An Evaluation of Secondary School Teachers’ Subject Knowledge Competency

Muhammad Shakir, Hassan Danial Aslam, Muhammad Badar Habib


The study was aimed to evaluate secondary school teachers’ subject knowledge competency. The main focus of this study was to develop teacher evaluation mechanism for secondary schools’ teachers. Objectives of the study were (a) to review the importance of standard (rubrics) to appraise the teacher performance level in Pakistan; (b) to assess the secondary school teachers’ subject knowledge competency based on national professional standard in Pakistan and (c) to propose recommendations for further improvement of the existing standards of teachers’ performance. The population of the study was consisted on all the secondary school teachers of government sector including boys and girls situated at urban and rural areas of the province of Punjab. To conduct the observational survey of this research, a sample of 453 participants (teachers) from six districts of Punjab were selected to observe the teachers in field directly. An observational checklist was developed on bases of prescribe levels of teacher accreditation by Policy and Planning wing of Ministry of Education, Pakistan. The collected data was analyzed with the help of software SPSS version 16 by using statistical formulas of Chi-Square, simple mean and percentage.  The analysis of various levels indicated that maximum number of teachers were at level-0 (Not Demonstrated Teacher) that were 57.8% of the total teachers observed. This analysis indicates that majority of the teachers are generally unaware of national curriculum framework. This analysis concluded that no teacher was found at the competent level (level 4) of understanding regarding national curriculum framework. Majority of them was not aware of any such document. A small number of teachers have heard about curriculum frame work but did not go through document.

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