EFFECT OF TEACHER’S QUALIFICATION

ON STUDENTS’ ACADEMIC ACHIEVEMENTS

AT SECONDARY LEVEL

By

Samreen Jamil

BP613912

Submitted in partial fulfillment of the requirements for

B.ED (1.5 year) program.

FACULTY OF EDUCATION

Allama Iqbal Open University, Islamabad

May, 2019
 Faculty of Education
Allama Iqbal Open University, Islamabad

APPROVAL FORM

The research project attached here to, title Effect of teacher’s qualification

on students’ academic achievements at secondary level proposed and submitted by

Samreen Jamil Roll No. BP613912 in partial fulfillment of the requirement for the

degree of B.Ed. (1.5 year) in Science Education is hereby accepted.

Supervisor: ____________________________ (Signature)

(Muhammad Rizwan Hyder)

Evaluator: ________________________________ (Signature)

Dated: 31-5-2019

i
 DECLARATION

I Samreen Jamil Daughter of Muhammad Jamil Roll# BP613912

Registration# 17PKR09419. A student of B.Ed. (1.5year) program Science Education

at early Childhood and Elementary Teacher Education at Allama Iqbal Open

University do hereby solemnly declare that the research project entitled Effect of

teacher’s qualification on students’ academic achievements at secondary level

submitted by me in partial fulfillment of B.Ed. (1.5 year) programme, is my original

work, and has not been submitted or published earlier. I also solemnly declare that it

shall not, in future, be submitted by me for obtaining any other degree from this or

any other university or institution.

I also understand that if evidence of plagiarism is found in my

thesis/dissertation at any stage, even after the award of a degree, the work may be

cancelled and the degree revoked.

Name of Candidate
Samreen Jamil

Date: __ __________

___________________

Signature of Candidate

ii
 Research Project Submission Approval Form

(SUPERVISOR)

Research Project entitled Effect of teacher’s qualification on students’

academic achievements at secondary level Submitted by Samreen Jamil Roll#

BP613912 Registration# 17PKR09419 Programme_B.ed (1.5 year) has been read by

me and has been found to be satisfactory regarding its quality, Content, language,

format, citations, bibliographic style, and consistency, and thus fulfills the qualitative

requirements of this study. It is ready for submission to Allama Iqbal Open University

for evaluation.

Name of Supervisor
Muhammad Rizwan Hyder

Date:________________

___________________

Signature of Supervisor

iii
 DEDICATION

DEDICATED TO

OUR HOLY PROPHET

HAZRAT MUHAMMAD ( ),

To my Beloved Parents,

Thanks for Their great Love and continuous affection,

To my respectable colleagues,

They have been my inspiration,

AND

TO MY GREAT TEACHER

MUHAMMAD RIZWAN HYDER

FOR THEIR SUPPORT

AND
CONTINUOUS EFFORTS

iv
 ACKNOWLEDGEMENTS

All praises and appreciations are for ALLAH ALMIGHTY alone, who is the

Creator of this world and the Lord of the Day of Judgment, the Gracious and

Merciful. All respects and honors to the Holy Prophet Muhammad ( ), who is the

source of guidance and torch of knowledge for humanity.

I feel great pleasure to express my sincere feelings of gratitude to my

respected supervisor, Muhammad Rizwan Hyder for his guidance, useful suggestions,

unstinted help, constant encouragement and sympathetic behavior during my research

project.

I would like to thank my B.ED coordinator Muhammad Rizwan Hyder for his

help and support throughout the research period. I always feel proud to be a student of

such learned teachers.

My acknowledgements are incomplete without those who are my own, whose

love will never end and whose prayers will never die, my loving parents. May

Almighty ALLAH bless them in all fields of life (Ameen).

Samreen Jamil

v
 ABSTRACT

Quality education is always a need of time and it is dependent upon excellence

of the educator. It was observed that performance shown by secondary level students

was very poor. In this paper, role of qualification of teacher was determined in quality

assurance of education at secondary level. The research was made in public female

secondary schools of tehsil Pattoki, district Kasur, Punjab. The design of current study

was quantitative research and descriptive survey design was used. Simple random

sampling method was adopted. In order to collect data a closed ended questionnaire

consisting of 20 statements related to teacher‘s qualification‘s impact on students‘

skills, development, achievements and career was put before teachers of different

qualification levels and different age groups. Data was analyzed by SPSS tool and

percentage was calculated for each statement. This research found that there is a key

role of a teacher‘s qualification in building of cognitive level and academic

achievements of students. The research study suggests that there is a strong need of

teachers‘ characterization, qualification and trainings to have marvelous results at

secondary level.

Key words: qualification, academic achievement, teacher, student, secondary.

vi
 TABLE OF CONTENTS

Chapters Content Page No.

I Introduction ......................................................................................1

1.1 Background of the Study .............................................................2

1.2. Statement of the Problem ............................................................6

1.3. Research Objectives ....................................................................6

1.4. Research Questions .....................................................................6

1.5. Significance of the Study ............................................................7

1.6. Scope and limitations of Study ...................................................7

1.7. Delimitation of the Study ............................................................8

1.8. Research Methodology ...............................................................8

1.8.1. Population ................................................................................8

1.8.2. Sample technique .....................................................................8

1.8.3. Sample......................................................................................8

1.8.4. Research instrument .................................................................8

1.8.5. Data collection .........................................................................9

1.8.6. Data analysis ............................................................................9

1.9. Operational Definitions ...............................................................9

II Review of Related Literature ..........................................................10

2.1 Teacher Qualification and Student Academic Achievement .......10

2.2 Teacher Experience and Student Academic Achievement ..........13

2.3 Teacher Quality and Student Achievement .................................15

2.4 General Academic Ability and Intelligence .................................16

2.5 Subject Matter Knowledge ..........................................................16

2.6 Knowledge of Teaching and Learning .........................................19

vii
III Research Methodology.....................................................................22

3.1. Research Design..........................................................................22

3.2. Population ...................................................................................22

3.3. Sample Technique .......................................................................22

3.4. Sample.........................................................................................22

3.5. Research Instrument....................................................................22

3.6. Data Collection ...........................................................................22

3.7. Data Analysis ..............................................................................22

3.8. Instrumentation ...........................................................................23

3.9. Validity and Reliability of Instrument ........................................23

IV Data Analysis and Interpretation ...................................................24

V Summary, Findings, Discussion, Conclusion, and

Recommendations ............................................................................34

5.1 Summary ......................................................................................34

5.2 Findings........................................................................................34

5.3 Discussion ....................................................................................37

5.4 Conclusions ..................................................................................38

5.5 Recommendations ........................................................................38

References .........................................................................................41

Appendix ...........................................................................................49

viii
 LIST OF TABLES

Tables Statements Page No

4.1 Effect on Students‘ cognitive skills 24

4.2 Strong concept building in science subjects 24

4.3 Subject matter yields 25

4.4 Extra knowledge of subject matter 25

4.5 Influence on student‘s pshychomotor skills 26

4.6 Advantageous for student‘s learning 26

4.7 Enhancement of student‘s affective skills 27

4.8 Encouragement of social cohesion 27

4.9 Positive effect of professional degree 28

4.10 Motivational level of high qualified teachers 28

4.11 Tests and homework tasks‘ productivity 29

4.12 Alternative teaching methods 29

4.13 Challenging abilities of HQTs 30

4.14 Attractive demonstration 30

4.15 Interest development in any subject 31

4.16 Instructions of high qualified teachers 31

4.17 Influence on teachers‘ skillfulness 32

4.18 Powerful educational grounds 32

4.19 Uplifting of students‘ enthusiasm 33

4.20 Direction towards students‘ future academic career 33

ix
 1

CHAPTER I

INTRODUCTION

Education is broadly observed as a basic human right, a key to instruction, and

a source of fortune and supremacy. Education is perilous to industrial and

technological improvement, with the history of advanced nations bearing records of

this, developing nations ambitious to understand the same status have to put an

exceptional. UNESCO (1986) indicates that knowledge holds key to the

accomplishment of the millennium progress goals, which include, food security,

extermination of child impermanence, and lessening of the spread of HIV and AIDS

among others.

Ali (2009) observes that there was statistically noteworthy connection between

teacher characteristics and student academic achievement. Adeyemo (2005) records

teacher characteristics inclined teaching and culture in classrooms. Olaleye (2011)

founds that there was association between teachers‘ characteristics and learners‘

performance. Gravestock & Gregor-Greenleaf (2008) states that the descriptions for

good or poor student‘s academic achievements have been quite comprehensive yet

debate still exists among researchers as to what add alone or cooperatively to

students‘ poor enactment. The teacher‘s characteristics found to be leading in cross-

country studies are related to; qualification, experience, attitude and personality.

Akinsolu (2010) declares that accessibility of capable teachers decided the

enactment of students in schools. Coonen (1987) highlights that teachers tangled in

in-service trainings were more operative in classrooms as compared to teachers who

had not got training(s). Wirth & Perkins (2013) point out that teacher‘s attitude played

its role meaningfully to student‘s devotion in classrooms whereas Adesoji &

 2

Olatunbosun (2008) demonstrates that student‘s attitude was related to teacher‘s

characteristics.

This therefore, intended that teacher‘s attitude directly influences students‘

attitude. On teacher character, Adu & Olatundun (2007) emphasize that teachers‘

characteristics are strong factors of students‘ performance in secondary schools.

Scholars and researchers usually are in settlement that the school variables,

which include teacher organization, do a critical role in educational success than other

variables (Patrick, 2005). The important role of the teachers in the education is

incontestable.

Teachers have a lot of influence on their classroom practices. Teachers should

have and apply specific abilities without which their influence may not be reflected in

their students‘ performance in the subject. For students to be able to make connection

between, what is taught in school and its application in problem solving in real life,

the teacher has to be effective in their teaching. There has been no consensus on the

importance of specific teaching factors, leading to the common conclusion that the

existing empirical evidence does not find a strong role for teachers in the

determination of academic achievements. This study, therefore, sought to investigate

the effect of teachers‘ qualifications in influencing the student‘s achievements.

1.1 Background of the Study

The expression "teacher characteristics" can be alluded to as qualities that can

be estimated with tests or got from their scholarly or proficient records. They show

that teacher characteristics does not by and large allude to the immediate perception of

their impact on understudies' learning as far as either understudies' test execution or

educating practices. Or maybe, the methodologies managed inside the extent of this

exploration are those that fall generally into the territory of staff brain science or
 3

faculty choice. This audit manages those characteristics of teachers that may be

distinguished and utilized in the underlying enlisting of teachers to build their

understudies' achievement.

Ashton (1996) demonstrates that these characteristics could incorporate

qualities of teachers that are seen as close to home –, for example, mental capacity,

age, sex – or as "experiential" –, for example, affirmation status, instructive

foundation, past showing knowledge and so forth. A few characteristics are mixes – in

obscure sums – of individual and experiential qualities, for instance; competitors'

exhibition on teacher-accreditation tests, for example, the national teacher

examinations and state-commanded tests.

Sweetheart – Hammond (1998) portrays especially qualified teacher as one

who was totally ensured and held what could be contrasted with a vital in the field

being told. Regardless of the way that the formal qualification of teachers is a

noteworthy marker for their knowledge and wellness in teaching, it has recently

confined utility in separating how strong and relentless teachers are for what they have

to train in schools. Dynamically separated learning of the courses they have taken in

the midst of their arrangement ought to be diverged from the authentic substance and

capacities required to demonstrate the optional school's educational projects.

Ruthland and Bremer (2002) insinuate teacher qualification in two distinct

ways - traditional and elective qualification courses. Standard affirmation is the time

when an individual completes a higher education or post graduate program in

education. Elective courses of accreditation rely upon coursework in instructional

strategy and part of learning without a degree in education. Extreme and Smith (2006)

allude to transient activities, for instance, training, peer evaluations and workshops as

ways other than formal qualifications for improving teaching. Even more as often as
 4

possible alumni teachers with first degree content go into educating if they can't verify

another position right away. In spite of the way that they routinely get reasonably

lower remuneration than a totally qualified teacher; they choose not to take on the one

year post-graduate capable getting ready and thusly miss the mark on a basic

foundation for instructing.

Huang and Moon (2009) files that teacher qualification spoke to

approximately 40 to 60 percent of the change in typical of understudies' achievement

in assessment. Richardson (2008) reveals that understudies in urban areas performed

better than those in common zones. The master suggests that the availability of

enough qualified teachers almost certainly been a determinant for understudies'

performance. Regardless, in Kenya, a couple of schools in the natural zones have

performed better than their urban accomplices (Owoeye and Yara, 2011). Maundu

(1986) gathers that there was enormous connection between's teacher qualification

and understudy performance in Kenya.

The extraordinary performance was credited to sensational rules given by

qualified teachers despite various wellsprings of data. Maundu (1986) sets up that

teachers who had proceeded onward from Kenya Science Teachers College were

more in every way that really matters arranged than the people who had degrees from

state subsidized schools. Wilson et al. (2001) suggest that even with the

insufficiencies of current teacher education and approving, totally organized and

insisted trains are more productive with understudies than teachers without this

arranging. Ashton (1996) saw that teachers with conventional state affirmation get

higher executive evaluations and understudy achievement than teachers who don't

fulfill rules, yet this recognition relied upon data with in every way that really matters

no quantifiable controls having been constrained.

 5

Despite the measure of research on the upsides of teacher affirmation for

understudy adjusting, little of the past research rehearsed controls over understudy

"inputs" that would give the fundamental peruser trust in the disclosures. Laczko and

Berliner (2001) proclaim that the impact of affirmation status on understudy

achievement in two broad urban school districts in the United States of America.

These school regions gave information about teachers contracted to the 1998-1999

and 1999-2000 school years. Information fused the school where they were by and by

teaching, the assessment level taught, the teacher's attestation status, most

dumbfounding degree earned, date and association where it was practiced, age, and

number of years instructing knowledge. It has been affirm that in various countries,

teacher qualifications that are seen as related to understudy learning have ended up

being appealing focal points of teacher education change.

A segment of these progressions require the professionalization of teacher

education by making it longer, upgrading it to graduate undertakings, and overseeing

it through frameworks of licensure, affirmation, and headway agreed with standards

(Darling-Hammond et al., 2001; 2002). Revelations related to teachers' academic

degrees (for example; single men or specialists among others) are dubious. A couple

of examinations suggest useful results of front line degrees (Rice, 2003; Wayne and

Youngs, 2003). Some fight that the need of a second degree brings the cost up similar

to teacher education and the time it incorporates and may shield quality candidates

from picking this calling (Murnane, 1996). This trademark is related to the subject

learning teachers acquire in the midst of their formal examinations and preservice

teacher education courses. The verification got from different examinations is

contradicting. A couple of examinations report a positive association between

teachers' arranging in the point they later instruct and understudy achievement
 6

(Goldhaber and Brewer, 2000), while others have less unequivocal results. Minister

and King (1994) find both positive and negative effects of teachers' in-field

anticipating understudy achievement. Goldhaber and Brewer (2000) find a positive

relationship in number juggling, yet none in science. Likewise, Rowan et al., (1997)

report a positive association between understudy achievement and teachers'

considering math. Minister (1994) sees that having a vital in number-crunching has no

effect and a gigantic negative effect of teachers with more coursework in physical

science.

1.2. Statement of the problem

It has been observed that students in Punjab have approximately 100% results

in all subjects. Whatever the reason is, but this ratio falls to 40-60% at secondary

level. We have to observe the role of Qualification of a School Teacher‘s qualification

on students‘ academic achievements and their performance.

1.3. Research Objectives

The study aims at the strategic identification of effects of Teachers‘

qualification on performance of students‘ at secondary school level. To achieve these,

the researcher focused extensively to;

1. Identify the level of competency required by teachers to influence positively on

students‘ achievements.

2. Identify and proffer possible suggestions that can improve the level of students‘

academic performance in further Studies at Secondary Level.

1.4. Research Questions

By this study we will try to attempt to answer the following research questions;

1. What was the effect of Teacher‘s qualifications on students‘ academic

performance in Further Studies?

 7

2. What significant difference existed between performances of students taught by

teachers with different academic qualifications?

1.5. Significance of the Study

It is conceived that a cautious distinguishing proof of the teachers'

qualifications will furnish the state education board with potential methods for

improving student's performance in the subject as it focuses on the issues of teacher

quality. The investigation will likewise help further Subject teachers to see the needs

to improve their insight regarding the matter; by method for course and workshops or

extra scholarly qualification in order to properly have increasingly positive effect on

their students.

As expressed by Ale (1989) no country transcends the dimension of her

teachers. This conveys to shoulder the need to improve, in truth continually improve

the scholastic abilities of the teacher as this will, thusly have sway on the social and

logical base of the country. This examination has given the teacher and educational

arrangement producers with data on the requirement for retraining in order to keep the

teachers side by side with the most recent and best practices in their general vicinity

of specialization to give out the best in the scattering of learning to the students.

1.6. Scope and limitations of Study

The design of current study was quantitative research and descriptive survey

design was used. The population of current research was all secondary schools of

district Kasur. In this research, as a research instrument closed ended questionnaire

was used. For data collection a closed ended questionnaire was prepared consisted of

20 different statements. Data was analyzed by using SPSS and percentage was

calculated against each statement.

 8

This research will provide department with data and instructions to make

proper use of high qualified teachers at proper positions to improve students‘

academic performance. This paper also suggests number of fields for respected

teachers to improve their qualification in relevant aspect.

During the accomplishment of current research, the researcher has faced some

limitations exclusively during collection of data. The researcher had to face non-

serious conduct of some respondents. They were unwilling in provision of data. Some

respondents disclosed non concerned attitude regarding the research. The researcher

had to contact them again and again. This act provided hurdles in accomplishment of

work well in time.

1.7. Delimitation of the Study

Due to time and finance constraints, the study was delimited to City Pattoki.

1.8. Research methodology

The design of current study was quantitative research and descriptive survey

design was used.

1.8.1. Population

The population of current research was all secondary schools of district Kasur.

1.8.2. Sample technique

Simple random sampling technique was used to get data.

1.8.3. Sample

The sample of current research was public female secondary schools of tehsil

Pattoki, district Kasur.

1.8.4. Research instrument

In this research, as a research instrument closed ended questionnaire was used.

 9

1.8.5. Data collection

For data collection a closed ended questionnaire was prepared, consisted of 20

different statements.

1.8.6. Data analysis

Data was analyzed by using SPSS and percentage was calculated against each

statement.

1.9. Operational Definitions

Qualification: Passing of an examination or an official accomplishment of a course,

especially one consulting status as a recognized specialist of a profession or activity.

Academic achievement: Academic achievement or academic performance is the

level to which a learner has achieved his/her short or long-term educational goals.

Secondary level: Secondary level or matric level is in between Elementary level and

college level, it includes Science, Arts, and general, technical, vocational, or college

preparatory courses.
 10

CHAPTER II

REVIEW OF RELATED LITERATURE

2.1 Teacher Qualification and Student Academic Achievement

Sweetheart – Hammond (1998) characterizes very much qualified teacher as

one who was completely guaranteed and held what could be compared to a

noteworthy in the field being instructed. Despite the fact that the formal qualification

of teachers is a significant marker for their insight and fitness in educating, it has just

restricted utility in breaking down how solid and steady teachers are for what they

need to instruct in schools. Progressively itemized learning of the courses they have

taken amid their preparation should be contrasted with the genuine substance and

abilities required to show the secondary school's educational programs.

Ruthland and Bremer (2002) allude to teacher qualification in two different

ways - conventional and elective qualification courses. Customary confirmation is the

point at which an individual finishes a college degree or post graduate program in

education. Elective courses of accreditation depend on coursework in instructional

method and branch of knowledge without a degree in education. Tough and Smith

(2006) refer to transient exercises, for example, coaching, peer assessments and

workshops as ways other than formal qualifications for improving educating. All the

more frequently graduates teachers with first degree content go into instructing in the

event that they can't secure another position immediately. Despite the fact that they

regularly get fairly lower compensation than a completely qualified teacher; they

decide not to take on the one year post-graduate proficient preparing and consequently

come up short on an essential establishment for educating.

 11

Huang and Moon (2009) archives that teacher qualification represented

roughly 40 to 60 percent of the fluctuation in normal of students' achievement in

evaluation. Richardson (2008) uncovers that students in urban regions performed

superior to those in provincial zones. The specialist recommends that the accessibility

of enough qualified teachers more likely than not been a determinant for students'

performance. In any case, in Kenya, a few schools in the rustic zones have performed

superior to their urban partners (Owoeye and Yara, 2011). Maundu (1986) infers that

there was huge relationship between's teacher qualification and student performance

in Kenya. The great performance was credited to phenomenal guidelines given by

qualified teachers notwithstanding different sources of info. Maundu (1986) sets up

that teachers who had moved on from Kenya Science Teachers College were more for

all intents and purposes situated than the individuals who had degrees from state

funded colleges.

Wilson et al. (2001) propose that even with the deficiencies of current teacher

education and authorizing, completely arranged and affirmed instructs are more

fruitful with students than teachers without this planning. Ashton (1996) noticed that

teachers with ordinary state confirmation get higher director appraisals and student

achievement than teachers who don't satisfy guidelines, yet this perception depended

on information with for all intents and purposes no measurable controls having been

forced. Regardless of the amount of research on the advantages of teacher

confirmation for student adapting, little of the past research practiced powers over

student "inputs" that would give the basic peruser trust in the discoveries.

Laczko and Berliner (2001) declare that the effect of confirmation status on

student achievement in two extensive urban school regions in the United States of

America. These school areas gave data about teachers contracted to the 1998-1999
 12

and 1999-2000 school years. Data incorporated the school where they were presently

educating, the evaluation level instructed, the teacher's affirmation status, most

astounding degree earned, date and organization where it was accomplished, age, and

number of years educating experience.

It has been confirm that in numerous nations, teacher qualifications that are

viewed as identified with student learning have turned out to be alluring focuses of

teacher education change. A portion of these changes require the professionalization

of teacher education by making it longer, overhauling it to graduate projects, and

managing it through systems of licensure, confirmation, and advancement lined up

with principles (Darling-Hammond et al., 2001; 2002). Discoveries identified with

teachers' scholarly degrees (for instance; single men or experts among others) are

uncertain. A few examinations recommend beneficial outcomes of cutting edge

degrees (Rice, 2003; Wayne and Youngs, 2003). Some contend that the necessity of a

second degree brings the expense up as far as teacher education and the time it

includes and may keep quality applicants from picking this calling (Murnane, 1996).

This trademark is identified with the topic learning teachers obtain amid their formal

examinations and preservice teacher education courses. The proof picked up from

various examinations is opposing. A few examinations report a positive connection

between teachers' planning in the topic they later educate and student achievement

(Goldhaber and Brewer, 2000), while others have less unequivocal outcomes.

Priest and King (1994) find both positive and negative impacts of teachers' in-

field planning on student achievement. Goldhaber and Brewer (2000) locate a positive

relationship in arithmetic, yet none in science. Also, Rowan et al., (1997) report a

positive connection between student achievement and teachers' studying arithmetic.

Priest (1994) sees that having a noteworthy in arithmetic has no impact and a huge

negative impact of teachers with more coursework in physical science.

 13

2.2 Teacher Experience and Student Academic Achievement

Teacher experience significantly affects understudy performance in grade

schools and at upper optional dimension. Experienced teachers have a more

extravagant foundation of experience to draw from and can contribute knowledge and

thoughts to the course of instructing and learning, are available to adjustment and are

less domineering in study hall. Teachers' experience and student achievement was that

students educated by increasingly experienced teachers accomplish at a more elevated

amount, in light of the fact that their teachers have aced the substance and obtained

homeroom the board abilities to manage various sorts of study hall issues (Gibbons et

al., 1997). Besides, progressively experienced teachers are viewed as increasingly

ready to focus on the most fitting approach to show specific themes to students who

contrast in their capacities, earlier information and foundations (Stringfield and

Teddlie, 1991).

Teachers participation of in – administration preparing are one of the pointers

of experience. Teachers' thought processes to go to in-administration preparing can be

complex for example increment in pay, profession arranging, staying aware of

advancements, filling in lacunae, expelling frailty and meeting partners. In the

Science Education Project in South Africa (SEP), the goals were mostly figured by

the engineers subsequent to having counseled different specialists who had experience

with Education in Africa. The teachers in this program had been and did not have any

experience with reasonable work. Just in a later phase of their in-administration

instructional class they had a superior thought of the conceivable substance and

strategies, did planning goals of their own exercises become some portion of the

program (Fullan, 1992). In this way, the more the teachers think about students, the

better the teachers can associate with them and the almost certain they will most likely
 14

profit by the teachers' experience in reproducing their reality. The learning that

teachers need about students so as to associate with them is increased through

cooperation. For some, reasons, estimating the genuine effect of experience on a

teacher's adequacy is perplexing, more so than estimating some other teacher quality.

Thusly, some well-developed research endeavors to translate the connection among

experience and adequacy have created shifting outcomes that uncover no specific

example. Murnane (1996) found that teacher adequacy improves quickly over the

initial three years of educating and achieves its most elevated point between the third

and fifth year however found no considerable improvement after year five.

Conversely, few investigations recommend that teacher experience impacts

might be clear for a more extended timeframe. Murnane and Phillips (1981) express

that experience had a huge beneficial outcome on basic student achievement among

teachers amid their initial seven years of instructing. Ferguson (1991) uncovers that at

the secondary school level, students educated by teachers with over nine years of

experience had altogether higher test scores than students whose teachers had five to

nine years of experience.

Streams and Sanders (2002) propose that teacher' adequacy increments

drastically every year amid the initial ten years of instructing". In the extraordinary

case, Clotfelter et al., (2007) discovered proof of developing teacher adequacy out to

at least 20 years in their investigations of North Carolina teacher information, albeit

the greater part of the additions in teacher viability happened amid the initial couple

of long periods of instructing. Stronge et al. (2007) affirm a positive connection

between teachers' verbal capacity and composite student achievement, verbal capacity

has been viewed as a marker of teacher quality. The essential rationale is that teachers

depend on converse with educate (clarifying, addressing, and giving headings). What
 15

verbal capacity means and how to gauge it, it turns out, are not clear. Lai (2011)

estimated teachers' verbal capacity with a 30-thing sentence consummation test. In

this way, however talk about the significance of teachers' verbal capacity continues,

it's anything but a solid proportion of teacher quality.

2.3 Teacher Quality and Student Achievement

Late investigations of teacher impacts at the homeroom level utilizing the

Tennessee Value-Added Assessment System and a comparable information base in

Dallas, Texas, have discovered that differential teacher viability is a solid determinant

of contrasts in student learning, far exceeding the impacts of contrasts in class size

and heterogenity (Sanders and Rivers, 1996; Wright, Horn, and Sanders, 1997;

Jordan, Mendro, and Weerasinghe, 1997). Students who are doled out to a few

insufficient teachers straight have fundamentally lower achievement and gains in

achievement than the individuals who are doled out to a few profoundly compelling

teachers in grouping (Sanders and Rivers, 1996).

Teacher impacts seem, by all accounts, to be added substance and aggregate,

and for the most part not compensatory. These investigations additionally find

upsetting pointers for educational value, noticing proof of solid inclination in task of

students to teachers of various adequacy levels (Jordan, Mendro, and Weerasinghe,

1997), including signs that African American students are almost twice as liable to be

doled out to the most inadequate teachers and half as liable to be allocated to the best

teachers (Sanders and Rivers, 1996). These examinations did not, in any case, inspect

the characteristics or practices of more and less viable teachers.

Factors dared to be characteristic of teachers' skill which have been analyzed

for their relationship to student learning incorporate proportions of scholarly capacity,

long periods of education, long periods of showing experience, proportions of topic

 16

and showing information, confirmation status, and showing practices in the study hall.

The consequences of these investigations have been blended; in any case, a few

patterns have risen as of late.

2.4 General Academic Ability and Intelligence

While thinks about as quite a while in the past as the 1940s have discovered

positive connections between's showing performance and proportions of teachers'

insight (normally estimated by IQ) or general scholarly capacity (Hellfritsch, 1945;

LaDuke, 1945; Rostker, 1945; Skinner, 1947), most connections are little and

factually inconsequential. Two surveys of such investigations reasoned that there is

practically zero connection between teachers' deliberate insight and their students'

achievement (Schalock, 1979; Soar, Medley, and Coker, 1983). Clarifications for the

absence of solid connection between proportions of IQ and teacher viability have

incorporated the absence of inconstancy among teachers in this measure and its

questionable relationship to real performance (Vernon, 1965; Murnane, 1985). Be that

as it may, different investigations have proposed that teachers' verbal capacity is

identified with student achievement (e.g., Bowles and Levin, 1968; Coleman et al.,

1966; Hanushek, 1971), and that this relationship might be differentially solid for

teachers of various sorts of students (Summers and Wolfe, 1975). Verbal capacity, it

is speculated, might be an increasingly delicate proportion of teachers' capacities to

pass on thoughts in clear and persuading ways (Murnane, 1985).

2.5 Subject Matter Knowledge

Topic information is another variable that one may think could be identified

with teacher viability. While there is some help for this presumption, the discoveries

are not as solid and steady as one may assume. Investigations of teachers' scores on

the topic trial of the National Teacher Examinations (NTE) have discovered no
 17

reliable connection between this proportion of topic information and teacher

performance as estimated by student results or supervisory appraisals. Most

examinations show little, measurably irrelevant connections, both positive and

negative (Andrews, Blackmon and Mackey, 1980; Ayers and Qualls, 1979; Haney,

Madaus, and Kreitzer, 1986; Quirk, Witten, and Weinberg, 1973; Summers and

Wolfe, 1975).

Byrne (1983) condensed the consequences of thirty examinations relating

teachers' topic information to student achievement. The teacher information measures

were either a subject learning test (institutionalized or scientist developed) or number

of school courses taken inside the branch of knowledge. The consequences of these

examinations were blended, with 17 appearing positive relationship and 14

demonstrating no relationship. In any case, a large number of the "no relationship"

thinks about, Byrne noted, had so little inconstancy in the teacher learning measure

that unimportant discoveries were practically unavoidable. Ashton and Crocker

(1987) found just 5 of 14 thinks about they inspected showed a positive connection

between proportions of topic information and teacher performance.

It might be that these outcomes are blended on the grounds that topic learning

is a positive impact up to some dimension of essential fitness in the subject yet is less

significant from that point. For instance, a controlled investigation of center school

science teachers, coordinated by long stretches of experience and school setting,

found that students of completely guaranteed arithmetic teachers experienced

fundamentally bigger gains in achievement than those instructed by teachers not

affirmed in math. The distinctions in student gains were more prominent for

polynomial math classes than general arithmetic (Hawk, Coble, and Swanson, 1985).

In any case, Begle and Geeslin (1972) found in an audit of arithmetic encouraging
 18

that unquestionably the quantity obviously credits in science was not directly

identified with teacher performance. It bodes well that learning of the material to be

educated is basic to great instructing, yet in addition that profits to topic mastery

would become littler past some negligible fundamental dimension which surpasses the

requests of the educational modules being educated. This understanding is upheld by

Monk's (1994) later investigation of arithmetic and science achievement. Utilizing

information on 2,829 students from the Longitudinal Study of American Youth, Monk

(1994) found that teachers' substance arrangement, as estimated by coursework in the

subject field, is decidedly identified with student achievement in arithmetic and

science however that the relationship is curvilinear, with consistent losses to student

achievement of teachers' topic courses over a limit level (e.g., five courses in science).

In a staggered examination of similar informational index, Monk and King

(1994) found both positive and negative, by and large immaterial impacts of teachers'

topic reparation on student achievement. They found some proof of total impacts of

earlier just as proximate teachers' topic planning on student performance in science.

Impacts varied for high-and low-accomplishing students and for various evaluation

levels. In a survey of 65 investigations of science teachers' characteristics and

practices, Druva and Anderson (1983) discovered students' science achievement was

decidedly identified with the teachers' course taking foundation in both education and

in science. The connection between teachers' preparation in science and student

achievement was more prominent in larger amount science courses, an outcome like

that found by Hawk, Coble, and Swanson (1985) in arithmetic.

It might likewise be that the proportion of topic learning has any kind of effect

in the discoveries. Measures obviously taking in a branch of knowledge have all the

more every now and again been observed to be identified with teacher performance
 19

than have scores on trial of topic information. This may be on the grounds that tests

essentially catch a smaller cut of any area. Besides, in the United States, most teacher

tests have utilized different decision estimates that are not extremely valuable for

surveying teachers' capacity to examine and apply learning. Progressively bona fide

measures may catch a greater amount of the impact of topic information on student

learning. For instance, a trial of French language teachers' talking aptitude was found

to have critical connection to students' achievement in talking and tuning in (Carroll,

1975).

Regardless of worries that education majors might be less solid and steady in

their branches of knowledge than are scholastic majors (Galambos, 1985),

correlations of teachers with degrees in education versus those with degrees in

disciplinary fields have discovered no connection between degree type and teacher

performance (Murnane, 1985). This might be on the grounds that confirmation

necessities decrease the inconstancy in course foundations found for teachers with

various degree types. For instance, numerous states require what might be compared

to a scholastic major or minor in the field to be instructed as a component of the

education degree for secondary teachers, paying little mind to the office conceding the

degree (NASDTEC, 1997). Given the institutionalizing impacts of permitting

necessities inside states however considerable contrasts in authorizing prerequisites

crosswise over states, inside state thinks about are probably going to discover less

variety in teachers' education foundations than may be found in cross-state ponders.

2.6 Knowledge of Teaching and Learning

Studies have discovered a fairly more grounded and all the more reliably

positive impact of education coursework on teachers' adequacy. Ashton and Crocker

(1987) found huge positive connections between education coursework and teacher
 20

performance in four of seven examinations they checked on—a bigger offer than

those appearing matter connections. Evertson, Hawley, and Zlotnik (1985) announced

a predictable beneficial outcome of teachers' formal education preparing on

supervisory evaluations and student learning, with 11 of 13 thinks about

demonstrating more prominent viability for completely arranged and affirmed versus

uncertified or temporarily confirmed teachers. As for topic coursework, 5 of 8 thinks

about they inspected found no relationship and the other three discovered little

affiliations. Exploring discoveries of the National Longitudinal Study of

Mathematical Abilities, Begle (1979) found that the quantity of credits a teacher had

in science strategies courses was a more grounded connect of student performance

than was the quantity of credits in arithmetic courses or different pointers of

readiness.

Likewise, Monk's (1994) investigation of student's arithmetic and science

achievement found that teacher education coursework positively affected student

learning and was now and then more persuasive than extra topic planning. In an

investigation of science instructing, Perkes (1967-68) found that teachers' coursework

credits in science were not fundamentally identified with student adapting, however

coursework in science education was essentially identified with students' achievement

on errands requiring critical thinking and uses of science learning. Teachers with

more noteworthy preparing in science instructing were bound to utilize research

center procedures and discourses and to stress calculated uses of thoughts, while those

with less education preparing set more accentuation on retention.

In an investigation of in excess of 200 alumni of a solitary teacher education

program, Ferguson and Womack (1993) inspected the impacts on 13 measurements

of showing performance of education and topic coursework, NTE topic test scores,
 21

and GPA in the student's major. They found that the measure of education coursework

finished by teachers clarified multiple occasions the difference in teacher performance

(16.5 percent) than did proportions of substance information (NTE scores and GPA in

the real), which clarified under 4 percent. In a comparative report which analyzed

relative impacts of various types of learning on 12 measurements of teacher

performance for in excess of 270 teachers, Guyton and Farokhi (1987) found

predictable solid, positive connections between teacher education coursework

performance and teacher performance in the homeroom as estimated through an

institutionalized perception instrument, while connections between study hall

performance and topic test scores were sure yet inconsequential and connections

between study hall performance and fundamental expertise scores were practically

nonexistent. Another program-based investigation by Denton and Lacina (1984)

discovered positive connections between the degree of teachers' expert education

coursework and their showing performance, including their students' achievement.

It might be that the constructive outcomes of topic learning are enlarged or

counterbalanced by information of how to show the subject to different sorts of

students. That is, the level of instructive ability may cooperate with topic information

to support or diminish teacher performance.

As Byrne (1983) recommended: It is without a doubt conceivable to propose

that to the extent that a teacher's information gives the premise to his or her adequacy,

the most pertinent learning will be what concerns the specific point being educated

and the significant educational methodologies for training it to the specific sorts of

understudies to whom it will be instructed. On the off chance that the teacher is to

show divisions, at that point it is learning of portions and maybe of intently related

themes which is of significant significance. Thus, information of showing techniques

applicable to training portions will be significant.

 22

CHAPTER III

RESEARCH METHODOLOGY

3.1. Research Design

The design of current study was quantitative research and descriptive survey

design was used.

3.2. Population

The population of current research was all secondary schools of district Kasur.

3.3. Sample Technique

Simple random sampling technique was used to get data.

3.4. Sample

The sample of current research was public female secondary schools of tehsil

Pattoki, district Kasur.

3.5. Research Instrument

In this research, as a research instrument closed ended questionnaire was used.

3.6. Data Collection

For data collection a closed ended questionnaire was prepared consisted of 20

different statements.

3.7. Data Analysis

Data was analyzed by using SPSS and percentage was calculated against each

statement.
 23

3.8. Instrumentation

In this research as a research instrument closed ended questionnaire was used.

Closed ended questionnaire consisted on prepared list of questions and a choice of

possible answers.

3.9. Validity and Reliability of Instrument

In order to enhance validity and reliability of instrument, the instrument was

discussed in detail with supervisor. Irrelevant statements were removed and

grammatical mistakes were also recovered.

 24

CHAPTER IV

DATA ANALYSIS AND INTERPRETATION

Table 4.1

Effect on Students’ cognitive skills

Statement %

High qualified teachers affect students‘ cognitive Yes No

skills. 86 14

The above Table indicates that out of total respondents 86% respondents were

in favor of the above statement. There were 14 % respondents who were not in favor

of the above statement.

Table 4.2

Strong concept building in science subjects

Statement %

High qualified teachers lead to strong concept Yes No

building in science subjects. 92 08

The above Table indicates that out of total respondents 92% respondents were

in favor of the above statement. There were 08% respondents who were not in favor

of the above statement.

 25

Table 4.3

Subject matter yields

Statement %

Less qualified teachers‘ subject matter is more Yes No

yielding. 22 78

The above Table indicates that out of total respondents 22% respondents were

in favor of the above statement. There were 78% respondents who were not in favor

of the above statement.

Table 4.4

Extra knowledge of subject matter

Statement %

High qualified teachers have extra knowledge of Yes No

subject matter. 86 14

The above Table indicates that out of total respondents 86% respondents were

in favor of the above statement. There were 14% respondents who were not in favor

of the above statement.

 26

Table 4.5

Influence on student’s pshychomotor skills

Statement %

High qualified teachers influence the student‘s Yes No

psychomotor skills. 86 14

The above Table indicates that out of total respondents 86% respondents were

in favor of the above statement. There were 14% respondents who were not in favor

of the above statement.

Table 4.6

Advantageous for student’s learning

Statement %

Teachers‘ high qualification becomes Yes No

advantageous for student‘s learning. 92 18

The above Table indicates that out of total respondents 92% respondents were

in favor of the above statement. There were 18% respondents who were not in favor

of the above statement.

 27

Table 4.7

Enhancement of student’s affective skills

Statement %

High qualified teachers enhance student‘s affective Yes No

skills. 78 22

The above Table indicates that out of total respondents 78% respondents were

in favor of the above statement. There were 22% respondents who were not in favor

of the above statement.

Table 4.8

Encouragement of social cohesion

Statement %

High qualified teachers encourage social cohesion. Yes No

72 28

The above Table indicates that out of total respondents 72% respondents were

in favor of the above statement. There were 28% respondents who were not in favor

of the above statement.

 28

Table 4.9

Positive effect of professional degree

Statement %

Professional degree positively influences student‘s Yes No

academic achievement. 80 20

The above Table indicates that out of total respondents 80% respondents were

in favor of the above statement. There were 20% respondents who were not in favor

of the above statement.

Table 4.10

Motivational level of high qualified teachers

Statement %

Motivational level of qualified teachers is well Yes No

built. 78 22

The above Table indicates that out of total respondents 78% respondents were

in favor of the above statement. There were 22% respondents who were not in favor

of the above statement.

 29

Table 4.11

Tests and homework tasks’ productivity

Statement %

Tests and homework tasks recommended by high Yes No

qualified are more productive. 72 28

The above Table indicates that out of total respondents 72% respondents were in

favor of the above statement. There were 28% respondents who were not in favor of

the above statement.

Table 4.12

Alternative teaching methods

Statement %

High qualified teachers can adapt alternative Yes No

teaching methods, in case of any problem. 82 18

The above Table indicates that out of total respondents 82% respondents were

in favor of the above statement. There were 18% respondents who were not in favor

of the above statement.

 30

Table 4.13

Challenging abilities of HQTs

Statement %

High qualified teachers own challenging abilities. Yes No

76 24

The above Table indicates that out of total respondents 76% respondents were

in favor of the above statement. There were 24% respondents who were not in favor

of the above statement.

Table 4.14

Attractive demonstration
Statement %

Low qualified teachers‘ demonstration is Yes No

attractive. 44 56

The above Table indicates that out of total respondents 44% respondents were

in favor of the above statement. There were 56% respondents who were not in favor

of the above statement.

 31

Table 4.15

Interest development in any subject

Statement %

Teachers‘ qualification influences the students‘ Yes No

interest development in any subject. 84 16

The above Table indicates that out of total respondents 84% respondents were

in favor of the above statement. There were 16% respondents who were not in favor

of the above statement.

Table 4.16

Instructions of high qualified teachers

Statement %

Instructions of high qualified teachers enhance Yes No

students‘ academic achievement. 86 14

The above Table indicates that out of total respondents 86% respondents were

in favor of the above statement. There were 14% respondents who were not in favor

of the above statement.

 32

Table 4.17

Influence on teachers’ skillfulness

Statement %

High qualification influences the teachers‘ Yes No

skillfulness. 76 24

The above Table indicates that out of total respondents 76% respondents were

in favor of the above statement. There were 24% respondents who were not in favor

of the above statement.

Table 4.18

Powerful educational grounds

Statement %

High qualified teachers provide powerful Yes No

educational grounds. 78 22

The above Table indicates that out of total respondents 78% respondents were

in favor of the above statement. There were 22% respondents who were not in favor

of the above statement.

 33

Table 4.19

Uplifting of students’ enthusiasm

Statement %

High qualified teachers can uplift the students‘ Yes No

enthusiasm. 74 26

The above Table indicates that out of total respondents, 74% respondents were

in favor of the above statement. There were 26% respondents who were not in favor

of the above statement.

Table 4.20

Direction towards students’ future academic career

Statement %

High qualified teachers can direct students towards Yes No

future academic career in any effective way. 90 10

The above Table indicates that out of total respondents 90% respondents were

in favor of the above statement. There were 10% respondents who were not in favor

of the above statement.

 34

CHAPTER V

SUMMARY, FINDINGS, CONCLUSION, DISCUSSION

AND RECOMMENDATIONS

5.1 Summary

This research summarizes that high qualified teachers have the capabilities to

develop the skills of students, they can improve their cognitive skills, motor skills and

affective skills as well. High qualified teachers have the abilities to promote students‘

concern towards doing something different from others in an effective way. They

don‘t make their students Extreme Right-Winger rather they make them intellectuals.

It is found that the students of high qualified teachers are not crammers, their

concepts are extremely good as compared to taught by those who are not high

qualified. High qualified teachers have good subject knowledge and have

competencies to deliver their knowledge to students. They are found to be good in

demonstration and knowledge as well.

This study reveals that there is a strong relationship of high qualified teachers

with their student's achievements, they build up their character well, promote their

skills, help them to set and achieve their goals high and most importantly, they are

found to be much helpful in career counseling of students by uplifting their academic

progress.

5.2 Findings

Here we summarize the results from each of these statements of data in turn,

with the aim of identifying and integrating the most common and consistent effects of

teachers‘ qualification.

There were 20 different statements related to The Effect of Teachers‘

Qualification on Student‘s academic achievements like effect on student‘s cognitive

 35

skills, motor skills, affective skills, subject matter yield, strong concept building, extra

knowledge of subject matter, encouragement of social cohesion, influence of

professional degree on students, learning, motivational level of teachers, productive

tests and homework tasks, alternative teaching methods, challenging abilities of

teachers, attractive demonstration while teaching, influence on students interest

development, instructions of teachers, effect of qualification on teachers‘ skillfulness,

powerful educational grounds, uplifting of student‘s, enthusiasm, and direction for

students towards their future academic career, and there were different responses from

teachers, some of who were in favor and some were not in favor of these statements.

1. There were total 86% respondents, who responded that high qualified teachers

affect student‘s cognitive skills. (Table 4.1).

2. There were total 92% respondents, who responded that high qualified teachers

lead to strong concept building in Science Subjects. (Table 4.2). This research

finding is inline with research finding by Maundu (1986).

3. There were total only 78% respondents, who responded that less qualified

teachers‘ subject matter is less yielding. (Table 4.3). This research finding is

inline with research finding by Byrne (1983).

4. There were total 86% respondents, who responded that high qualified teachers

have extra knowledge of subject matter. (Table 4.4). This research finding is

inline with research finding by Sweetheart – Hammond (1998).

5. There were total 86% respondents, who responded that high qualified teachers

influence the students‘ psychomotor skills (Table 4.5).

6. There were total 92% respondents, who responded that high qualification of

teachers become advantageous for students learning. (Table 4.6).

7. There were total 78% respondents, who responded that high qualified teachers

enhance students‘ affective skills (Table 4.7).

 36

8. There were total 72% respondents, who responded that high qualified teachers

encourage social cohesion (Table 4.8).

9. There were total 80% respondents, who responded that professional degree of

teachers influences the students‘ academic achievement. (Table 4.9). This

research finding is inline with research finding by Rice, 2003, Wayne and

Youngs, 2003 and Murnane, 1996.

10. There were total 78% respondents, who responded that Motivational level of

high qualified teachers is well built (Table 4.10).

11. There were total 72% respondents, who responded that tests and homework

tasks recommended by high qualified teachers are more productive. (Table

4.11). This research finding is inline with research finding by Smith (2006).

12. There were total 82% respondents, who responded that high qualify teachers

can adapt alternative teaching methods in case of any problem (Table 4.12).

13. There were total 76% respondents, who responded that high qualified teachers

own challenging abilities (Table 4.13).

14. There were total 56% respondents, who responded that the demonstration by

low qualified teachers is less attractive (Table 4.14).

15. There were total 84% respondents, who responded that teachers‘ qualification

influences the students‘ interest development in any subject (Table 4.15).

16. There were total 86% respondents, who responded that instructions of high

qualified teachers enhance students‘ academic achievements. (Table 4.16).

This research finding is inline with research finding by Wilson et al. (2001)

and Ashton (1996).

17. There were total 76% respondents, who responded that high qualification

influences the teachers‘ skillfulness (Table 4.17).

 37

18. There were total 78% respondents, who responded that high qualified teachers

provide powerful educational grounds at secondary level (Table 4.18).

19. There were total 74% respondents, who responded that high qualified teachers

uplift the students‘ enthusiasm (Table 4.19).

20.There were total 90% respondents, who responded that high qualified teachers
direct students towards future academic career in an effective way (Table

4.20).

5.3 Discussion

By this research it has been observed that there is a strong need of high

qualified teachers to promote cognitive skills of students as less qualified and

promoted teachers usually use cramming method. They don‘t make concepts clear

which is a need of time. Moreover less qualified teachers usually don‘t have grip over

their knowledge like science, math and current affairs. So bringing the high qualified

teachers into field can build strong concepts, cognitive skills of students and will

improve their knowledge. It would be a great service for academic achievements of

students.

Despite academic achievements there are number of other factors which are

directly dependent upon qualification, experience and abilities of a teacher like social

cohesion, motivated society, adaptation to the environment, fighting with problems,

skillfulness, enthusiasm and career awareness. Although all of these goals can be

achieved by less qualified teachers as well but their demonstration is not yielding their

cohesion with students is not satisfactory. On the other hand high qualified teachers

have collaboration with students and have enough knowledge, experience and tricks

to achieve all above mentioned goals.

 38

5.4 Conclusions

In order to have a solution to the question that how much performance and

qualification of a teacher pays for students‘ academic achievements, a questionnaire

was put before different teachers of Kasur District.

There were 20 different statements related to the effect of teachers‘

qualification on student‘s academic achievements. The conclusion of the research was

that qualified teachers are more active and have meaningful services and expertise to

develop cognitive level, and to promote motor skills of students. Subject matter yield

of high qualified teachers is comparatively high and they build strong concept,

provide extra knowledge of subject, encourage social cohesion, promote learning, and

have qualities to motivate. Moreover it was concluded that productive tests and

homework tasks are priority of high qualified teachers, they can adapt alternative

teaching methods, own challenging abilities, have attractive demonstrations while

teaching, influence students‘ interest development, can elevate student‘s enthusiasm,

and have enough knowledge to quench the thirst of knowledge of students, experience

and qualities to direct students towards their future academic career.

5.5 Recommendations

1. It is recommended that there must be selection of high qualified teachers in

order to improve cognitive skills of students.

2. There is a lack of conceptual method in our educational institutes because

recently present promoted teachers have weak concepts of science and don‘t

have fresh knowledge. It is recommended to bring high qualified teachers into

the system so that research and technology can be improved.

3. It has been experienced that less qualified teachers don‘t have grip at their

knowledge. They even demolish students‘ concepts due to their lack of subject
 39

knowledge. It is recommended to have appropriate teacher training programs

in order to improve teachers‘ subject matter.

4. In order to build psychomotor skills of students, the qualification and

experience of teacher is much necessary, so Government is advised to utilize

capabilities of qualified teachers.

5. As students‘ learning is strongly affected by the qualification of a teacher, so,

there should be high qualified teachers for students.

6. It is recommended to have high qualified teachers in department to enhance

students‘ effective skills.

7. Social cohesion among students can be enhanced by the help of Qualified

Teachers in a good way.

8. Student‘s academic achievement is directly dependent upon Teachers

professional Qualification. So there must only be qualified teachers in the

department.

9. It is recommended that there should be high qualified teachers to build

students‘ motivational level.

10. The Teachers‘ qualification regarding homework tasks can be enhanced by

periodic trainings.

11. High qualified teachers are more adaptive towards all situations. So it is

recommended to bring them into work and professional field.

12. It is recommended to create opportunities for qualified persons to be the

teachers, as they own challenging abilities.

13. The Demonstration of low qualified teachers is somehow good. They should

intermingle with each other to share their knowledge and experience.

 40

14. The Department should take advantage of high qualified teachers for career

counseling of students.

15. High qualified teachers are more skillful. They must be promoted to

appropriate positions to take part to educational progress.

16. At secondary level, there must be only qualified teachers rather than promoted

staff.

17. High qualified teachers must be given a chance to revolutionize enthusiasm

among young kids.

18. The Government is recommended to bring the qualified personnel in the

Department to step forward towards nation and country development.

 41

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APPENDIX

Questionnaire

This questionnaire, to teachers of Kasur District have questions about effect of

teacher‘s qualification on students‘ academic achievements at secondary level. There
are questions about either the qualifications of a teacher influences cognitive skills and
academic development of students or not.
Thank you for taking time!
- * - * - * - * - * - * - * -- * - * - * - * - * - * - *- * - * - * - * - * - * - *- * - * - * - * - * - * - *- * - * -

Name: ____________________ Qualification: ____________________

Gender: Male  Female  Age: ___________________________

School Name: _______________ Designation: _____________

Experience: _____ Years

Sr. # Statement Yes No

1. High qualified teachers affect students‘ cognitive skills.
2. High qualified teachers lead to strong concept building in
science subjects.
3. Less qualified teachers‘ subject matter is more yielding.
4. High qualified teachers have extra knowledge of subject matter.
5. High qualified teachers influence the students‘ psychomotor
skills.
6. Teachers‘ high qualification becomes advantageous for students
learning.
7. High qualified teachers enhance students‘ affective skills.
8. High qualified teachers encourage social cohesion (‫)امسیجمہٓایگنہ‬.

9. Professional degree positively influences students‘ academic

achievement.
10. Motivational level of high qualified teachers is well built.
11. Tests and homework tasks recommended by high qualified
teachers are more productive.
 50

12. High qualified teachers can adapt (‫ )اایتخررکان‬alternative teaching

methods in case of any problem.

13. High qualified teachers own challenging abilities.
14. Low qualified teachers‘ demonstration is attractive.
15. Teachers‘ qualification influences the students‘ interest
development in any subject.
16. Instructions of High qualified teachers enhance students‘
academic achievement.
17. High qualification influences the teachers‘ skillfulness.
18. High qualified teachers provide powerful educational ground (

)‫ یمیلعتاینبد‬at secondary level.

19. High qualified teachers can uplift the students‘ enthusiasm.

20. High qualified teachers can direct students towards future
academic career in an effective way.

Comments (if any)

_____________________________________________________________________

_____________________________________________________________________

Signature:_____________________