Teaching strategies perform a great role in students’ learning at every level of education. This paper presents achievement in English writing skills and the practices of teaching used by teachers. Sequential explanatory design was chosen for this study. Sample was selected from private schools of Lahore city offering SSC. Four private schools were selected through simple random sampling technique. In each school one section of SSC was selected as sample. Students and teachers of the selected classes were included in sample. Research instruments comprised of test and interview protocol. Essay type test was developed and administered to measure the English writing skills of students. Test was developed by using intended learning outcomes of curriculum of English language. Criteria for developing rubrics for scoring of test was based on the student learning outcomes from curriculum of SSC. Interviews were conducted to explore the teaching strategies for developing writing skills. Findings revealed that teachers of SSC mostly use lecture questioning, feedback, self-review and pair work for developing writing skills. They rely on textbook as an important resource. They do not give emphasis on student centered methods for teaching writing because it takes much time.
{"title":"Teaching strategies and its influence on students’ English writing skills at Secondary School Certificate","authors":"Qudsia Fatima","doi":"10.30971/pje.v38i1.866","DOIUrl":"https://doi.org/10.30971/pje.v38i1.866","url":null,"abstract":"Teaching strategies perform a great role in students’ learning at every level of education. This paper presents achievement in English writing skills and the practices of teaching used by teachers. Sequential explanatory design was chosen for this study. Sample was selected from private schools of Lahore city offering SSC. Four private schools were selected through simple random sampling technique. In each school one section of SSC was selected as sample. Students and teachers of the selected classes were included in sample. Research instruments comprised of test and interview protocol. Essay type test was developed and administered to measure the English writing skills of students. Test was developed by using intended learning outcomes of curriculum of English language. Criteria for developing rubrics for scoring of test was based on the student learning outcomes from curriculum of SSC. Interviews were conducted to explore the teaching strategies for developing writing skills. Findings revealed that teachers of SSC mostly use lecture questioning, feedback, self-review and pair work for developing writing skills. They rely on textbook as an important resource. They do not give emphasis on student centered methods for teaching writing because it takes much time.","PeriodicalId":31096,"journal":{"name":"Pakistan Journal of Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46398360","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The research was designed to assess the level of stress and interpersonal skills of students at higher education level. Further to measure the effect of stress indicators on students’ interpersonal skills. Research was of descriptive-correlational style. The population of the study was based on 9132 social sciences university students (session 2018). 724 students contributed in the data collection. Stress indicators assessment scale based on five sub scales (sleep, behavioral, emotional, personal and physical indicators) having 65 items and interpersonal skills assessment scale (60 items) were used to collect data. It was found that stress and interpersonal skills among young students was at moderate level. The study indicated that the stress effect 31. 9% on the interpersonal skills. Further sleep disorder, behavior, Emotions, Physical and personal indicator had 9. 6%, 21. 7%, 25. 6%, 26. 3% and 21. 6% effect on students’ interpersonal skills respectively. It is recommended for the educational institutions to encourage the social and community service programs to reduce stress and improve interpersonal skills among students.Key Words: generation stress, interpersonal skills, sleep indicators, behavioral indicators, emotional indicators, personal indicators and physical indicators
{"title":"Generation Stress Effecting Students’ Interpersonal Skills at Elementary Level","authors":"Q. Hina, Saira Nudrat, Z. Hussain","doi":"10.30971/pje.v38i1.1267","DOIUrl":"https://doi.org/10.30971/pje.v38i1.1267","url":null,"abstract":"The research was designed to assess the level of stress and interpersonal skills of students at higher education level. Further to measure the effect of stress indicators on students’ interpersonal skills. Research was of descriptive-correlational style. The population of the study was based on 9132 social sciences university students (session 2018). 724 students contributed in the data collection. Stress indicators assessment scale based on five sub scales (sleep, behavioral, emotional, personal and physical indicators) having 65 items and interpersonal skills assessment scale (60 items) were used to collect data. It was found that stress and interpersonal skills among young students was at moderate level. The study indicated that the stress effect 31. 9% on the interpersonal skills. Further sleep disorder, behavior, Emotions, Physical and personal indicator had 9. 6%, 21. 7%, 25. 6%, 26. 3% and 21. 6% effect on students’ interpersonal skills respectively. It is recommended for the educational institutions to encourage the social and community service programs to reduce stress and improve interpersonal skills among students.Key Words: generation stress, interpersonal skills, sleep indicators, behavioral indicators, emotional indicators, personal indicators and physical indicators","PeriodicalId":31096,"journal":{"name":"Pakistan Journal of Education","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41733036","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
School refusal behavior is a serious issue in Pakistan which has remained unnoticed. In order to understand the intensity of the issue it is important to understand the school related factors for school refusal. There was no tool available to study these factors in cultural context of Pakistan. The aim of this study was to develop a scale to measure different dimensions of school factors involved in school refusal behavior among middle school students. Both qualitative and quantitative data was collected for this purpose. Purposive sampling technique was used to recruit the sample of 260 middle school teachers. A series of exploratory factor analysis was conducted and four dimensions were extracted which were further reduced to three final including school environment, teachers’ classroom management and teacher-student relationship dimensions during confirmatory factor analysis. The scale showed high internal consistency and reliability. The Cronbach alpha reliability of the 26 items (five -Likert point) scale was 0.74. This scale will help to study all aspects of school factors contributing to school refusal behavior in Pakistan which was not available before.
{"title":"Development and Validation of a Scale to Assess School Factors Contributing to School Refusal Behavior","authors":"Faseeha Khursheed","doi":"10.30971/pje.v38i1.1618","DOIUrl":"https://doi.org/10.30971/pje.v38i1.1618","url":null,"abstract":"School refusal behavior is a serious issue in Pakistan which has remained unnoticed. In order to understand the intensity of the issue it is important to understand the school related factors for school refusal. There was no tool available to study these factors in cultural context of Pakistan. The aim of this study was to develop a scale to measure different dimensions of school factors involved in school refusal behavior among middle school students. Both qualitative and quantitative data was collected for this purpose. Purposive sampling technique was used to recruit the sample of 260 middle school teachers. A series of exploratory factor analysis was conducted and four dimensions were extracted which were further reduced to three final including school environment, teachers’ classroom management and teacher-student relationship dimensions during confirmatory factor analysis. The scale showed high internal consistency and reliability. The Cronbach alpha reliability of the 26 items (five -Likert point) scale was 0.74. This scale will help to study all aspects of school factors contributing to school refusal behavior in Pakistan which was not available before.","PeriodicalId":31096,"journal":{"name":"Pakistan Journal of Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46362507","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Doctorate degree so-called doctor of philosophy (PhD) is amiably recognized as remarkable postgraduate qualification so far. In the walk of technological advancement and globalization the demand of doctorate degree can’t be abandon and commonly, students with vivid academic background, desire to pursue challenging careers, auspicious personal traits with motivation are enrolled for this programme. When such distinctive students failed to complete the doctorate degree within stipulated time, have arise many questions for stakeholders. This study was conducted to articulate the etiology of student failure to complete doctorate degree programme within stipulated time. For this purpose, PhD students were considered population and data was collected through questionnaire. Total 268 questionnaires were distributed and 233 were received. Statistical tools such as EFA, CFA and SEM were applied. For this SPSS-20 and AMOS-24 software were used. Results of study found Institutional Support, Personality Trait and Supervisor Support have significant positive impact on PhD degree completion. It is recommended that all stakeholders need to play their role and there is dare need to develop a systematic formal organize research structure. Also establish National Research Monitoring Cell for centralization and streamline research activities. Supervisors engage students beyond odds hours also inculcate research / innovation habit.
{"title":"ETIOLOGY OF STUDENTS FAIL TO COMPLETE DOCTORATE DEGREE WITHIN STIPULATED TIME","authors":"M. Irshad","doi":"10.30971/pje.v38i1.1436","DOIUrl":"https://doi.org/10.30971/pje.v38i1.1436","url":null,"abstract":"Doctorate degree so-called doctor of philosophy (PhD) is amiably recognized as remarkable postgraduate qualification so far. In the walk of technological advancement and globalization the demand of doctorate degree can’t be abandon and commonly, students with vivid academic background, desire to pursue challenging careers, auspicious personal traits with motivation are enrolled for this programme. When such distinctive students failed to complete the doctorate degree within stipulated time, have arise many questions for stakeholders. This study was conducted to articulate the etiology of student failure to complete doctorate degree programme within stipulated time. For this purpose, PhD students were considered population and data was collected through questionnaire. Total 268 questionnaires were distributed and 233 were received. Statistical tools such as EFA, CFA and SEM were applied. For this SPSS-20 and AMOS-24 software were used. Results of study found Institutional Support, Personality Trait and Supervisor Support have significant positive impact on PhD degree completion. It is recommended that all stakeholders need to play their role and there is dare need to develop a systematic formal organize research structure. Also establish National Research Monitoring Cell for centralization and streamline research activities. Supervisors engage students beyond odds hours also inculcate research / innovation habit. ","PeriodicalId":31096,"journal":{"name":"Pakistan Journal of Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47323168","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper describes socio-economic and demographic impacts of TVET provision for women empowerment in rural and urban areas of Baluchistan. Different economic factors and demographic attributes are examined with TVET programs on empirical counts for policy analysis. The analysis is descriptive and questionnaire based data from 178 TVET qualified women by using three stage stratified sampling technique are traced out in rural and urban areas of Baluchistan.The factors like, self-employed status of women, parents’ education, ethnicity, household head characteristics, rural and urban set ups, institutional affiliation, and self-choice for a specific TVET trade contribute to socio-economic and demographic empowerment of women. Rural women are found to get less economic benefits of jobs and income earnings as compared to urban counterparts.The tentative findings suggest for socio-economic and demographic impacts of TVET for women to support to the consensus of development for TVET contributions into human capital theory. The findings guide towards the profound contribution of TVET in theory of human capital formation and its socio-economic and demographic impacts specifically to women empowerment studies in the un-developed regions.
{"title":"Tracing Institutional Role of Technical and Vocational Education and Training Skills for Socio-Economic Development of Women in Baluchistan","authors":"Aziz Ahmed, M. Shakeel, Aliya H. Khan","doi":"10.30971/pje.v38i1.1391","DOIUrl":"https://doi.org/10.30971/pje.v38i1.1391","url":null,"abstract":"This paper describes socio-economic and demographic impacts of TVET provision for women empowerment in rural and urban areas of Baluchistan. Different economic factors and demographic attributes are examined with TVET programs on empirical counts for policy analysis. The analysis is descriptive and questionnaire based data from 178 TVET qualified women by using three stage stratified sampling technique are traced out in rural and urban areas of Baluchistan.The factors like, self-employed status of women, parents’ education, ethnicity, household head characteristics, rural and urban set ups, institutional affiliation, and self-choice for a specific TVET trade contribute to socio-economic and demographic empowerment of women. Rural women are found to get less economic benefits of jobs and income earnings as compared to urban counterparts.The tentative findings suggest for socio-economic and demographic impacts of TVET for women to support to the consensus of development for TVET contributions into human capital theory. The findings guide towards the profound contribution of TVET in theory of human capital formation and its socio-economic and demographic impacts specifically to women empowerment studies in the un-developed regions.","PeriodicalId":31096,"journal":{"name":"Pakistan Journal of Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41752624","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
General science textbooks due to integrated contents of Biology, Chemistry, Physics and; Earth and Space, need special attention of curriculum developers. The contents in general science textbooks can be evaluated through different methods and curriculum analysis taxonomy (CAT) is one of these. This research paper explores the contents of general science textbook of 8th grade taught in all government schools and in some private schools of Punjab province. The contents of textbook were broken down in term of Piagetian developmental levels by using Curriculum Analysis Taxonomy (CAT). The findings show that majority of contents of General science textbook were at Concrete Operational level while a small number of contents demands Formal Operational level. This uneven distribution of contents at different Piagetian developmental levels were also observed when contents of Biology, Chemistry, Physics and; Earth and Space were separately studied. It is recommended that the distribution of contents should follow model based on Piagetian development levels and the selection of contents should be on the basis of breadth and depth of the concepts.
{"title":"Content Analysis of General Science Text Book for 8th Grade","authors":"Zubair Shah","doi":"10.30971/pje.v37i2.647","DOIUrl":"https://doi.org/10.30971/pje.v37i2.647","url":null,"abstract":"General science textbooks due to integrated contents of Biology, Chemistry, Physics and; Earth and Space, need special attention of curriculum developers. The contents in general science textbooks can be evaluated through different methods and curriculum analysis taxonomy (CAT) is one of these. This research paper explores the contents of general science textbook of 8th grade taught in all government schools and in some private schools of Punjab province. The contents of textbook were broken down in term of Piagetian developmental levels by using Curriculum Analysis Taxonomy (CAT). The findings show that majority of contents of General science textbook were at Concrete Operational level while a small number of contents demands Formal Operational level. This uneven distribution of contents at different Piagetian developmental levels were also observed when contents of Biology, Chemistry, Physics and; Earth and Space were separately studied. It is recommended that the distribution of contents should follow model based on Piagetian development levels and the selection of contents should be on the basis of breadth and depth of the concepts. ","PeriodicalId":31096,"journal":{"name":"Pakistan Journal of Education","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-12-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44627133","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This research was conducted to explore the emotional intelligence of university students and its relationship with their academic achievement. Through multistage random sampling technique sample of 400 students of undergraduate (BS) final semester was selected including 160 males and 240 females from all the BS students studying in 14 departments out of 7 faculties of university of Sargodha main campus. Bar on Emotional Quotient Inventory (Short form) was adapted as a research instrument validated through expert’s opinions and pilot testing with reliability coefficient Cronbach Alpha values 0.86. Data were analyzed through descriptive and inferential statistics. Major conclusions were; majority of BS students had markedly high level emotional intelligence and had excellent, very good and good levels of academic achievement. Female BS students had higher academic achievement than male BS students but emotional intelligence level was equal. There was significant moderately strong and positive relationship between academic achievement and emotional intelligence of BS students. For students having low level in different sub factors of the emotional intelligence it is recommended that university may design sport activities, seminars, and workshops for students to increase emotional stability and ultimately increase in emotional intelligence.
{"title":"Emotional Intelligence and Academic Achievement of university students","authors":"Asghar Ali","doi":"10.30971/pje.v36i3.687","DOIUrl":"https://doi.org/10.30971/pje.v36i3.687","url":null,"abstract":"This research was conducted to explore the emotional intelligence of university students and its relationship with their academic achievement. Through multistage random sampling technique sample of 400 students of undergraduate (BS) final semester was selected including 160 males and 240 females from all the BS students studying in 14 departments out of 7 faculties of university of Sargodha main campus. Bar on Emotional Quotient Inventory (Short form) was adapted as a research instrument validated through expert’s opinions and pilot testing with reliability coefficient Cronbach Alpha values 0.86. Data were analyzed through descriptive and inferential statistics. Major conclusions were; majority of BS students had markedly high level emotional intelligence and had excellent, very good and good levels of academic achievement. Female BS students had higher academic achievement than male BS students but emotional intelligence level was equal. There was significant moderately strong and positive relationship between academic achievement and emotional intelligence of BS students. For students having low level in different sub factors of the emotional intelligence it is recommended that university may design sport activities, seminars, and workshops for students to increase emotional stability and ultimately increase in emotional intelligence. ","PeriodicalId":31096,"journal":{"name":"Pakistan Journal of Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48643763","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
AbstractOne of the expectations of society from schooling is to develop students’ prosocial behaviors having roots in their knowledge, beliefs and social attitudes. But the assessment procedures related to students’ social thinking and attitudes are generally missing in the instructional system. The study, therefore, to fill the gap diagnosed as whether schooling offered something that developed students’ social attitudes, a prerequisite of prosocial behaviors. Hence, the preset empirical investigation explored the impact of schooling on the development of students’ social attitudes. A sample from 16 schools of 480 students was taken, for which a ‘social attitude scale’, having four subscales, i.e., a) concern for others’ welfare, b) respect for laws, c) respect for others’ property and d) sensitivity to social issues, was developed to collect data. Results of data analysis revealed that the overall impact of different levels of schooling for upward positive increase in students’ social attitude was negligible, although elementary schooling contributed more, as compared to secondary level. Similarly public sector schooling across three stages had more impact on students’ social attitudes as compared to private sector schools.Keywords: Schools, Social attitudes, Prosocial and antisocial behaviors, Public and Private schooling
{"title":"Impact of Different Levels of Schooling on Development of Students’ Social Attitudes","authors":"S. Arshad, Sher Zaman","doi":"10.30971/pje.v37i1.1427","DOIUrl":"https://doi.org/10.30971/pje.v37i1.1427","url":null,"abstract":"AbstractOne of the expectations of society from schooling is to develop students’ prosocial behaviors having roots in their knowledge, beliefs and social attitudes. But the assessment procedures related to students’ social thinking and attitudes are generally missing in the instructional system. The study, therefore, to fill the gap diagnosed as whether schooling offered something that developed students’ social attitudes, a prerequisite of prosocial behaviors. Hence, the preset empirical investigation explored the impact of schooling on the development of students’ social attitudes. A sample from 16 schools of 480 students was taken, for which a ‘social attitude scale’, having four subscales, i.e., a) concern for others’ welfare, b) respect for laws, c) respect for others’ property and d) sensitivity to social issues, was developed to collect data. Results of data analysis revealed that the overall impact of different levels of schooling for upward positive increase in students’ social attitude was negligible, although elementary schooling contributed more, as compared to secondary level. Similarly public sector schooling across three stages had more impact on students’ social attitudes as compared to private sector schools.Keywords: Schools, Social attitudes, Prosocial and antisocial behaviors, Public and Private schooling","PeriodicalId":31096,"journal":{"name":"Pakistan Journal of Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48196849","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Educational Change gravely needs an effective and innovative teaching methodology in universities. It is voice of the time, the innovative methods in teaching can not only meet the individual needs of the students but can produce high grade quality future professionals. To review the current status of teaching in universities, a quantitative study has been conducted. A survey based on innovative teaching practices and educational change linked with these practices have been done from the sample of 400 students of BS / MPhil / PhD and 200 teachers of BS/ MS/ MPhil /PhD level. The results have shown that still there’s a long way to go to encounter the fast changing scenario of education at higher level. Keywords: Educational change, Innovative Teaching, Ingredient, University Level
{"title":"Innovative Teaching: An Effective Ingredient for Educational Change at University Level","authors":"F. Naz","doi":"10.30971/pje.v36i2.691","DOIUrl":"https://doi.org/10.30971/pje.v36i2.691","url":null,"abstract":"Educational Change gravely needs an effective and innovative teaching methodology in universities. It is voice of the time, the innovative methods in teaching can not only meet the individual needs of the students but can produce high grade quality future professionals. To review the current status of teaching in universities, a quantitative study has been conducted. A survey based on innovative teaching practices and educational change linked with these practices have been done from the sample of 400 students of BS / MPhil / PhD and 200 teachers of BS/ MS/ MPhil /PhD level. The results have shown that still there’s a long way to go to encounter the fast changing scenario of education at higher level. Keywords: Educational change, Innovative Teaching, Ingredient, University Level","PeriodicalId":31096,"journal":{"name":"Pakistan Journal of Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44290273","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This research provided the theoretical orientation for examining schoolheads daily duty schedule/plan. The research provided that could help toevaluate and validate the proposed School Heads Daily Duty Plan.Objectives of study were to develop and validate TASPA Model DailyDuty Plan for Secondary School Heads. It was a descriptive researchwhich aimed to assess the impact of Time, Activity, Strategy, Progress,Assessment Oriented TASPA Model designed as School Heads DailyDuty Plan. Population of the study consisted of all public sectorsecondary School Heads in Punjab. The accessible involved populationwas 270 Secondary School Heads in nine districts of three divisions incentral Punjab. Randomly three districts from each division and threetehsils from each district were selected for the study. Questionnaire wasused as an instrument of the study. Data were categorized according tofive point Likert scale.t-test was applied. Conclusion was the finalizedvalidated TASPA Model based Daily Duty Plan (DDP) for theSecondary School Heads as an end-product of study. It was a validatedtool for the secondary school educational leadership for supervising theinstitutions in an efficient, productive and useful manner on daily basi
{"title":"Evaluation of Daily Duty Plan of Secondary School Heads in Perspective of TASPA Model","authors":"Tasleem Ullah, I. Baig","doi":"10.30971/pje.v36i2.1446","DOIUrl":"https://doi.org/10.30971/pje.v36i2.1446","url":null,"abstract":"This research provided the theoretical orientation for examining schoolheads daily duty schedule/plan. The research provided that could help toevaluate and validate the proposed School Heads Daily Duty Plan.Objectives of study were to develop and validate TASPA Model DailyDuty Plan for Secondary School Heads. It was a descriptive researchwhich aimed to assess the impact of Time, Activity, Strategy, Progress,Assessment Oriented TASPA Model designed as School Heads DailyDuty Plan. Population of the study consisted of all public sectorsecondary School Heads in Punjab. The accessible involved populationwas 270 Secondary School Heads in nine districts of three divisions incentral Punjab. Randomly three districts from each division and threetehsils from each district were selected for the study. Questionnaire wasused as an instrument of the study. Data were categorized according tofive point Likert scale.t-test was applied. Conclusion was the finalizedvalidated TASPA Model based Daily Duty Plan (DDP) for theSecondary School Heads as an end-product of study. It was a validatedtool for the secondary school educational leadership for supervising theinstitutions in an efficient, productive and useful manner on daily basi","PeriodicalId":31096,"journal":{"name":"Pakistan Journal of Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42717089","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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