An evaluative study of the induction policy’s impact on teachers’ performance in Khyber Pakhtunkhwa, Pakistan
DOI:
https://doi.org/10.47264/idea.jhsms/5.1.1Keywords:
School teachers, School Principals, Teaching performance, Induction policy, Professional educational degree, Primary schools, Teaching skills, Dir UpperAbstract
This research aimed to analyse the performance of teachers who have received a professional educational degree versus those who have not, as per the new induction policy introduced in Khyber Pakhtunkhwa in 2019. Data were collected from 20 male teachers using the nonparticipant observation technique and ten principals via semi-structured interviews. Participants were selected through convenient sampling from 10 different primary schools in the Dir Upper district. The quantitative data were analysed using the independent sample t-test, while thematic analysis was used for the interviewed data. The findings showed a significant difference in teachers' performance with and without professional degrees for teaching and management skills. However, no significant difference was found in teachers' performance with and without professional degrees for discipline and regularity and interpersonal relations between teachers with and without professional degrees. The study suggests that teachers' performance can be improved by providing them with training in a real classroom environment with a robust monitoring mechanism while ensuring high discipline and regularity in the school. Further, to enhance interpersonal relationships, teachers must be educated on the significance of teamwork, cooperative work within the school, integration of modern information and communication technology (ICT), and interactive and student-centred teaching pedagogies.
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