Analysis of Performance Evaluation System for Teachers in Colleges of Pakistan: A Case Study of Colleges operating in Punjab, Pakistan

Hassan Danial Aslam

Abstract


Education is now universally recognized to be the prime key to moral, political, cultural, and social-economic development of a nation. The researcher selected the area of college education as the focus of the research study. It will be attractive to conduct such studies at other levels of education to enhance the working conditions of the teachers resulting in improvement of their system. Therefore the purpose of this study is to firstly identify the strengths of the organizational performance of Public and Private Colleges as alleged by the heads, teachers and college students secondly to appraise the performance of the teachers alleged by the heads of the organizations and thirdly to find out relationship between teachers and administration.

 

The nature of the study was discretional type. Population of this study consisted on teachers of Public and Private Colleges in Punjab. For choosing the sample from the population random sampling technique was used. The sample was contributed of 100 colleges (63 Public + 37 Private) teachers were included in this sample. Data collected form colleges was tabulated, analyzed and interpreted by applying mean, standard deviation, and t-test techniques in the objectives of the study.

 

On the basis of analysis, it was concluded that majority of the public and private college principals that open environment was very highly positive resulted to teacher performance but protective and closed environment were negatively resulted to teacher performance. As compared to public college principals, private college principal like closed environment in their institutions. Majority of the public and private college teachers disliked closed environment. Teachers of both systems liked the thrust behavior of their heads and disliked reserve behavior of their heads. Teachers did not use effective teaching aid. Teachers did not try to assess student’s level of understanding. Teachers of both systems did not respect opposing viewpoints of students.


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DOI: https://doi.org/10.5296/ijld.v3i5.6256

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