Current In Service Teachers Training And Motivational Teaching

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The current article has mainly tried to find out a conclusion regarding the current in service teachers training on various aspects like how to impart motivational teaching and what is the content of the knowledge they impart to the students in secondary school. The research cum survey has been carried out in the Pakistan and in the city of Hyderabad which is validated mostly by the methodology of statistics such as t test f test etc. The sample size or the total number of teachers taken into account is i.e. n= 300.

The purpose of the paper was justified as we all know that secondary education plays a greater role in shaping the young minds. As the scenario of the world is changing day by day so not only the students but also the teachers has to mould themselves according to the need of the modern world and there is a great need to come with a enhanced dynamic method of imparting knowledge rather than the classical one where book, strictness, and assignments are enough to make students learn and teachers earn their bread. The current paper mainly focuses on the current in service training given to the teachers of secondary schools and are they really benefited by this and if so is there any criteria to see how it has benefited to teachers and as well students. There are certain questions which always arise among the parents are- Are the teachers who are teaching in secondary schools have depth of knowledge in their respective subject? Does gender affects the teaching standards? Are teachers are undergoing training programmes really applying those things practically or only to get a certificate and get increment in position as well as salary they are doing so? Do the duration or gap of training affects the teaching??? Do they only impart subject knowledge or also motivational teaching which will help the backward students also?

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The study was a novel technique as it is not only help the parents to know about the current situation and have clear cut understanding of the secondary school standards but also it helps the local government and central government to mend their education policy so that better education can be imparted to everyone. It also helps the NGO's as well as other government organisations to frame the training programmes to make the teachers come as per the expectation of society. So this study was rightly justified which is helpful in many ways. Chronbach's coefficient alpha was selected to calculate the internal reliability and any value above 0.8 is accepted as evidence of internal reliability. The statistical methods which was employed to carry on this study was mean, standard deviations, T test for validation of hypothesis and 0.5 rejection level for those hypothesis. Software used is SPSS 10.0 for windows. So overall this research and survey is a valid one as it has tried to make this survey as logical and valid as possible also it has employed correct methods and chosen right international parameters to study. They could have added some more test such as f test and ANOVA test to further validate their hypothesis

Now coming on to the hypothesis which were taken .The first hypothesis is there is no significance difference in the mean scores of teachers in motivational teachings what they have learned during training on the basis of their gender that is how much male has learned and female too??? And from the t test which they conducted to mostly know the statistical difference between the means it was found that the computed t value is large and is positive and the alpha value or the risk value is lesser than 0.05 which is recommended value. So there is a significant difference between the mean value of trained male and female teachers on the basis of imparting motivational teachings and what they concluded is right that in Pakistan the female teachers are more efficient than the male in imparting motivational teachings and better performer in certain areas of high schools. The second hypothesis which they took was to compare the subject knowledge of both male and female teachers which they have learned in their training and the hypothesis was there will be no significant difference and it has come true by the t test where the alpha value is greater than 0.05.

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Third test was to compare the teaching experience and motivational techniques. Samples were of teachers having more than 15 years of research and teachers having less than fifteen years of experience in teaching field and what is the difference between their mean of imparting motivational teaching. And it was hypothesized that there will be no significant difference but from the calculated value and tabulated value it was found that p value is less than 0.05 so this hypothesis is rejected and whatever they have concluded that those teachers who have more than greater than fifteen years of teaching experience have greater motivational teaching methods than those who have less.

The fourth hypothesis which was taken by the author is there will be no significant difference between the content knowledge and in teaching experience where the sample contains the same having more or less than fifteen years of teaching experience and the p value was found to be greater than 0.05 which accepted the hypothesis and the result was totally different from the previous one where experience have much effect on the teaching style but here not so much. Thus the author has tried its best to clarify the doubts of many that the subject content never matters with the experience of the teachers it always matters is how much one wants to learn in the particular time period.

Other hypothesis which were not accepted on the basis of the t test were hypothesis 5, 6, 7, 8, 9 and 11 and rest all hypothesis 1,2 3 4,10 and 12 were accepted. The sense of not mentioning the individual results here is as they have already tabulated so its not required.The hypothesis which were not accepted were hypothesis 5- no significant difference in between the teaching standards including motivational and as well as content knowledge of those having bachelor and masters degree where it was found out that there is significant difference between these two criteria when masters and bachelors degree is taken. The hypothesis 7 and 8 which they have taken is no significant difference between the teaching standards with regard to the motivational techniques and content knowledge and the samples which were taken there criteria is teaching experience more than ten years after B.Ed and less than ten years after B.Ed. And the result when analysed were found that the teachers who have less teaching experience of 10 years after their B.Ed have better motivational teaching standards than others who have greater than ten years of teaching standards showing those teachers who are fresher have maintained their teaching qualities which they have curated during their training than those who have not and this will be a good point for all the government non government and for also parents who still believes in the classical idea of old is gold. Coming on to the content knowledge and same criteria of teaching experience of teachers after the B.Ed and the result was exactly same where those having less than of ten years teaching experience have rated themselves better than those who have more thus again showing that today's society needs young dynamic teachers who can ignite the young hearts to go for knowledge rather than marks. And with this the government can frame the recruitment strategy and what ratio should be maintained in between the old and new generation teachers.

It was also found that there is no significant difference when it was compared that content knowledge and place of working of teachers that is rural and urban showing places doesn't matter what matter is how one perceive and practice . The two other important hypothesis which were accepted are there is good amount of difference between the training methods and motivational techniques when a teacher is given training with scientific way then he she is a better performer than those who are given classical training of theories, which shows the current education system has to be more scientific and practical as far as possible as real as reality shows which has gain wide popularity all over the world. And regarding content knowledge there is no much significant difference. So what all recommendations are made in this paper such as renovating the teaching trainings and imparting it in short duration, having a supervisor for the classrooms, training to improve the weakness and strength and every candidate should be rated against the National Standard which was recommended to bring by the government. But all these will be possible only when there will be knowledge commission which will be active in doing active survey research in whole country. The lacunae here is it has done survey in only Hyderabad region and have concluded there may be some other serious stuffs which needs attention rather than others such as making a national level examination for teachers to qualify as medicine study have that is MBBS exam. In this paper the author has taken the criteria in general doesn't mentioned the subjects, their performance and other tests such as F test annova degrees of freedom should have conducted to have a good accurate value to check their hypothesis. And it is recommended that there should be same strategy followed for colleges too for various streams but first this should be employed in schools which is the foundation stone otherwise it will mess up with other things.

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So in total we can say even though there are certain lacunae in this paper but still it has ample amount of facts which will help to frame education policy by government and other wiling institutions who wants increase the education standard of Pakistan.