ASSESSING COMPETENCIES OF SECONDARY SCHOOL TEACHERS CORRESPONDING TO NATIONAL PROFESSIONAL STANDARDS FOR TEACHERS (NPST) IN PAKISTAN

Abstract

Present study aimed to assess competencies of secondary school teachers corresponding to two standards namely ‘Subject Matter Knowledge’ and ‘Assessment’ specified in National Professional Standards for Teachers (NPST) in Pakistan. The levels of teachers’ competencies in area of ‘subject matter knowledge’ and ‘assessment’ perceived by teachers themselves and their students were calculated and a gap was also assessed between teachers’ and students’ perceptions. Teaching competencies refer to the skills that teacher practice in their classroom which is required to make teaching-learning process more productive. Using qualitative approach with survey design, questionnaires consisting of 8 items for competencies of subject matter knowledge and 9 items for assessment was developed both for teachers and students and validated through expert opinion where Cronbach’s Alpha reliability of teachers’ and students’ instruments was 0.76 and 0.84 respectively. Sample was selected by using multistage random technique consist of 100 teachers and their 300 students in secondary schools of Lahore District. Results revealed that teachers perceive that they have ‘subject matter knowledge’ and ‘assessment’ competencies of medium and low level. Their students’ also have same perceptions. In comparison of public and private school there was a gap of perceived level of ‘assessment’ competencies where students of private schools perceive their teachers more competent than public school teachers. Elective subject teachers think that they are more competent in assessment competencies than compulsory subject teachers vice-versa compulsory subject students perceive their teachers more competent in assessment. It is recommended that teachers’ competencies specified in NPST must be assessed