1

CHAPTER1

INTRODUCTION

Introduction:

Teacher training is designed for the manpower development of the school

system and the educational enterprise as a whole. If teachers are to perform their

functions effectively and efficiently, it becomes imperative for them to require

training in new skills and modern methodology.

The higher the level of educational attainment by teachers, the higher the

level of educational standard in the country. No wonder the national Policy on

Education (2014) asserted that no level of education can rise above the quality of its

teachers. To meet the growing needs of education in a global economy it becomes

imperative to provide sound in-service education for teachers to update their skills,

knowledge and experience.

It is a generally accepted phenomenon that, whether it is a matter of making

educational process more meaningful or a question of improving its quality, one

factor that usually stands out is the role of the teachers – the quality of their

preparation and their professional development. Quality improvement in educational

process depends upon proper professional development of teachers. Similarly,

Thomas (1993) too believed in the same theory that teachers cannot play any of the

roles effectively unless they are properly trained.

He maintains that since teaching is a lifetime profession and there is a rapid

explosion of knowledge, it is not sufficient to provide training to teachers once in

their life span; therefore, ensuring continuous professional development of teachers

has become necessary.

 The quality of education depends on the ability, hard work and dedication of

the teacher. If a teacher fails to keep himself in touch with the rapid scientific and

educational developments then he would become inefficient and ineffective as

indicated in the National Education Policy “the teacher is considered the most crucial

factor in implementing all instructional reforms at the grassroots level.

It is a fact that the academic qualifications, knowledge of the subject matter,

competence and skills of teaching and the commitment of the teacher have effective

impact on the teaching learning process”.

The report of Commission on National Education (1959, p.265) has similar

statement as “we say it with force and without reservation that none of the reforms we

are proposing will succeed unless we are able to recruit to the teaching profession at

all levels men and woman of the highest abilities, and can train them.”Many factors

are responsible for shaping the quality teaching.

These include ideological and socio-economic needs, existing structure of

education system, and well-defined theories and practices of teaching and learning.

Teacher education program, being an integral part of the education system, has greatly

expanded and will expand further for catering to the fast emerging needs of the

country. Teachers are a nation‟s great assets. It is the quality of teachers on which the

population of a country mainly depends for excellence.

Teachers‟ credibility depends on how they take up the rights and

responsibilities, which are associated with the position. Teachers are different with

respect to their attitudes and in what they expect from students.

Some teachers, from the beginning of a course, trust students to be able and

motivated about course content. On the other hand some teachers have little faith in

most students‟ intellectual ability, commitment towards the school, and honesty.
 Teachers also show emotional reactions to the way students behave in and out

of class. According to the Association of the Teachers of Social Studies of the City of

New York “The teacher should be a guide not a dictator, an artist not a mechanic, a

scholar and a philosopher not a collector and repeater of facts. “The above discussion

revealed that training of teacher is key critical.

The responsibility lies on the shoulders of teacher educators. Teacher

educators usually faced with five major tasks in preparing new teachers or helping

experienced teachers become better: These tasks are determining the curriculum

content to teach student teachers, methods to use in preparing student teachers,

motivating teachers to learn, assessing teachers' learning, and dealing with individual

differences among student `teachers.

That is why teacher training and professional development often includes

imparting knowledge about content and skills in instruction, classroom management,

or assessment, and developing teacher knowledge and skill. It enables teachers to

reflect critically on their practice and approach new knowledge and beliefs about

content, pedagogy, and learners Training and development can be thought of as

processes designed to enhance the professional knowledge, skills, and attitudes of

educators so that they might, in turn, improve the learning of students.

Training is an important part of teacher preparation programs, especially for

those aspects of teaching that are more skill-like in their conception, but there are

many other important aspects of teaching that can only be nurtured through reflective

strategies and experiences. Training teachers is more likely to lead to diversity in

practice at all levels of instruction. According to Asu (2004, p.15) there are several

outcome areas that are potentially affected by teacher training program. These

include:
 • Teacher knowledge,

• Teacher attitudes and beliefs,

• Teaching practice, School-level practice, and Student achievement.

Purpose of training is to generate the conditions that enable the practice to be

selected and used appropriately. There are many critical elements in teacher training

that should be given due attention. Hoffman and Pearson (2004, p.3) have

summarized from Cruickshank and Metcalf (1990), the findings from the literature on

training in terms of the following critical elements of teacher training: Trained

teachers should

1. Establish clear performance goals and communicate them to learners. They

should determine learners' present skill level, and ensure that learners are

aware of the requisite skill level of mastery

2. Introduce only a few basic rules during early learning stages.

3. Build upon learners' present skill level during early learning stages. Ensure a

basic understanding of the skill to be learned, and when and why it is used.

4. Provide sufficient, spaced skill practice after understanding has been

developed and that practice of the skill is followed by knowledge of the

results.

5. Provide frequent knowledge of the results in the learning process and after

incorrect performance.

6. Provide for transfer of training and provide full support and reinforcement for

the use of skills in natural settings.

Training of teachers provides them the knowledge, skill, and ability that are relevant

to the professional life of a teacher. Teacher training molds the personality of a

teacher such that their attitudes are reshaped, their habits are reformed and their

personality is reconstituted through teachers training.

There is increasing and strong interest among governments, institutions,

international agencies and teachers in the use of open and distance education methods

and technologies for initial training and continuing professional development for

teachers. The last decades have seen considerable growth in the number and diversity

of distance education programmes, and the integration of distance education with

traditional provision and new initiatives using information and communication

technologies (ICTs).

These trends are prompted by the need to meet teacher shortages and the

demand for more continuing education for teachers in a changing world. Teachers

face a widening range of demands everywhere, for example: Teachers throughout the

world are experiencing an unprecedented transition in their role and status and

demands on them are becoming increasingly multi-faceted…

Many teachers do not have the training or experience to cope with this

changing role (European Commission, 2000: 40). Unfortunately, the high

expectations and growing demands on teachers tend to run in parallel with low status,

low pay and poor working conditions: 'teachers are at the heart of the education

revolution, but many feel under siege... their diminished In-Service Training and

Professional Development of Teachers in Nigeria: Through Open and Distance

Education 174 status is a worldwide phenomenon' (UNICEF, 1999: 39 in Robinson &

Colin, 2003).

The situation of teachers had reached what the International Labour

Organisation described as 'an intolerably low point', because working conditions had

declined (UNESCO, 1998: 38). Many qualified teachers leave teaching for more
attractive careers, new graduates are not attracted to teaching, and recruitment into

teacher training draws lower-qualified entrants as teaching becomes an occupation of

last resort.

The educational level on entry to teaching varies widely. Though the

Recommendations Concerning the Status of Teachers proposed the completion of

secondary education as a minimum entry standard, this has not yet been achieved

worldwide. A typical primary school teacher in one country may have a master's

degree and postgraduate teacher training and teach in a well-resourced school with

small classes- good pay, a well-defined career path, and access to a choice of staff

development opportunities and professional communities of teachers.

While in another, a primary school teacher may have completed primary

education only, be untrained as a teacher, have two jobs (teaching plus farming,

trading or private tutoring), or teach in a poorly resourced school in a remote area

with little job security, and no career ladder in teaching and little opportunity for

professional development.

1.1 Background:

It is widely recognized that overall the quality of education provided by the

public sector in Pakistan has been poor due to a large variety of factors. The notion of

‗poor quality„ of education is characterized by multiple indicators. However, at a

fundamental level, it is concerned with the ways in which children are made to learn

information through rote memorization with a limited purpose of reproducing it in the

examinations (Hayes, 1996; Jaffer, 2005)

The environment within schools and classroom pedagogies do not encourage

children to engage in in-depth cognitive learning and use their own judgment and

exercise their critical abilities in efforts to understand what it all means to learn what
is presented to them in the school (Government of Pakistan, 2006c, 2002a; Sultana,

2001; World Bank 2006). Researchstudies have established relationships between

teacher development and students„ learning (Guskey & Spark, 1996; Halai et al.,

2004; Joyce & Showers; Shah, 2000; Sykes, 1999). According to the Pakistan

Educational Statistics 2008-2009 (Academy of Educational Planning and

Management, 2009), above 90 percent of teachers working in public-sector schools in

Pakistan are trained. Unfortunately, the impact of teacher training both through pre-

service and in-service programmes is not seen on students„achievement.

There are numerous factors which are held responsible for the poor quality of

education, especially in publicsector schools. The quality of education imparted by

schools in general and public-sector schools is being criticized deeply and widely

(Academy of Educational Development; Aga Khan University, 2002; Ahmed, 2009;

Government of Pakistan, 2005, 2002c). The poor quality reflected in students„

learning is being attributed largely to the poor quality of teachers serving in these

schools. The National Education Policy (2009) well captures the scenario:

The reform of teaching quality is of the highest priority. There is a consensus

amongst all stakeholders that the quality of teachers in the public sector is

unsatisfactory. Poor quality of teacher in the system in a large number is owed to

mutations in governance, an obsolete preservice training structure and a less than

adequate in-service training regime. Presence of incompetence in such a huge quantity

and permeation of malpractices in the profession have eroded the once exalted

position enjoyed by teachers under the astern cultural milieu.

Teachers quality is determined by the level of professional competencies

which is inclusive of knowledge, understanding, skills, and attitudes he or she brings

to the teaching profession.

Teachers„ lacking required level of professional competence is attributed, albeit

partly, to the dysfunctional teacher education system in the country (Aga Khan

Foundation Pakistan, 1998; DIFSD & USAID, 2008; Nizamani, Manzoor-ul-Haque,

1998). It is widely agreed that the quality or competence of the teacher is determined

largely by the quality of' initial and -inservice education the teacher receives. The

National Education Policy 2009 alludes to a direct relationship between the

deteriorating quality of education and obsolete pre-service structure and less than

adequate in-service training system.

Teacher education, thus, as a vital part of education system, has failed to

respond to the rapidly changing socio-economic realities in Pakistan and issues

related to the improvement of the quality of education system. There are hundreds, if

not hundreds of reports, situation analysis or positions papers that have looked into

teacher education in Pakistan.

An overview of the existing literature constituted by Government reports,

policy documents, independent studies, numerous documents produced by donor

funded projects, and etc. identifies the gaps that apparently exist in the current

discourse on teacher education in Pakistan.

The literature reflects a broader consensus on the issues and problems that

impede improvement in teacher education in Pakistan. It, however, does not engage in

deeper analysis of the main causes underlying these issues.The existing literature on

teacher education in Pakistan focuses attention on a wide array of issues, tensions, and

challenges at both macro and micro levels confronting teacher education and

educational change in Pakistan (Academy for Educational Development, 2005; Asian

Development Bank, 1992; Barber, 2010; Government of Pakistan, 2002b, Jamil,

2004; Hoodbhoy 1998; UNESCO, 2008, 2006c). The recommendations made or the
corrective measure proposed, however, do not provide comprehensive policy

guidelines that are needed to better interpret the problems of teacher education,

understand the causes underlying them and develop programmes accordingly to

address these structural or organizational problems.

Hence, despite the good efforts made in the various reports to provide

descriptive account of teacher education in Pakistan, much remains to be done to fully

understand the root causes of the major challenges that cut across all facets of teacher

education. The large part of the mainstream literature that has looked into the status of

teacher education contemporary issues and opportunities to overcome these issues

tends to be descriptive in its analysis of core issues and prescriptive in suggesting

solutions to these problems. Issues have been identified and discussed in an isolated

fashion rather then explaining the complex interrelationship among the causes

underlying these issues. There is a clear lack of efforts in understanding the dynamics

of teacher education and its relationship with school education from the perspectives

of the fresh knowledge emanating from research in the local and international context.

1.2 Statement of the problem:

My study purpose:

“The effect of in-service teacher training on enhancing the quality of education in

public school. “

1.3Objectives of the Study

In light of the above background, the aim of the study is to examine the effects of

training on employee performance within the education department. The sub

objectives included are as follows:

  To equip the teachers with the latest subject matter related with their

specialized fields.

 To analysis the teachers learn economical and effective methods of teaching

 To analysis the in-service teachers skills.

It is expected that the findings of this study will help highlight the ways in which

human resource training can be beneficial not only to the organizations but also to the

career development of its employees. All in all, the results pave way of improving

human resources needed for the competitive performance of organizations operating

in the same line of business as the sample companies in Uganda and Africa in general.

1.4 Research Questions:

The study sought to answer the following questions:-

 What are the effects of Teacher Training Programmes on teachers‟ students‟

evaluation?

 What are the effects of Teacher Training Programmes on teachers‟

development of student-teacher relationship?

 What are the effects of Teacher Training Programmes on teachers‟ use of

teaching-learning resources?

1.5 Definition of key concepts

Human resource management is the way organizations manage their staff and help

them to develop (McCourt & Eldridge 2003, 2) in order to be able to execute

organizations’ missions and goals successfully.

Human resource development is the integration of individual, career and

organization development roles in order to achieve maximum productivity, quality,

opportunity and fulfillment of organizations members as they work to accomplish the

goals of the organization (Pace, Smith & Mills 1991, 6).

Training is a type of activity which is planned, systematic and it results in enhanced

level of skill, knowledge and competency that are necessary to perform work

effectively (Gordon 1992).

Development is a broad ongoing multi-faceted set of activities (training activities

among them) aimed at bringing someone or an organization up to another threshold of

performance, often to perform some job or a new role in the future (McNamara 2008).

Employee performance is defined as the outcome or contribution of employees to

make them attain goals (Herbert, John & Lee 2000) whileperformance may be used to

define what an organization has accomplished with respect to the process, results,

relevance and successUganda National Development Program (1995). Afshan et al.

(2012) define performance as the achievement of specific tasks measured against

predetermined or identified standards of accuracy, completeness, cost and speed.

Employee performance can be manifested in improvement in production, easiness in

using the new technology, highly motivated workers.

1.6 Research Methodology

This chapter presents a description of the methodology that is employed in the study.

It spells out the techniques and methods of sampling, data collection, processing,

analysis, and the area in which the study is carried out. The chapter also highlights the

limitations and problems encountered while collecting data.

1.6.1 Population

The population of this study was selected at the schools of district Faisalabad

having high school level students.

1.6.2 Sampling Technique

Simple random sampling technique was used to select sample from

population.
1.6.3 Sample

Sample of 150 randomly boys students selected high schools of district Faisalabad

was used for present research study.

1.6.4 Research Instrument

Questionnaire for school facilities was created as a research instrument. Questionnaire

consists of different sections and five-point Likert scale was used for response scale.

1.6.5 Data Collection

Your research proposal must contain information about the data collection procedure

you was use. It may include information about how you accessed the respondents,

how would you administer the research instrument, would there be special situation

required for administering the research instrument.

CHAPTER 2
2. REVIEW OF RELATED LITERATURE

No dynamic teaching is possible without a dynamic teacher. So an effective teacher is

known through his qualitative teaching. A teacher‟s function is not mere promotion of

literacy by imparting a certain amount of knowledge to pupils .A teacher is the ideal

and a model to be followed by the students. Efforts to improve quality of classroom or

teaching learning process are not new, but in recent years have received increasing

attention. External pressure i.e. family, society and technological changes have played

an important part about the performance of schools and colleges. “Teacher education

(TE) includes both initial (Pre-service) and in-service teacher education and training.”

Education is organized and sustained communication designed to bring about learning

while the term training is reserved for” education that is directed mainly towards the

acquisition of skills. “Training is a method of enhancing human performance.

Whenever a person‟s ability to perform a job is limited by a lack of knowledge or

skills, it makes sense to bridge that gap by providing the required instruction.” Active

training occurs when the participants do more of the work the key to effective

training, however, is how the learning activities are designed so that the participants

acquire knowledge and the skill, rather than merely receive them.

In addition, whether the form instruction takes in perspective and collaborative

depends on the context in which School instruction takes place. “Education

psychology and adult education are two fields with much to contribute to a discipline

of college instruction”. That is why these areas are focused in training of college

teachers to get quality education. Quality is a universal, it can not be had an isolation.

“Quality must permeate into every activity of society. Education is no exception.”

Quality of teacher education is an integral part of quality education system. Teacher

education institutions have a great responsibility in producing quality teacher. It is a

fact that quality has been used as a vehicle for delivering policy requirements within

available resources.

”It operates as mechanism to encourage change but it also operates to legitimate

policy-driven change, which includes making higher education more relevant to social

and economic needs, widening access, expending numbers, and usually doing it with

a decreasing unit cost.” The quality framework is articulated through seven quality

principles, improving core activities (e.g. teaching and learning), research and

creativity, professional and community engagement, and university service, Aligning

activities, budget and resources, with the strategic plan, Demonstration leadership,

innovation and enterprise in all activities, knowing the needs of students, other

customers and stakeholders, Valuing and investing in staff, Using data, information

and knowledge to inform decision making, Improving outcomes (the realities of

change in higher education). It is very necessary to assess training needs of

participants who are going to be trained. Training needs can only be identified by the

people engaged in the process and this implies that they recognize a need. Without

this recognition any form of training can be ineffective. “Training need will be

determined by a coherent staff development policy, drawn up in conjunction with

ongoing consultation with staff. Only in this way can appraisal move forward to

embrace the model of continuing professional development.” In this process,

individual recognize their own training and development needs.

Training as a teacher does not end once a teacher qualifies. Trainings is a continuous

process and a lifelong process. “I would advise that you take every opportunity that is

offered to you go on courses. There are a number of reasons why you should do this.”

Training course offer a teacher a chance to develop and update his knowledge about

teaching, whether this is about a specific subject, or an area such as behavior

management .Training courses also break daily routine of school and provide a chance

for sharing personal experiences. It is also important for teacher‟s curriculum vitae

that he can show an interest in maintaining his subject knowledge and extending his

skills. “INSET becomes a major factor in the professional growth of teachers and is

related to lifelong education and enhancing their role as participants in these changes

Teacher training course help in improving school‟s environment. In-service teacher

training courses provide teaching staff with professional resources that fosters skills

closely connected with their teaching practice and thus to respond to the needs of the

education system and of the profession.

“Initial teacher education and in-service education for teachers are increasingly

viewed as two aspects of a single process which can be labeled as continuous

professional development.” Continuous professional development introduces new

teaching learning methodologies and new instructional technologies. “Staff

development programs have three integrated parts such as general sessions, small

groups or committee endeavors and individual study”. Teachers here should

determine what is to be emphasized in the general session to identify problem areas

they should volunteer to which committee to work on to solve problems, and then

work individually on a problem of their very own choosing. The teacher and teaching

here are at the center of the stage development. Principals and supervisors are there to

assist teachers in working towards solution of problem areas. “Components of

continuous development should include elements that facilitate new teacher transition

from the induction phase to the continuous development phase. Novices need to

replace dependence on mentor assistance with increasing self-reliance and problem

solving skills.”. In order for this transition to occur, opportunities for reflection and

collaboration are essential. Enhancement of reflective thinking skill, initiated during

induction, enable teachers to come up with a deeper analysis of problems and wider

repertoire of solution.

“Professional development does not have to men attending a one day in service

training course.

There are many opportunities for professional learning facing most teachers on a daily

basis.” (Holmes, 2004) .These opportunities may action research, studying own

teaching through video,focused observation of colleagues at work, distance learning,

reading professional journals and texts, engaging in online discussions and other

technology mediated learning, self-directed study perhaps linked to academic awards,

giving and receiving mentoring and tutoring, working with a study or learning team,

attending master classes, team teaching, planning and assessing with colleagues,

developing resources with colleagues, peer coaching, job shadowing and personal

reflection.

“Not only do teachers need to be able to keep order and provide useful information to

students, they are so need to be increasingly effective enabling a diverse group of

students to learn ever more complex material and to develop a wider range skills”.

Where as in previous decades teachers were expected to prepare only a small minority

foe the most ambitious intellectual work, that are now expected to prepare virtually all

students for higher order thinking.

“The teacher should not only be a communicator but also a mobilizer, motivator, and

coordinator,”. Teacher educator should make efforts to enhance the communicating

and motivating and coordinating characteristics of trainee teachers. To have good

scholars we must have good teachers but to produce good teachers there must be good

teacher training institutions. So the importance of trained teachers in educational

process is unquestionable. There the quality of education is directly related to the

quality of instructions in classroom. As a nation builder, teacher‟s performance is the

most crucial input in the field of education. Whatever policies are laid down, in the

ultimate analysis they have to be interpreted and implemented by the teachers as

through classroom instructions and numerous other ways s, to build the character of

their pupils.

2.1 HUMAN RESOURCE MANAGEMENT

Human Resource Management involves the management of the human resources

needed by an organization and also being certain that human resource is acquired and

maintained for purposes of promoting the organization’s vision, strategy

andobjectives. In other words, HRM focuses on securing, maintaining, and utilizing

an effective work force, which organizations require for both their short and long term

survival in the market. In order for HRM to achieve its organizational objectives,

managers should perform a number of basic functions which represent what is often

referred to as the management process. It is worth noting that in the existing

management literature, HRM functions have been differently classified by different

researchers despite the fact that they all serve the same purpose of making available

effective human resources. The basic functions being referred to above are human

resource planning, organizing, staffing, leading, and controlling.

In relation to the above and a focus in this study are Briscoe’s (1995, 19) core HRM

functions namely staffing, training and development, performance appraisal,

compensation and benefits, and finally union and employee relations and health and

safety (see Figure 1 below).

Figure 1. Human Resource Management Functions and their Corresponding.

2.2 Staffing

Staffing ensures that the right people are available at the right time in the right place.

This involves identifying the nature of the job and implementing a recruitment and

selection process to ensure a correct match within the organization. In other

words,thefunction of staffing involves hiring the required people, selection amongst

the available pool the persons most suitable for the job in question, and sometimes

retrenching or firing. When the people considered as fitting the required criteria are

identified, HRM is required to arrange for and where needed conduct the interviews.

Both selection and interviewing are performed in order to recruit the required

personnel. One of the staffing objectives has always been and has been advocated for

ensuring that people are recruited, they should be retained (Ghauri & Prasad 1995,

354 - 355) and this objective can be implemented with the right people in place.

The process of appraising becomes easy to implement if staffing function is well

suited to the organization’s strategies. This is so in such a way that the HRM knows
exactly what is expected of the hired personnel and can evaluate their performance.

Even still, the personnel can evaluate themselves depending on what they are

expected to deliver and easily identify their potentials and which developments are

required. The staffing function will affect almost all other HR functions because all

functions will move towards the direction of staffing policies (Hendry 1994, 80 - 88).

2.3 Training and Development

This involves training and development of workforces and managers (Briscoe 1995:

83). Training and development are often used to close the gap between current

performance and expected future performance. Training and development falls under

HRD function which has been argued to be an important function of HRM (Weil &

Woodall 2005). Amongst the functions activities of this function is the Identification

of the needs for training and development and selecting methods and programmes

suitable for these needs, plan how to implement them and finally evaluating their

outcome results (McCourt & Eldridge 2003, 237

Guest (1987) argues that policies are necessary to ensure that employee performance

is evaluated, which in turn ensures that the appropriate training and development take

place. With the help of the performance appraisal reports andfindings, the

organization can be able to identify development needs. However, individuals

themselves can help to indicate the areas requiring improvement as a result of the

issues raised in the performance appraisal process and their career path needs.

2.4 Performance appraisal

Performance appraisal is a process that is carried out to enable both the individual and

the organization to analyze, examine and evaluate the performance of specified

objectives over a period of time. This process can take up formal and informal forms

(McCourt & Eldridge 2003, 209). The purposes of performance appraisal have been
classified into two groups that is the developmental and administrative purposes. The

developmental purposes of performance appraisal include providing performance

feedback, identifying individual strengths/weaknesses, recognizing individual

performance, assisting in goal identification, evaluating goal achievement identifying

individual training needs, determining organizational training needs, improving

communication and allowing employees to discuss concerns. On the other hand,

administrative Under the developmental purposes are purposes of performance

appraisal include but are not limited to documenting personal decisions, determining

promotion candidates, determining transfers and assignments, identifying poor

performance, deciding layoffs, validating selection criteria, meeting legal

requirements to mention a few.

Performance appraisal can be conducted once, twice or even several times a year. The

frequency will be determined by the organizations depending on the resource

capability and what is to be evaluated with regard to organization’s objectives and

strategies. There are a number of alternative sources of appraisal and these include;

1. Manager and/or supervisor

 Appraisal done by an employee’s manager and reviewed by a manager

one level higher.

2. Self-appraisal performance

 By the employee being evaluated, generally on an appraisal form

completed by

 the employee prior to the performance interview.

3. Subordinate appraisal
  Appraisal of a superior by an employee, which is more appropriate for

developmental than for administrative purposes.

4. Peer appraisal

 Appraisal by fellow employees, complied into a single profile for use in

an interview conducted by the employee’s manager.

5. Team appraisal

 Appraisal based on total quality management concepts, recognizing

team accomplishments rather than individual performance.

6. Customer appraisal

 Appraisal that seeks evaluation from both external and internal

Customers.

It is however important to note that, if there are no proper systems and plans to deal

with the findings of the performance appraisal, the expected benefits of this process

for the organization may not be realized. Further still, although good performance

appraisal may be good for an organization, it may be bad if not professionally

handled. Depending on the appraisal feedback; negative or positive, its impact to the

employee may damage the organization if not taken well by the employee (McCourt

& Eldridge 2003, 211 – 212). It can demoralize the employee and sometimes may

lead to loosing the key employees just because they could not take the appraisal

feedback and feel that they will be better off somewhere else. HRM needs to note

some of the reasons as to why performance appraisals fail. Some of these reasons are

shown in the figure be

 Manager
lacks Lack of
Insufficient informatio appraisal
reward for n skills
performanc
e
Manager
Unclear not taking
language appraisal
seriously
Performance
appraisals fail
because...

Manager
Ineffective not
discussion prepared
of
employee Manager Employees
not being not
honest and receiving
sincere ongoing

Figure 2. Reasons why performance appraisals fail (Source:Bohlander and Snell

(2004)

2.5 Compensation and benefit

This involves the designing and implementation of individuals and organizations pay

and benefits schemes. Employee compensation and benefit practices differ across

employment units (e.g., organizations, business units, and facilities) on several

dimensions (see e.g. Gerhart, Milkovich & Murray 1992) and organizations. Barry,

Harvey & Ray (1994) state that employee compensation and benefit can be

considered of crucial importance to both the employers and employees in such a way

that it plays a key role of being one of the essential hearts of employment

relationships. They continue by explaining that this is so in such a way that while
employees typically depend on wages, salaries, and so forth to provide a large share

of their income and on benefits to provide income and health security. For employers,

compensation decisions influence their cost of doing business and thus, their ability to

sell at a competitive price in the product market. In addition,compensation decisions

influence the employer's ability to compete for employees in the labor market (attract

and retain), as well as their attitudes and behaviors while with the employer.

2.6 Union, employee relations, health and safety

Trade Unions are organization of workers, acting collectively, seeking to protect and

promote their mutual interests through collective bargaining. The role of trade unions

is mainly to protect employees’ interests and they tend to be the link between the

organization management and employees. Therefore, there are a lot of negotiations

between management and unions in either resolving dispute between employees and

management or try to fight for the best interest to its members (employees). It is

important to note that, in the absence of the trade unions representing employees,

most organizations would be more inclined to setting and thereby focusing on HRM

policies promoting efficiency. Because of this representation however, organizations

are forced into focusing on those policies that not only reflect organizational benefits

but also putting consideration for the preferences of workers being represented by the

union as a whole.

Health and safety is important since the well-being of employees is important.

Depending on the country’s labour policy, there may be some rules set with regards to

safety and health of employees. These rules and controls over organizations against

employees may be such as; compulsory workman compensation schemes where all

organizations are required to insure employees at work. Another control may be

regular inspection of working environment by the government and union officials.

The inspection may be aiming at ensuring that the company is following the set

policies and has a safe working environment for its employees.

CHAPTER NO 3

3. RESEARCH METHODOLOGY

This chapter presents a description of the methodology that is employed in the study.

It spells out the techniques and methods of sampling, data collection, processing,

analysis, and the area in which the study is carried out. The chapter also highlights the

limitations and problems encountered while collecting data.

3.1 Research design

There are different types of research methods that could be used when doing research.

The methods include: qualitative research, quantitative research, and a mixture of both

qualitative and quantitative research. The difference between qualitative and

quantitative research arise from their procedures (Ghauri & Grönhaug 2005, 109) see

table below:
 Table 2. Differences in Emphasis in Qualitative versus Quantitative Methods.

Qualitative Methods Quantitative Methods

• Emphasis on understanding • Emphasis on testing and

• Focus on understanding verification

from • Focus on facts and/or reasons for social

respondent’s/informant’s point of view events

• Interpretation and rational approach • Logical and critical approach

• Observations and measurements in Controlled measurements

natural settings • Objective ‘outside view’ distant from

• Subjective ‘insider view’ and closeness data

to data • Hypothetical-deductive; focus on

• Explorative orientation hypothesis testing

• Process oriented • Result oriented

• Holistic perspective • Particularistic and analytical

Generalization by comparison of properties Generalization by population

and contexts of individual organism membership.

In order to answer the study questions, this study will adopt the qualitative research

approach. In this kind of a research, unstructured and semi-structured interviews and

questionnaires can be used (Ghauri & Grönhaug 2005, 112 - 113). Qualitative
research helps to obtain the insights about the phenomena in question and is flexible

in the sense that it helps in identifying the missing part of what is unknown orpartially

known (Ghauri & Grönhaug 2005, 202 – 204). Further still, qualitative research is

said to be more relevant in the context of discovery and thus be able to get access to

what was never known before. However, if the research problem is not well

understood, there is a possibility that the researcher will be overwhelmed by data due

to unnecessary data collection. This will make the analytical part of research more

difficult (Ghauri & Grönhaug 2005, 202 - 204).

The study will focus on the case study approach as a research strategy. The case study

approach refers to an in-depth study or investigation of a contemporary phenomenon

using multiple sources of evidence within its real-life context (Yin 2005). According

to Yin (2003), case research is particularly useful when the phenomenon of interest is

of a broad and complex nature and, hence, is best studied within the context in which

it occurs. Yin (2003) also notes that using multiple cases is a powerful source of

information. This study therefore follows Yin (2003) by relying on three case studies.

3.2 Population

The population of this study was selected at the schools of district Faisalabad

having high school level students.

3.3 Sampling Technique

Simple random sampling technique was used to select sample from

population.

3.4 Sample

Sample of 150 randomly boys students selected high schools of district Faisalabad

was used for present research study.

3.5 Research Instrument

Questionnaire for school facilities was created as a research instrument. Questionnaire

consists of different sections and five-point Likert scale was used for response scale.

3.6 Data Collection

Your research proposal must contain information about the dat a collection procedure

you was use. It may include information about how you accessed the respondents,

how would you administer the research instrument, would there be special situation

required for administering the research instrument.

3.7 Research validity and reliability

Validity refers to the extent of accuracy of the results of the study. Validity of the

results can either be internal or external. Internal validity refers to the analysis of the

accuracy of the results obtained. External validity refers to the analysis of the findings

with regards to whether they

can be generalized (Ghauri & Grönhaug 2005, 65). Where measurements are used,

there exist different types of validity; face validity, which describes the extent to

which the measure used is reasonably capable of what is due to measure, convergent

validity, which describes the extent to which the measurement used can bring similar

results if used elsewhere and divergent validity that describes the extent to which one

construct is distinguished from another (Ghauri & Grönhaug 2005, 83 –

84).Moreover, specifically four validity types for qualitative research exist, which are

often emphasized. They are: descriptive, interpretative, theoretical and generalizable

validity. Descriptive validity is associated with degree to which the actual description

of the results is true. Interpretative validity is associated with the interpretation’s

goodness. Theoretical validity refers to how adequate the theory suggested is, such as
whether the theory really supports the study subject. Generalizable validity is referred

to what extent the results of the study can be generalized, for instance, are the results

of this study true for other organization so in the same industry? (Ghauri & Grönhaug

2005, 216 – 218). In this study, validity was taken into consideration. For example,

because the questionnaire is constructed by the researcher, it is designed on the basis

of the researcher’s needs in relation to the study topic and so brings advantages in the

sense that it measures exactly what the researcher intends to measure. Theresearcher

therefore does not need to depend on other researchers for information on for example

problem areas and relevance of the items included in the questionnaire. Further still,

descriptive, interpretative, and theoretical validity were taken into consideration.

Thorough literature review in the study area was conducted carefully before taking on

the research. This enabled theories and the questions in the questionnaire to be

identified. Theories and themes are well supported by the findings. Reliability refers

to the stability of the measure used to study the relationships between variables

(Ghauri & Grönhaug 2005, 81). The questions in the questionnaire were designed

taking into consideration the issues related to the problem and goals of the study and

theories on the subject. It is therefore believed that the responses and results from this

study are reliable.

CHAPTER 4

4 CLASSIFICATIO,ANALYSIS AND INTERPRETATION

OF DATA
4.1 INTRODUCTION

The chapter IV includes classification, analysis and interpretation of the data

collected through the questionnaires from the teachers and observation of their

lessons. It also consists of the views of the headmasters and the renowned persons in

the field of teaching English. Data was classified, analyzed, interpreted and

conclusions are drawn.

4.2 DATA COLLECTED BY VARIOUS TOOLS

By using different research tools, the researcher has collected following types of

data for the present study, which is shown with the help of following diagram.

ob
Questionnaires for th serLe
the teachers e vass
teatioon
ch n
Tools for
collecting ersof
data
Interviews of the
Interviews of the headmasters
renowned
persons in
teaching English

Figure No. 4.1 : Tools for Colleting Data

4.3 PRESENTATION OF DATA COLLECTED FROM TEACHERS

THROUGH QUESTIONNAIRES

In total, 507 questionnaires were sent to the teachers teaching English in the

selected schools with prior permission of the headmasters. Some of them were sent

the questionnaires by post. Some teachers were personally given the

questionnaires and all of them were asked to return them within 15 days. But even

after one month, the researcher could collect only 200 questionnaires. The researcher
also reminded and requested the teachers on telephone to return the questionnaires. In

spite of having continuous followup, the researcher could collect only 325

questionnaires from the teachers.

As the researcher could collect more than half of the questionnaires i.e. 325, the

figure is adequate to make conclusions. It is shown with the help of following table -

Table No: 4.1: Percentage of questionnaires received

Total No. of Total No. of Percentage of

ques. Sent questionnaires received Response

507 325 64.1%

INTERPRETATION

Total 64% questionnaires were received by the researcher.

CONCLUSION

64% is a quantity which is sufficiant to be drawn conclusions.

The questionnaire consists of two important parts –

i) Part I – General information of the teacher.

ii) Part II – Classroom teaching.

i) Part I – General Information of the teacher

This part includes following points –

(a) Name and educational qualifications

(b) Degrees and their methods(c) Experience

of teaching English. (d) Classes which the

teacher teaches. ii) Part II – Classroom

Teaching
 This part includes following points.

(a) Use of teaching methods (traditional)

(b) Use of Communicative Approach for teaching English.

(c) Teachers' readiness to use this approach for teaching English.

(d) Communicative activities used by teachers.

(e) Use of Communicative Approach to develop skills and ideas suggested by the

teachers to develop listening, speaking, reading and writing skills.

(f) Pre-service and in-service training.

(g) Views about text-books.

(h) Choice of dictionaries.

(i) Instructional material.

(j) Difficulties faced by the teachers while using Communicative Approach for

teaching English.

(k) Remedies suggested by the teachers.

(l) Attributes of the Communicative Approach.

(m) Teachers' suggestions to improve pre-service and in-service training

programmers, text-books and actual class teaching.

4.3.1 PART I : ANALYSIS, INTERPRETATION AND

CONCLUSIONS

Table No. 4.2 : Qualifications of the teachers

Qualification Frequency Percentage

B.A., B. Ed. 210 65%

M.A., B. Ed. 83 26%

 S.S.C., D. Ed. 11 03%

B.A., D. Ed. 16 05%

M.A., M. Ed. 05 01%

Total 325 100%

Interpretation

The table shows following important characteristics about teachers'

qualifications.

(i) Qualified teachers are found in the sample selected, i.e. 65% teachers are

having B.A., B. Ed. as their qualification.

(ii) A very few teachers i.e. only 1% have master’s degrees in education.

(iii) 26% teachers have M. A., B. Ed. as their qualification.

It is clear that there are 92% teachers having B. Ed. degree. Only 8% teachers

have completed Diploma in education. 97% teachers are graduate teachers

Conclusion

Most of (i.e. 92%) teachers teaching English at higher primary level have

professional graduate degree in education.

4.3.2 PART II - CLASSROOM TEACHING - TABULATION,

INTERPRETATION AND CONCLUSIONS

The information collected from the teachers about the classroom teaching is

given as under –

Q.1. Which methods do you use to teach English ?

Table No. 4.6 : Methods used by the teachers while teaching English
 Methods No. of teachers Percentage

Grammar translation Method 187 53%

Direct Method 96 30%

Dr. West’s new Method 26 08%

Structural Approach 127 39%

Communicative Approach 258 79%

Other 34 10%

Note : Each teacher has given more than one response, hence the total is more than

hundred.

Interpretation

Most of the teachers i.e. 79% teachers use Communicative Approach for

teaching English in the class at higher primary level. Very few (8%) teachers use Dr.

West’s New Method.

More than 50% weightage is given to Grammar-translation Method.

Some of the teachers using Communicative Approach for teaching English were

asked about the other methods which they use for teaching in rural area

Conclusion

Teachers also use Grammar translation Method along with Communicative

Approach for teaching English.

The information given by the teachers has found contradictory to the information

collected through the observation of classroom lessons of the teachers. Hence, it is

clear that teachers though, having the impression that they use Communicative

Approach for teaching English, don’t know all the aspects and proper procedure of
using Communicative Approach. Q.2 a) Do you use Communicative Approach to

teach English ? Table No. 4.7 : Use of Communicative Approach

Response No. of teachers Percentage

Yes 302 93%

No 15 05%

No. response 08 02%

Total 325 100%

Interpretation

According to teachers' response, it is observed that 93% teachers use

Communicative Approach for teaching English. But it is not equal to the % of the

teachers using Communicative Approach in table no. 4.6. Hence, the researcher made

an inquiry by contacting them on the phone and by engaging personal meetings with

them and found their views.

Conclusion

Teachers only say that they use Communicative Approach for teaching English

but the fact is that they are not much aware of it and have very vague and limited

knowledge about Communicative Approach.

Q.2 b) Answer given to the question i.e. ‘if yes, for how many years?’ is as follows –

Table No. 4.8 : Teachers' experience is using Communicative

Approach for teaching English

Experience in years Frequency Percentage

1 to 3 127 42%

4 to 6 107 35%

7 to 10 56 19%
 No response 12 04%

Total 302 100%

(302 teachers response is ‘yes’)

Interpretation

Frequency of 1 to 3 years is very high and 4 to 6 stands after this.

Frequency of 7 to 10 years is very low.

Conclusion

Most of the teachers have very less experience of using Communicative

Approach for teaching English.

Chapter5

5.SUMMARY, CONCLUSIONS FINDING AND

RECOMMENDATIONS

5.1 Summary

The purpose of this study was to investigate how school inspection may influence the

quality development education practices in Faisalabad making suggestions as to ways

in which school inspectors can have a positive impact on teachers work performance.

According to the findings of this study it was concluded that the study was conducted

on a small scale due to the nature of the research design the study adopted and the few

number of informants used during data collection, therefore it cannot be generalized

to the entire country but it was noted that school inspection plays an important role in

influencing and improving the quality of education particularly in Faisalabad district

where the study was conducted. Some scholars like look at school inspection as a

dictatorial and a controllable policy in the practice of education yet the world today
considers school inspection a great concern that can be used in the improvement of

quality education provided in order to meet the needs of a global market economy.

School inspection hence is accountability in education. By virtue of inspections

currently conducted in Faisalabad schools, we cannot say that inspectors are the most

knowledgeable officers. They still need more professional development to equip them

with new skills and knowledge regarding their profession. As argued by Wilcox

(2000), that the acceptability of school inspectors by the teachers depends largely on

their competence in a subject area and the extent to which they can demonstrate their

skills in teaching.

5.2Conclusions:

Based on the findings of the study as summarized above, it can be concluded that In-

service Teacher Training Programmes has a positive relationship with teachers‟

student evaluation at a coefficient of 0.611(r=0.611 p<0.05); teachers‟ development

of Student-Teacher relationship at a significant coefficient of 0.622(r=0.622 p<0.05)

teachers‟ use of Teaching-Learning resources at a significant coefficient of

0.692(r=0.692 p<0.05).The study was successful in addressing its objectives. Given

the foregoing, the study arrived at the following conclusions:

1. Increased training through In-service Teacher Training Programme predicted

improvement on teachers‟ student evaluation.

2. Increased training through In-service Teacher Training Programme predicted

improvement on teachers‟ development of Student -Teacher relationship.

3. Increased training through In-service Teacher Training Programme predicted

improvement on teachers‟ use of Teaching-Learning resources.

The study hence conclude that school based programmes through the Universities

contribute to the transformation of society through research and the generation of new

knowledge and skills by training competent and effective teachers. So far, results

from this study indicate that teachers were academically well prepared by universities.

5.3 Findings

The fact that, after training, Polish teachers still have the opinion that curricula are not

adjusted to IBSE is significant, and informs us that the introduction of IBSE into

school practice will be a major challenge. On the other hand, the fact that the teachers,

after training, reinforced their attitudes that existing curricula can be realized with the

use of IBSE methods and that carrying out experiments according to the IBSE rules

does not require more advanced equipment in school laboratories in comparison to the

traditional methods, allows for an optimistic look at the future. Changes in attitudes

are in this case less expensive than changes in external conditions. The stronger

agreement that IBSE might have a positive influence on the examination results can

be the result of a session on new forms of external examinations. The increase in the

number of statements saying that the school system and parents are in favor of the

traditional/lecturing methods gives teachers some kind of excuse for such rare

application of the use of strategy that they found valuable but at the same time very

demanding. In general, it can be said that the almost week-long training carried out in

the form of a workshop, with a significant number of experimental hours during

which the teachers had a chance to take part in the process of scientific inquiry

personally, led to an improvement in the understanding of the concept of IBSE among

the training participants.

5.4Recommendations:
The following factors provides recommendations emanating from the analysis results

and findings of the study,

1. It is recommended that the capacity of institutions of higher learning should be

increased to allow for effective training of more teachers in need of acquiring

more knowledge and skills

2. It is also recommended that school principals should enhance more training of

teachers by developing an incentive mechanism for principals, teachers,

facilitators and mentors. This will make teachers professionally competent, that

is improving classroom activities of teachers, increasing teachers knowledge and

improving the quality of teaching. Induction program for newly deployed teachers

is recommended to be implemented.

3. Policy makers can promote wider debate on such fundamental concepts across

the sector. Active debate invites exchange among stakeholders, critical analysis

of evidence and ideas, and innovation. It moves beyond simple dissemination

of tools or sharing of best practices, and places a stronger focus on

transformation of teaching and cultures of learning. This process is essential if

ideas are to gain any real traction in the sector.

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