is less than the table value at 0.05
level. So it does not support the statement .Hence, it is concluded that Supporting staff
for Laboratory/Workshop in sufficient number was not available in the institution.
Table 56: Supporting staff is trained to assist in Laboratory/workshop activities.
SA A UD DA SDA Total 2
Principal 0
(0%)
18
(23.07%)
6
(7.69%)
44
(56.41%)
10
(12.82%) 78
86.57 Teacher 26
(4.70%)
112
(20.25%)
16
(2.89%)
287
(51.89%)
112
(20.25%) 553
Student 79
(9.34%)
293
(34.67%)
7
(0.82%)
306
(36.21%)
160
(18.93%) 845
df=8 2 at 0.05 level = 15.507
Table 56 depicts that the obtained value of 2 is greater than table value at 0.05 level.
It supports the statement. Hence, it is concluded that the supporting staff was trained
to assist teachers in Laboratory/ Workshop activities.
99
Table 57: The DAE courses provide latest knowledge.
SA A UD DA SDA Total 2
Principal 2
(2.56%)
23
(29.48%)
0
(0%)
40
(51.28%)
13
(16.66%) 78
7.88 Teacher 42
(7.59%)
189
(34.17%)
11
(1.98%)
257
(46.47%)
54
(9.76%) 553
df=4 2 at 0.05 level = 9.49
Table 57 shows that the obtained value of 2 is less than the table value at 0.05 level.
So it does not support the statement .Hence, it is concluded that the DAE courses did
not provide latest knowledge.
Table 58: The DAE courses provide latest skills applicable in the job market.
SA A UD DA SDA Total 2
Principal 2
(2.56%)
19
(24.35%)
2
(2.56%)
47
(60.25%)
8
(10.25%) 78
7.27 Teacher 30
(5.42%)
190
(34.35%)
8
(1.44%)
252
(45.56%)
73
(13.20%) 553
df=4 2 at 0.05 level = 9.49
Table 58 indicates that the obtained value of 2 is less than the table value at 0.05
level. So it does not support the statement .Hence, it is concluded that the DAE
courses do not provide latest skills applicable in the job market.
100
Table 59: Proportion of theory and practical work is appropriate in DAE courses.
SA A UD DA SDA Total 2
Principal 3
(3.84%)
62
(79.48%)
6
(7.69%)
4
(5.12%)
3
(3.84%) 78
70.35 Teacher 39
(7.05%)
273
(49.36%)
1
(0.18%)
218
(39.42%)
22
(3.97%) 553
df=4 2 at 0.05 level = 9.49
Table 59 shows that the obtained value of 2 is greater than table value at 0.05 level. It
supports the statement. Hence, it is concluded that proportion of theory and practical
work was appropriate in DAE courses.
Table 60: Teachers teach with their full preparation.
SA A UD DA SDA Total 2
Principal 10
(12.82%)
34
(43.58%)
4
(5.12%)
30
(38.46%)
0
(0%) 78
41.92 Teacher 43
(7.77%)
286
(51.71%)
9
(1.62%)
179
(32.36%)
36
(6.50%) 553
Student 144
(17.04%)
380
(44.97%)
35
(4.14%)
233
(27.57%)
53
(6.27%) 845
df=8 2 at 0.05 level = 15.507
Table 60 explains that the obtained value of 2 is greater than table value at 0.05 level.
It supports the statement. Hence, it is concluded that the teachers taught with their full
preparation
101
Table 61: The size of the class is manageable.
SA A UD DA SDA Total 2
Principal 10
(12.82%)
40
(51.28%)
2
(2.56%)
23
(29.48%)
3
(3.84%) 78
6.46 Teacher 43
(7.77%)
272
(49.18%)
4
(0.72%)
192
(34.71%)
42
(7.59%) 553
df=4 2 at 0.05 level = 9.49
Table 61 illustrates that the obtained value of 2 is less than the table value at 0.05
level. So it does not support the statement .Hence, it is concluded that the size of the
class was not manageable for teachers.
Table 62: Teachers arrange industrial visits regularly.
SA A UD DA SDA Total 2
Principal 9
(11.53%)
24
(30.76%)
2
(2.56%)
35
(44.87%)
8
(10.25%) 78
67.48 Teacher 58
(10.48%)
243
(43.94%)
12
(2.16%)
157
(28.39%)
83
(15.00%) 553
Student 144
(17.04%)
366
(43.31%)
32
(3.78%)
267
(31.59%)
36
(4.26%) 845
df=4 2 at 0.05 level = 15.507
Table 62 indicates that the obtained value of 2 is greater than table value at 0.05
level. The percentages showed that teachers and students supported the statement,
whereas principals had different opinion about the statement.
102
Table 63: Teachers maintain discipline in the class.
SA A UD DA SDA Total 2
Principal 31
(39.74%)
35
(44.87%)
9
(11.53%)
2
(2.56%)
1
(1.28%) 78
158.22Teacher 64
(11.57%)
351
(63.47%)
3
(0.54%)
108
(19.52%)
27
(4.88%) 553
Student 301
(35.62%)
390
(46.15%)
22
(2.60%)
111
(13.13%)
21
(2.48%) 845
df=8 2 at 0.05 level =15.507
Table 63 shows that the obtained value of 2 is greater than table value at 0.05 level. It
supports the statement. Hence, it is concluded that the teachers maintained discipline
in the class.
Table 64: Teacher-student ratio is appropriate in the institution.
SA A UD DA SDA Total 2
Principal 12
(15.38%)
20
(25.64%)
1
(1.28%)
35
(44.87%)
10
(12.82%) 78
8.921 Teacher 40
(7.23%)
198
(35.80%)
20
(3.61%)
231
(41.77%)
64
(11.57%) 553
df=4 2 at 0.05 level = 9.49
Table 64 depicts that the obtained value of 2 is less than the table value at 0.05 level.
So it does not support the statement .Hence, it is concluded that teacher-student ratio
was not appropriate in the institution.
103
Table 65: Teachers involve students in designing lab./workshop activities.
SA A UD DA SDA Total 2
Principal 3
(3.84%)
40
(51.28%)
7
(8.97%)
21
(26.92%)
7
(8.97%) 78
65.88 Teacher 63
(11.39%)
311
(56.23%)
19
(3.43%)
130
(23.50%)
30
(5.42%) 553
Student 153
(18.10%)
325
(38.46%)
19
(2.24%)
280
(33.13%)
68
(8.04%) 845
df=8 2 at 0.05 level = 15.507
Table 65 shows that the obtained value of 2 is greater than table value at 0.05 level. It
supports the statement. Hence, it is concluded that the teachers involved students in
designing lab./workshop activities.
Table 66: Teachers involve students in problem solving situations.
SA A UD DA SDA Total 2
Principal 12
(15.38%)
35
(44.87%)
4
(5.12%)
17
(21.79%)
10
(12.82%) 78
182.99Teacher 69
(12.47%)
374
(67.63%)
17
(3.07%)
80
(14.46%)
13
(2.35%) 553
Student 342
(40.47%)
322
(38.10%)
13
(1.53%)
129
(15.26%)
39
(4.61%) 845
df=8 2 at 0.05 level = 15.507
Table 66 demonstrates that the obtained value of 2 is greater than table value at 0.05
level. It supports the statement. Hence, it is concluded that the Teachers involved
students in problem solving situations.
104
Table 67: Teachers mainly use lecture method during classroom interaction.
SA A UD DA SDA Total 2
Principal 19
(24.35%)
52
(66.66%)
1
(1.28%)
1
(1.28%)
5
(6.41%) 78
45.77 Teacher 83
(15.00%)
359
(64.91%)
9
(1.62%)
90
(16.27%)
12
(2.16%) 553
Student 69
(8.16%)
569
(67.33%)
19
(2.24%)
167
(19.76%)
21
(2.48%) 845
df=8 2 at 0.05 level =15.507
Table 67 indicates that the obtained value of 2 is greater than table value at 0.05
level. It supports the statement. Hence, it is concluded that the teachers mainly used
lecture method during classroom interaction.
Table 68: Teachers adopt demonstration method in lab. /workshop.
SA A UD DA SDA Total 2
Principal 5
(6.41%)
49
(62.82%)
12
(15.38%)
7
(8.97%)
5
(6.41%) 78
351.60Teacher 73
(13.20%)
356
(64.37%)
19
(3.43%)
89
(16.09%)
16
(2.89%) 553
Student 65
(7.69%)
218
(25.79%)
16
(1.89%)
427
(50.53%)
119
(14.08%) 845
df=8 2 at 0.05 level = 15.507
Table 68 shows that the obtained value of 2 is greater than table value at 0.05 level.
The percentages showed that principals and teachers had same opinion on the
statement. Both groups supported the statement. While students had different opinion
on the statement that the teachers did not adopt demonstration method in lab.
/workshop.
105
Table 69: Teachers use simulation techniques to clarify complex concepts to their students.
SA A UD DA SDA Total 2
Principal 0
(0%)
29
(37.17%)
1
(1.28%)
44
(56.41%)
4
(5.12%) 78
13.07 Teacher 14
(2.53%)
201
(36.34%)
27
(4.88%)
275
(49.72%)
36
(6.50%) 553
Student 33
(3.90%)
318
(37.63%)
24
(2.84%)
432
(51.12%)
38
(4.49%) 845
df=8 2 at 0.05 level =15.507
Table 69 reveals that the obtained value of 2 is less than the table value at 0.05 level.
So it does not support the statement .Hence, it is concluded that teachers did not use
simulation techniques to clarify complex concepts to their students.
Table 70: Teachers adopt new training strategies according to the industrial changes.
SA A UD DA SDA Total 2
Principal 0
(0%)
15
(19.23%)
0
(0%)
45
(57.69%)
18
(23.07%) 78
8.00 Teacher 12
(2.16%)
110
(19.89%)
32
(5.78%)
308
(55.69%)
91
(16.45%) 553
df=4 2 at 0.05 level = 9.49
Table 70 indicates that the obtained value of 2 is less than the table value at 0.05
level. So it does not support the statement .Hence, it is concluded that teachers did not
adopt new training strategies according to the industrial changes.
106
Table 71: Teachers assign projects to students regularly.
SA A UD DA SDA Total 2
Principal 5
(6.41%)
48
(61.53%)
0
(0%)
25
(32.05%)
0
(0%) 78
82.85 Teacher 40
(7.23%)
354
(64.01%)
20
(3.61%)
115
(20.79%)
24
(4.33%) 553
Student 143
(16.92%)
378
(44.73%)
38
(4.49%)
197
(23.31%)
89
(10.53%) 845
df=8 2 at 0.05 level = 15.507
Table 71 shows that the obtained value of 2 is greater than table value at 0.05 level. It
supports the statement and there is no difference of opinion among the groups. Hence,
it is concluded that the teachers assigned projects to students regularly
Table 72: Teachers make suggestions for improvement in the given Assignments/ Projects.
SA A UD DA SDA Total 2
Principal 4
(5.12%)
46
(58.97%)
6
(7.69%)
21
(26.92%)
1
(1.28%) 78
142.03Teacher 62
(11.21%)
347
(62.74%)
19
(3.43%)
110
(19.89%)
15
(2.71%) 553
Student 146
(17.27%)
289
(34.20%)
29
(3.43%)
276
(32.66%)
105
(12.42%) 845
df=8 2 at 0.05 level =15.507
Table 72 explains that the obtained value of 2 is greater than table value at 0.05 level.
It supports the statement. Hence, it is concluded that the teachers made suggestions
for improvement in the given assignments/projects.
107
Table 73: Teachers return students work well in time after evaluation.
SA A UD DA SDA Total 2
Principal 7
(8.97%)
32
(41.02%)
4
(5.12%)
34
(43.58%)
1
(1.28%) 78
188.15Teacher 45
(8.13%)
310
(56.05%)
11
(1.98%)
148
(26.76%)
39
(7.05%) 553
Student 48
(5.68%)
206
(24.37%)
20
(2.36%)
384
(45.44%)
187
(22.13%) 845
df=8 2 at 0.05 level =15.507
Table 73 indicates that the obtained value of 2 is greater than table value at 0.05
level. Principals and teachers supported the statement. But the students responded
differently that teachers did not return students work well in time after evaluation.
Table 74: Adequate number of teaching aids is available in the institution.
SA A UD DA SDA Total 2
Principal 7
(8.97%)
17
(21.79%)
7
(8.97%)
36
(46.15%)
11
(14.10%) 78
6.25 Teacher 20
(3.61%)
150
(27.12%)
34
(6.14%)
266
(48.10%)
83
(15.00%) 553
df=4 2 at 0.05 level = 9.49
Table 74 shows that the obtained value of 2 is less than the table value at 0.05 level.
So it does not support the statement .Hence, it is concluded that adequate number of
teaching aids was not available in the institution.
108
Table 75: Technical exhibitions are arranged regularly in the institution.
SA A UD DA SDA Total 2
Principal 3
(3.84%)
13
(16.66%)
1
(1.28%)
22
(28.20%)
39
(50%) 78
9.33 Teacher 16
(2.89%)
80
(14.46%)
17
(3.07%)
180
(32.54%)
260
(47.01%) 553
Student 41
(4.85%)
122
(14.43%)
30
(3.55%)
301
(35.62%)
351
(41.53%) 845
df=8 2 at 0.05 level =15.507
Table 75 indicates that the obtained value of 2 is less than the table value at 0.05
level. So it does not support the statement .Hence, it is concluded that technical
exhibitions were not arranged regularly in the institution.
Table 76: The library of the institution serves the needs of the teachers.
SA A UD DA SDA Total 2
Principal 13
(16.66%)
44
(56.41%)
12
(15.38%)
3
(3.84%)
6
(7.69%) 78
155.28Teacher 45
(8.13%)
183
(33.09%)
14
(2.53%)
215
(38.87%)
96
(17.35%) 553
Student 78
(9.23%)
237
(28.04%)
13
(1.53%)
455
(53.84%)
62
(7.33%) 845
df=8 2 at 0.05 level =15.507
Table 76 indicates that the obtained value of 2 is greater than table value at 0.05
level. The principals supported the statement. But other two groups disagreed with the
statement. Hence, it is concluded that the library of the institution did not serve the
needs of the teachers and students.
109
Table 77: Adequate number of Technology Research Journals is made available in the institution library.
SA A UD DA SDA Total 2
Principal 4
(5.12%)
8
(10.25%)
9
(11.53%)
35
(44.87%)
22
(28.20%) 78
13.74 Teacher 40
(7.23%)
103
(18.62%)
29
(5.24%)
243
(43.94%)
138
(24.95%) 553
Student 45
(5.32%)
171
(20.23%)
37
(4.37%)
384
(45.44%)
208
(24.61%) 845
df=8 2 at 0.05 level =15.507
Table 77 shows that the obtained value of 2 is less than the table value at 0.05 level.
So it does not support the statement .Hence, it is concluded that adequate number of
technology research journals was not made available in the institution library
Table 78: Board’s examinations force teachers to cover their courses in time.
SA A UD DA SDA Total 2
Principal 11
(14.10%)
48
(61.53%)
2
(2.56%)
16
(20.51%)
1
(1.28%) 78
7.73 Teacher 49
(8.86%)
332
(60.03%)
24
(4.33%)
99
(17.90%)
49
(8.86%) 553
df=8 2 at 0.05 level = 9.49
Table 78 depicts that the obtained value of 2 is less than the table value at 0.05 level.
But the trend of the both groups was towards negative and did not support the
statement .Hence, it is concluded that Board’s examinations forced teachers to cover
their courses in time.
110
Table 79: Board’s examination papers of each subject cover the whole content of the course.
SA A UD DA SDA Total 2
Principal 7
(8.97%)
59
(75.64%)
2
(2.56%)
9
(11.53%)
1
(1.28%) 78
123.5 Teacher 61
(11.03%)
288
(52.07%)
27
(4.88%)
126
(22.78%)
51
(9.22%) 553
Student 142
(16.80%)
278
(32.89%)
9
(1.06%)
330
(39.05%)
86
(10.17%)
df=8 2 at 0.05 level = 15.507
Table 79 reveals that the obtained value of 2 is greater than table value at 0.05 level.
It supports the statement. Hence, it is concluded that the Board’s examination papers
of each subject covered the whole content of the course.
Table 80: Teachers are satisfied with their present fringe benefits.
SA A UD DA SDA Total 2
Principal 2
(2.56%)
11
(14.10%)
1
(1.28%)
51
(65.38%)
13
(16.66%) 78
8.85 Teacher 34
(6.14%)
111
(20.07%)
5
(0.90%)
266
(48.10%)
137
(24.77%) 553
df=4 2 at 0.05 level = 9.49
Table 80 elaborates that the obtained value of 2 is less than the table value at 0.05
level. So it does not support the statement .Hence, it is concluded that teachers were
not satisfied with their present fringe benefits
111
Table 81: Teachers supervise their students during Lab/Workshop activities.
SA A UD DA SDA Total 2
Principal 2
(2.56%)
30
(38.46%)
2
(2.56%)
41
(52.56%)
3
(3.84%) 78
141.29Teacher 43
(7.77%)
286
(51.71%)
9
(1.62%)
179
(32.36%)
36
(6.50%) 553
Student 176
(20.82%)
499
(59.05%)
20
(2.36%)
118
(13.96%)
32
(3.78%) 845
df=8 2 at 0.05 level =15.507
Table 81 indicates that the obtained value of 2 is greater than table value at 0.05
level. The students and teachers supported the statement. But the principals disagreed
the statement that the teachers supervised their students during Lab/Workshop
activities.
Table 82: Teachers maintain good relationships with their colleagues.
SA A UD DA SDA Total 2
Principal 2
(2.56%)
34
(43.58%)
6
(7.69%)
33
(42.30%)
3
(3.84%) 78
46.27 Teacher 69
(12.47%)
374
(67.63%)
17
(3.07%)
80
(14.46%)
13
(2.35%) 553
df=4 2 at 0.05 level = 9.49
Table 82 shows that the obtained value of 2 is greater than table value at 0.05 level. It
supports the statement. Hence, it is concluded that the teachers maintained good
relationships with their colleagues.
112
Table 83: Prompt action is taken when teacher fails to meet acceptable standards
SA A UD DA SDA Total 2
Principal 25
(32.05%)
23
(29.48%)
0
(0%)
29
(37.17%)
1
(1.28%) 78
56.55 Teacher 69
(12.47%)
374
(67.63%)
17
(3.07%)
80
(14.46%)
13
(2.35%) 553
df=4 2 at 0.05 level = 9.49
Table 83 indicates that the obtained value of 2 is greater than table value at 0.05
level. It supports the statement. Hence, it is concluded that prompt actions were taken
when teacher failed to meet acceptable standards.
Table 84: The principal motivates teachers to do best.
SA A UD DA SDA Total 2
Principal 30
(38.46%)
29
(37.17%)
0
(0%)
16
(20.51%)
3
(3.84%) 78
83.83 Teacher 38
(6.87%)
158
(28.57%)
2
(0.36%)
273
(49.36%)
82
(14.82%) 553
df=4 2 at 0.05 level = 9.49
Table 84 demonstrates that the obtained value of 2 is greater than table value at 0.05
level. The principals supported the statement while majority of the teachers rejected
the statement that the principal motivates teachers to do best.
113
Table 85: Remuneration of teachers is better than other jobs.
SA A UD DA SDA Total 2
Principal 1
(1.28%)
8
(10.25%)
1
(1.28%)
46
(58.97%)
22
(28.20%) 78
5.32 Teacher 9
(1.62%)
103
(18.62%)
20
(3.61%)
299
(54.06%)
122
(22.06%) 553
df=4 2 at 0.05 level = 9.49
Table 85 shows that the obtained value of 2 is less than the table value at 0.05 level.
So it does not support the statement .Hence, it is concluded that the remuneration of
teachers was not better than other jobs.
4.3 RESPONSE OF TEACHERS ABOUT INTRINSIC FACTORS OF THEIR PERFORMANCE Table 86: Salary of teachers.
VS S UD DS VD Total 2
Teacher 28
(5.06%)
110
(19.89%)
15
(2.71%)
350
(63.29%)
50
(9.04%) 553 695.72
df=4 2 at 0.05 level = 9.49
Table 86 indicates the obtained value of 2 is greater than the table value at 0.05 level.
But the trend of responses is toward disagreement. So, the statement is negatively
accepted and it is concluded that teacher were not satisfied with their salaries.
114
Table 87: Opportunities for promotion.
VS S UD DS VD Total 2
Teacher 28
(5.06%)
181
(32.73%)
20
(3.61%)
219
(39.60%)
105
(18.98%) 553 287.24
df=4 2 at 0.05 level = 9.49
Table 87 reveals the obtained value of 2 is greater than the table value at 0.05 level.
But the trend of responses is toward disagreement. So, the statement is negatively
accepted and it is concluded that Opportunities for promotion were not adequate
teachers
Table 88: Recognition and support from higher authorities.
VS S UD DS VD Total 2
Teacher 17
(3.07%)
125
(22.60%)
25
(4.52%)
276
(49.90%)
110
(19.89%) 553 394.69
df=4 2 at 0.05 level = 9.49
Table 88 indicates the obtained value of 2 is greater than the table value at 0.05 level.
But the trend of responses is toward disagreement. So, the statement is negatively
accepted and it is concluded that teachers did not have recognition and support from
higher authorities.
115
Table 89: Govt. /Institution policies and practices.
VS S UD DS VD Total 2
Teacher 12
(2.16%)
196
(35.44%)
30
(5.42%)
253
(45.75%)
62
(11.21%) 553 417.28
df=4 2 at 0.05 level = 9.49
Table 89 shows the obtained value of 2 is greater than the table value at 0.05 level.
But the trend of responses is toward disagreement. So, the statement is negatively
accepted and it is concluded that teachers were not satisfied to Govt./Institution
policies and practices.
Table 90: Autonomy or control over your own classroom.
VS S UD DS VD Total 2
Teacher 54
(9.76%)
319
(57.68%)
25
(4.52%)
126
(22.78%)
29
(5.24%) 553 550.24
df=4 2 at 0.05 level = 9.49
Table 90 elaborates the obtained value of 2 is greater than the table value at 0.05
level. So, the statement is accepted and it is concluded that teachers had autonomy or
control over their classrooms.
Table 91: Benefits other than salary like paper marking, examination duties etc.
VS S UD DS VD Total 2
Teacher 48
(8.67%)
326
(58.95%)
31
(5.60%)
125
(22.60%)
23
(4.15%) 553 583.48
df=4 2 at 0.05 level = 9.49
Table 91 shows the obtained value of 2 is greater than the table value at 0.05 level.
So, the statement is accepted and it is concluded that teacher were satisfied to the
Benefits other than salary like paper marking, examination duties etc
116
Table 92: General work conditions.
VS S UD DS VD Total 2
Teacher 22
(3.97%)
326
(58.95%)
24
(4.33%)
189
(34.17%)
46
(8.31%) 553 467.62
df=4 2 at 0.05 level = 9.49
Table 92 indicates the obtained value of 2 is greater than the table value at 0.05 level.
So, the statement is accepted and it is concluded that teacher were satisfied to General
work conditions in the institutions.
Table 93: Job security of teachers.
VS S UD DS VD Total 2
Teacher 24
(4.33%)
303
(54.79%)
19
(3.43%)
173
(31.28%)
34
(6.14%) 553 566.62
df=4 2 at 0.05 level = 9.49
Table 93 demonstrates the obtained value of 2 is greater than the table value at 0.05
level. So, the statement is accepted and it is concluded that teachers felt secure on
their jobs.
Table 94: Professional competence of colleagues.
VS S UD DS VD Total 2
Teacher 37
(6.69%)
328
(59.31%)
39
(7.05%)
117
(21.15%)
32
(5.78%) 553 578.88
df=4 2 at 0.05 level = 9.49
Table 94 depicts the obtained value of 2 is greater than the table value at 0.05 level.
So the statement is accepted and it is concluded that teachers were satisfied with the
professional competence of their colleagues.
117
Table 95: Student discipline and behavior.
VS S UD DS VD Total 2
Teacher 47
(8.49%)
326
(58.95%)
29
(5.24%)
127
(22.96%)
24
(4.33%) 553 586.52
df=4 2 at 0.05 level = 9.49
Table 95 indicates the obtained value of 2 is greater than the table value at 0.05 level.
So, the statement is accepted and it is concluded that teachers were satisfied student
discipline and behaviour.
Table 96: Overall job satisfaction.
VS S UD DS VD Total 2
Teacher 36
(6.50%)
248
(44.84%)
11
(1.98%)
247
(44.66%)
11
(1.98%) 553 568.61
df=4 2 at 0.05 level = 9.49
Table 96 reveals the obtained value of 2 is greater than the table value at 0.05 level.
So, the statement is accepted and it is concluded that teachers had overall job
satisfaction in this profession.
Table 97: Social status of teaching profession.
VS S UD DS VD Total 2
Teacher 23
(4.15%)
193
(34.90%)
5
(0.90%)
298
(53.88%)
34
(6.14%) 553 602.18
df=4 2 at 0.05 level = 9.49
Table 97 indicates the obtained value of 2 is greater than the table value at 0.05 level.
But the trend of responses is toward disagreement. So, the statement is negatively
accepted and it is concluded that teachers were not satisfied about social status of
teaching profession in the country.
118
Table 98: Relationships with colleagues/ high ups.
VS S UD DS VD Total 2
Teacher 46
(8.31%)
344
(62.20%)
24
(4.33%)
115
(20.79%)
24
(4.33%) 553 666.06
df=4 2 at 0.05 level = 9.49
Table 98 shows the obtained value of 2 is greater than the table value at 0.05 level.
So, the statement is accepted and it is concluded that teachers had better relationships
with colleagues/high ups.
Table 99: Long holidays.
VS S UD DS VD Total 2
Teacher 44
(7.95%)
388
(70.16%)
16
(2.89%)
86
(15.55%)
19
(3.43%) 553 898.11
df=4 2 at 0.05 level = 9.49
Table 99 depicts the obtained value of 2 is greater than the table value at 0.05 level.
So, the statement is accepted and it is concluded that teachers enjoyed long holidays.
Table 100: Work with young children.
VS S UD DS VD Total 2
Teacher 51
(9.22%)
161
(29.11%)
22
(3.97%)
243
(43.94%)
76
(13.74%) 553 295.38
df=4 2 at 0.05 level = 9.49
Table 100 elaborates the obtained value of 2 is greater than the table value at 0.05
level. But the trend of responses is toward disagreement. So, the statement is
negatively accepted and it is concluded that majority of teachers did not like to work
with young children.
119
Table 101: correlation between job performance and performance assessment. (N=553)
Pearson Correlation .630
Sig. (2-tailed) .000
** Correlation is significant at the 0.01 level (2-tailed). Table 101 shows that the correlation between teachers performance and performance
assessment has a positive significant relationship.
Table 102: Correlation between job performance and Fringe benefits. (N=553)
Pearson Correlation .422
Sig. (2-tailed) .000
** Correlation is significant at the 0.01 level (2-tailed). Table 102 shows that the correlation between teachers performance and fringe benefits
has a positive significant relationship.
Table 103: Correlation between job performance and staff and work load. (N=553)
Pearson Correlation .376
Sig. (2-tailed) .000
** Correlation is significant at the 0.01 level (2-tailed). Table 103 shows that the correlation between teachers performance and staff/work
load has a positive significant relationship.
120
Table 104: Correlation between job performance and staff development. (N=553)
Pearson Correlation .408
Sig. (2-tailed) .000
** Correlation is significant at the 0.01 level (2-tailed). Table 104 indicates that the correlation between teachers performance and staff
development has a positive significant relationship.
Table 105: Correlation between job performance and work place environment. (N=553)
Pearson Correlation .732
Sig. (2-tailed) .000
** Correlation is significant at the 0.01 level (2-tailed). Table 105 indicates that the correlation between teachers performance and staff
development has a positive significant relationship.
Table 106: Correlation between job performance and management. (N=553)
Pearson Correlation .613
Sig. (2-tailed) .000
** Correlation is significant at the 0.01 level (2-tailed). Table 106 indicates that the correlation between teachers performance and
management has a positive significant relationship.
121
Table 107: Correlation between job performance and work place environment. (N=553)
Pearson Correlation .620
Sig. (2-tailed) .000
** Correlation is significant at the 0.01 level (2-tailed). Table 107 shows that the correlation between teachers performance and work place
environment has a positive significant relationship.
Table 108: Correlation between job performance and examinations. (N=553)
Pearson Correlation .355
Sig. (2-tailed) .000
** Correlation is significant at the 0.01 level (2-tailed). Table 108 depicts that the correlation between teachers performance and examinations
has a positive significant relationship.
Table 109: Correlation between job performance and continuation in Teaching Profession. (N=553)
Pearson Correlation .443
Sig. (2-tailed) .000
** Correlation is significant at the 0.01 level (2-tailed).
Table 109 depicts that the correlation between teachers performance and continuation
in teaching profession has a positive significant relationship.
122
Table 110: Showing the mean difference of job performance between male and female teachers.
Gender of the Teacher
N Mean Std.
Deviation
Std. Error Mean
t-value
p-value
Male 473 56.7653 10.78183 .49575 6.170 0.000
Female 80 64.4750 7.11919 .79595
It is evident from table 110 that male (N=473, M=10.78) and Female (N=80,
M=64.47) at alpha value (α=0.05). As p-value (0.000) is less then alpha value (.05) so
there is a significant difference between the mean scores of male and female teachers
on job performance. Female teachers are significantly better than their counter part.
Hence the alternative hypothesis is accepted and it is concluded that female teachers
perform better than male teachers.
123
Male Female
Gender of the Teacher
56.00
58.00
60.00
62.00
64.00
Me
an
of
JO
bP
erf
orm
an
ce
Figure: Showing the mean plots of male and female teachers on job performance.
124
Table 111: Continuation in teaching Profession. Gender of the Teacher
N Mean Std.
Deviation Std. Error
Mean t-value p-value
Male 473 49.3150 8.67420 .39884 1.973 0.053
Female 80 51.3000 7.19071 .80395
It is evident from table 111 that male (N=473, M=49.31) and Female (N=80,
M=51.30) at alpha value (α=0.05). As p-value (0.053) is greater than alpha value (.05)
so there is no significant difference between the mean scores of male and female
teachers on continuation in teaching profession. Both male and female teachers are
having the same opinion; female teachers mean score is slightly higher than their
counter parts but that difference is not significant. Hence the alternative hypothesis is
not accepted and it is concluded that both genders of teachers intend to continue or
leave the teaching profession.
125
Male Female
Gender of the Teacher
49.50
50.00
50.50
51.00
Mean
of
Sta
yIn
Teach
ing
P
Figure: Showing the mean plots of male and female teachers on intent to continue in teaching profession.
Chapter5
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
5.1 SUMMARY
The main purpose of this study was to investigate factors affecting performance of
polytechnic teachers and their continuation in teaching profession in Pakistan. The
objectives of this study were to (a) identify the factors which affect the performance of
the polytechnic teachers as perceived by principals, teachers and students.(b)determine
the relationship among the factors (perceived intrinsic and extrinsic factors) and
performance.(c)get opinion of teachers about the factors which cause to leave or
continue teaching profession.(d)determine the relationship between performance of
polytechnic teachers and their continuation in teaching profession.(e)find out the
difference in the performance and continuation of male and female polytechnic
teachers in teaching profession.
There were 125 colleges of technology; polytechnic and monotechnic institutes
functioning in the country and male and female teachers were teaching technical and
general subjects to the students of Diploma of Associate Engineer (DAE). The
population of this study consists of the technology teachers working in these
institutions. Six male (6x111=666 male teachers), ten female (10x14=140) teachers
from each institution, 10 students from each institution (10×125=1250 students) and
125 principals were included in the sample of this study.
Questionnaires were developed in the light of the objectives of the study using
five-point Likert scale. The questionnaire for a principal was divided in two sections.
Section A requested the respondents for their personal information and in section B
137
respondents were also requested to make a choice from the given statements. The
questionnaire for teachers had three sections. Section A was for personal information,
in section B was to make a choice from the given statements and section C was to seek
opinion about their level of satisfaction with teaching profession. The questionnaire
for students was also divided in two sections. Sections A for their personal
information and in section B respondents were requested to make a choice from the
given statements. The medium of instruction in polytechnic institutions is Urdu.
Keeping in view this situation, the questionnaire for students was developed in English
and then translated into Urdu language. Validity of these questionnaires was carried
out by the experts of TEVT and education and face validity of each questionnaire by
the language experts. Initial psychometric analysis, using Cronbach alpha coefficient
yielded an internal consistency coefficient for the questionnaires of principals,
teachers and students respectively. A total of 1476 completed questionnaires were
received and coded. 553 (87.78%) teacher questionnaires were received out of 666
throughout the country. Among those respondents there were 473male and 80 were
female teachers. Among 125 principals 78 returned the questionnaire and rate of return
was 82.97%.845 (89.89%) out of 1250 students returned their questionnaires. The data
were analyzed on the basis of predetermined hypotheses of the study and to analyze
the data frequencies, percentages, chi square, correlation and t- test were used.
138
5.2 CONCLUSIONS
This study clearly establishes some of the factors that contribute performance
of polytechnic teachers positively or negatively and cause teacher retention in teaching
profession.
1. The importance of TVET education has been emphasized in all the education
policies, right from First Education Conference 1947 to the latest National Education
Policy 2009. The Government of Pakistan allocated proper funds in all education
plans and efforts were made to spread the TVET education through various TVET
education projects and programmes.
2. The results of this study show that polytechnic teachers were aware about the
technology education objectives and they also tried to achieve these objectives. The
curriculum document was made available in the institutions. Majority of the teachers
and principals opined that the existing curricula did not fulfill job market or work
place requirements.
3 Majority of principals and teachers viewed that the equipment available in the
institutions were out dated and some of them were non operational. The results also
indicate that insufficient funds were allocated for maintenance of equipment. The
consumable material was not made available in sufficient quantity in the institutions
and inadequate budget was allocated for procurement of material. Adequate number of
teaching aids was made available in the institutions.
4. The results reveal that teachers and principals were not happy with existing
recruitment rules. The TVET authorities did not recognize the abilities of the
polytechnic teachers and no special remuneration benefits/rewards were granted to the
teachers on their better performance. Majority of the teachers opined that they had less
139
career advancements in this profession. The majority teachers were not happy at their
posting place.
5. The study indicated that majority of the diploma holders taught the DAE
classes. The study also showed that majority of the teachers was untrained and very
few teachers had B.Ed (Tech), B.Ed and M.Ed. degrees.
6. The principals and teachers viewed that teachers had less opportunity of in-
service teacher training. The industrial exhibitions were not arranged in the
institutions.
7. Majority of the teachers opined that they had opportunity of the better job than
teaching and majority of the teachers wanted to leave teaching as soon as better job,
comes along. The majority of the teachers responded that teaching profession was not
their first choice.
8. The majority of the principles had B.Sc Engg. Degrees but in some institutions
diploma holder DAE, B.Tech and B.Tech (Hons.) were also supervising these
institutions.
9. The teachers were involved in institutional management affairs but no relief
time was given to the teachers after laborious tasks. The teachers were not nominated
for in-service training according to their training needs. The principles helped the
teachers in instructional difficulties and had technical know how about the technology
courses. The principles appreciated teachers at institution level and ACRs were written
fairly, but the principles had not positive attitude towards their teachers.
10. Teaching faculty was not available in sufficient numbers and work load was
not equally distributed among the teachers. The duties were not assigned according to
the specialization of the teachers.
140
11. Polytechnic institutions had not sufficient computer facilities for students and
teachers. The laboratories and workshops were not adequately equipped and size of
the laboratories was not suitable for practical work.
12. The supporting laboratory staff was insufficient number but majority of the
supporting staff was trained in their job.
13. Teachers mainly used lecture and demonstration methods. The teachers did not
use simulation techniques to clarify complex concepts to their students and Teachers
did not adopt new training strategies according to the industrial changes.
14. The teachers taught with full preparation and supervise their student’s
workshop activities. Teachers assigned projects to students regularly and made
suggestions for improvement in the given asssignment/projects. Teachers returned
students work well in time after evaluation. Teachers involved students in designing
laboratory/ workshop activities and in problem solving situations. The size of the class
was not manageable but teachers maintained discipline in their classes.
15. The teachers arranged industrial visits regularly and technical exhibitions were
not arranged regularly in the institutions. Technology research journals were not made
available in sufficient numbers.
16. The Board examinations did not cover the whole of contents.
17. The teachers were not satisfied with their fringe benefit .the salaries were low
and opportunities for promotion were not adequate. The teachers were not involved in
institutional /government policies. The teachers were also dissatisfied with the social
status of teachers of Pakistan.
18. Teachers enjoyed good interpersonal relationships, long holidays and work
with young children.
141
19. This study also found that teacher performance was significantly correlated
with fringe benefit, staff work load, staff development, management, course content.
20. The performance of teacher was also significantly correlated with teacher
performance and their continuation in teaching profession.
This study also indicated that female teachers were significantly performing better
than their counterparts.
21. Both male and female teachers had same opinion about their continuation in
teaching profession while female teachers mean score was slightly higher than their
counterparts.
5.3 RECOMMENDATIONS
1. The results revealed the factors affecting the performance of polytechnic
teachers throughout the country. These factors need to be addressed over period of
time to ensure gradual sustainable progress in improving the performance of
teachers with in a changing educational environment.
2. The study found that polytechnic teachers require new knowledge and skills to
perform better. Some strategies are purposed in the form of strategic actions to
strengthen the performance of polytechnic teachers. A continuous programme is
necessary to upgrade knowledge and skills according to industrial changes. In
service training programme should be developed according to industrial changes
and according to training needs of the teachers.
3. The results revealed that teaching was not 1st choice of polytechnic teachers in
Pakistan. There is dire need to make teaching profession visible through developing
advocacy materials with positive massages and images of teaching. The national
awards for better performance could be given to TVET teachers to recognize and
encourage them. This may enhance the performance of teachers and social status of
polytechnic teachers. Such efforts may also cause to retain efficient and highly
qualified teachers in teaching profession.
4. The results showed that there were no linkages between industry and
polytechnic institutes and teachers had fewer opportunities to build up their capacity
according to the need of the industry. Focus should be given on specialization in the
relevant field of the teachers to make them specialists, as specialization is important
to ensure quality of teaching. On job training strategies should be developed in
143
consultation with local industry and teachers also may be sent abroad to get
training/specialization in new areas of technology.
5. The study also found that equipment was out dated in the institutions and very
less budget was allocated for procurement of equipment and consumable materials.
The supplies of equipment should be made according to industrial changes and
sufficient budget should be allocated to keep the existing equipment functional. The
special budget may also be allocated for procurement of raw materials for practical
purposes. The institutions may introduce short term programmes to generate funds
at institution level.
6. The results indicated that libraries of polytechnic institutions did not fulfill
needs of teachers and students. Libraries of the institutions should be strengthened
by providing new books and learning materials and technology research journals
also be made available for students and teachers. Libraries may also be strengthened
by providing computers and internet facilities to make easy access to new
knowledge and technological advancements for teachers and students. Close
collaboration may be established with local industry to enrich libraries and other
facilities.
7. The results also found that polytechnic institutions had less computer /internet
facilities. Computer facilities are necessary to have access to new knowledge and
professional development. This may be done by providing computers in sufficient
numbers to all polytechnic institutions. International donor agencies may be
contacted for their cooperation and assistance.
144
8. The study indicated that teachers were not involved on policy formulation
process. The teachers of polytechnic teachers may be involved in TVET policy
formulation, it will not only help policy makers to understand existing situation of
TVET in the country but also benefit the policy making authorities for workable
TVET planning in their provinces/areas.
9. The study also found that teachers had less salaries. Improved salaries,
benefits and rewards, could enhance the performance of the teachers. The salaries
of the teachers may be reasonable, commensurate with work done and comparable
to equivalent jobs in the country.
10. The results found that curriculum was outdated and did not fulfill job market
or workplace requirements. The curriculum should be revised according to the
industrial changes and demands of job market or may be up-dated after five years
keeping in view work place requirements. Professional and skill standards for
TVET teachers may be developed along with indicators and targets. The authorities
responsible for TVET at provincial and federal level may take up this challenge in
collaboration with technologically advanced countries.
11. The student assessment is a prime source to assess the success or failure of
teaching learning process. The study found that the existing examination system for
polytechnic institutions is a traditional method of student assessment. The Board
results only appreciate rote memorization and do not help to examine the level of
knowledge, understanding and skills of the students. The present system may be
modified in collaboration with highly technological advance countries and this
145
effort will enhance the employment opportunities abroad for diploma holders from
these institutions.
12. Exhibitions develop competition culture and also provide opportunities to
share innovative ideas among teachers and students. The results revealed that
technical exhibitions were not arranged in these institutions. The national
exhibitions or competitions may be arranged among these institutions and special
awards may also be given to appreciate the students and teachers on their
achievements.
13. The female population is more than 50 % in the country but this study found
that the number of polytechnic institutions for girls is very low as compared to
boys. The TVET authorities should take necessary steps to bring female population
in to main stream of skilled workforce. This may be done by establishing new
polytechnic institutes for females and by introducing new specializations according
to their local context. The TVET models of other developing countries may be
exercised to develop women capacity to eradicate poverty and upgrade living
standards.
14. A comprehensive research programme may be introduced to strengthen the
technological knowledge of teachers. This may enhance the research knowledge
and skills of polytechnic teachers to investigate demands of industry at local and
international level.
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APPENDIX-E
LIST OF COLLEGES OF TECHNOLOGY, POLYTECHNIC INSTITUTES AND MONOTECHNICS IN PAKISTAN
ICT
1. Govt.Polytechnic Institute for Women. Islamabad. PUNJAB
1. Govt. College of Technology,Railway Road, Lahore. 2. Govt. College of Technology Printing & Graphic Arts,Allama Iqbal Town,
Lahore 3. Govt. College of Technology (W), Lytton Road, Lahore 4. Govt. College of Technology,Raiwind Road, Lahore 5. Govt. College of Technology, Attock 6. Govt. Institute of Information Technology, Kohati Bazar, Rawalpindi 7. Govt. College of Technology,Taxila, District Rawalpindi 8. Govt. College of Technology, Chak Daulat, Jhelum 9. Govt. Swedish Pakistani Institute of Technology, Gujrat. 10. Govt. College of Technology, Sialkot. 11. Govt. College of Technology, Sharif Pura G.T. Road,Gujranwala. 12. Govt. College of Technology,Pindi Bhattian, District Hafizabad 13. Govt. College of Technology, Rasul. 14. Govt. College of Technology,Mianwali 15. Govt. College of Technology (Male), Sangla Hill, District Nankana Sahib 16. Govt. College of Technology,Sargodha 17. Govt. College of Technology (M), Bhakkar 18. Govt. College of Technology,Faisalabad 19. Govt. Staff Training College,Faisalabad 20. Govt. College of Technology (W), Faisalabad 21. Govt. College of Technology (W) Katchary Road Jaranwala. 22. Govt. College of Technology, Sahiwal 23. Govt. College of Technology, Kamalia 24. Govt. College of Technology, Layyah 25. Govt. College of Technology,D.G.Khan 26. Govt. College of Technology, Burewala 27. Govt. College of Technology (W), Multan 28. Govt. College of Technology,Multan 29. Govt. College of Technology, Bahawalpur 30. Govt. College of Technology (W), Bahawalpur 31. Govt. College of Technology, Rahim Yar Khan
SINDH
1. Govt. College of Technology, S.I.T.E, Karachi. 2. Govt. College of Technology (Girls), Karimabad, Karachi 3. Govt. College of Technology, Hyderabad. 4. Govt. College of Technology, Khairpur. 5. Govt. College of Technology, Larkana 6. Govt. Habib College of Technology, Nawabshah, Near Habib Sugar Mills,
Shaheed Benazeerabad. 7. Govt. Saifee Eidi Zahabi Instt. of Technology, North Nazimabad, Karachi. 8. Govt. Jamia Millia Polytechnic Institute, Malir, Karachi. 9. Govt. Polytechnic Institute, Lyari ,Karachi. 10. Govt. Polytechnic Institute (Boys), Landhi , Karachi 11. Govt. Polytechnic Institute, Asu Goth, Malir , Karachi. 12. Govt. Polytechnic Institute, Malir, Saudabad, Karachi. 13. Govt. Polytechnic Institute (Women), Landhi, Karachi. 14. Govt. Polytechnic Institute, (Women), Lafiabad, Hyderabad. 15. Govt. Polytechnic Institute, Mirpurkhas. 16. Govt. Polytechnic Institute, Sanghar. 17. Govt. Polytechnic Institute, Badin. 18. Govt. Polytechnic Institute, Mithi, Tharparkar. 19. Govt. Polytechnic Institute, Mirpur Bathoro,Thatta. 20. Govt. Polytechnic Institute, Dadu Sukkur 21. Govt. Polytechnic Institute, Matiari.Sukkur 22. Govt. Polytechnic Institute, Tando Muhammad Khan. Sukkur. 23. Govt. Polytechnic Institute, Jacobabad. 24. Govt. Polytechnic Institute (Women), Sukkur. 25. Govt. Polytechnic Institute (Boys), Sukkur. 26. Govt. Polytechnic Institute, Ghotki. 27. Govt. Polytechnic Institute, Korangi No. 6, Karachi. 28. Govt. Polytechnic Institute, Khuhra.Sindh 29. Govt. Monotechnic Institute,11½, Orangi Town, Karachi 30. Govt. Monotechnic Institute, New Karachi 31. Govt. Monotechnic Institute, Federal B. Area, Karachi. 32. Govt. Monotechnic Institute, South Malir Ext: Colony Urdu Nagar, Karachi. 33. Govt.Monotechnic Institute (Women) , Lyari, Karachi. 34. Govt. Monotechnic Institute,Preetabad, Hyderabad. 35. Govt. Monotechnic Institute, Kohsar, Hyderabad. 36. Govt. Monotechnic Institute, Sehwan Sharif. 37. Govt. Monotechnic Institute,Mehar. 38. Govt. Monotechnic Institute, Umerkot. 39. Govt. Monotechnic Institute,Mirpur Bathoro Sukkur. 40. Govt. Monotechnic Institute, Hala 41. Govt. Monotechnic Institute, Matli.Sukkur 42. Govt. Monotechnic Institute, Tando Adam, Sukkur. 43. Govt. Monotechnic Institute, Khipro Sukkur 44. Govt. Monotechnic Institute,Tando Jam.Sukkur l 45. Govt. Monotechnic Institute,Tando Allahyar, Sukkurl
46. Govt. Monotechnic Institute, Shahdadpur ,Sukur. 47. Govt. Monotechnic Institute,Tando Bago. 48. Govt. Monotechnic Institute,Pano Akil. 49. Govt. Monotechnic Institute, Rato Dero. 50. Govt. Monotechnic Institute, Daharki. 51. Govt. Monotechnic Institute,Thari Mirwah. 52. Govt. Monotechnic Institute, Shahdad Kot. 53. Govt. Monotechnic Institute, Padidan ,Naushehro Feroze. 54. Govt. Monotechnic Institute, Garhi Yasin Sukkur l 55. Govt. Monotechnic Institute, Naushehro Feroze.Sukkur 56. Govt. Monotechnic Institute, Kandiaro.Sukkur l 57. Govt. Monotechnic Institute, Kandhkot. 58. Govt. Monotechnic Institute, Sakrand. 59. Govt. Monotechnic Institute, Faiz Ganj ,Khairpur Mirs. 60. Govt. Monotechnic Institute, Kamber Ali Khan. 61. Govt. Monotechnic Institute, Shikarpur. 62. Govt. Monotechnic Institute, Singolane, Lyari, Karachi. 63. Govt. Monotechnic Institute, Orangi Town, Karachi. 64. Govt. Monotechnic Institute, Memon Goth, Karachi. 65. Govt. Monotechnic Institute, Razzaqabad, Karachi. 66. Govt. Monotechnic Institute,Gulistan-E-Jauhar, Karachi. 67. Govt. Monotechnic Institute, Baldia Town, Karachi.
KPK
1. Government College of Technology Abbottabad 2. Government College of Technology Bannu 3. Government College of Technology DI Khan 4. Government College of Technology Nowshera 5. Government College of Technology Peshawar 6. Government College Of Technology Peshawar (B-Tech) 7. Government College Of Technology Swat 8. Government College of Technology Tangi 9. Government Polytechnic Institute (Women) Peshawar 10. Government Polytechnic Institute Batkhela 11. Government Polytechnic Institute Buner 12. Government Polytechnic Institute Chitral 13. Government Polytechnic Institute for Women D.I.Khan 14. Government Polytechnic Institute Haripur 15. Government Polytechnic Institute Karak 16. Government Polytechnic Institute Kohat 17. Government Polytechnic Institute Lakki Marwat 18. Government Polytechnic Institute Mansehra 19. Government Polytechnic Institute Mardan 20. Government Polytechnic Institute Sardar Ghari Peshawar 21. Government Polytechnic Institute Swabi 22. Government Polytechnic Institute Takht Bhai 23. Government Polytechnic Institute Timargara
24. Government Polytechnic Institute Upper Dir BALOCHISTAN
1. Government Polytechnic Institute, Quettta. 2. Government Polytechnic Institute for Women, Quetta
Correlations Correlations
Job
Performance Performance Assessment
Fringe Benefits
Staff and Workload
Staff Developm
ent Work Place
Environment Management
Course Content
Examinations
Job Performance
**** .630(**) .422(**) .376(**) .408(**) .732(**) .613(**)
.620(**)
.355(**)
Performance Assessment
.630(**) ***** .445(**) .406(**) .464(**) .543(**) .612(**)
.498(**)
.237(**)
Fringe Benefits .422(**) .445(**) ****** .351(**) .377(**) .497(**)
.526(**)
.672(**)
.257(**)
Staff and Workload
.376(**) .406(**) .351(**) **** .389(**) .544(**) .606(**)
.331(**)
.140(**)
Staff Development
.408(**) .464(**) .377(**) .389(**) ***** .435(**) .517(**)
.385(**)
.174(**)
Work Place Environment
.732(**) .543(**) .497(**) .544(**) .435(**) ***** .703(**)
.539(**)
.343(**)
Management .613(**) .612(**) .526(**) .606(**) .517(**) .703(**)
************
.522(**)
.295(**)
Course Content .620(**) .498(**) .672(**) .331(**) .385(**) .539(**)
.522(**)
************
.340(**)
Examinations .355(**) .237(**) .257(**) .140(**) .174(**) .343(**)
.295(**)
.340(**)
************
** Correlation is significant at the 0.01 level (2-tailed).
