Analysis Of Discrepancies Between Skills Acquired By The Teachers During B.ed & M.ed And Skills Required In Actual Class

ABSTRACT				of their work.
This research paper has been designed to cover the				Frequency
following objectives. (1) To obtain the conceptions of				1
teachers about classroom skills. (2) To identify the				18
essential classroom skills being stressed during				32
teacher training program. (3) To identify the problems				163
in attaining and implementing the essential classroom				36
skills.				250
Technique of multistage sampling was used. Three				3.86
districts from Punjab were randomly chosen from the				Score
first stage. Ten percent secondary schools were				1
chosen from each district. Ten percent teachers as				36
sample were chosen from each district.				96
.				652
A questionnaire was designed to get the response of				180
the teachers about the required and acquired skills				965
during the teacher training program B.Ed & M.Ed. Data				Percent
collected through research instruments was analyzed				.4
by using mean score and t-test.				7.2
It was concluded that the teachers possessed good				12.8
planning skills they prepared the lesson objectives				65.2
before going to class and had the ability to plan the				14.4
lesson according to the needs of the students. The				100.0
teachers had command over the skills of presenting				4
the material effectively they introduced the lesson in				The teachers have the skills to make active efforts
a very interesting way; they involved the students in				to improve instructional effectiveness.
interesting activities and built relationship between				Frequency
learning experiences and affective instructions. The				21
teachers managed and organized the lesson well they				45
taught the new lesson with relation to student				33
previous knowledge, clearly and carefully chose and				115
presented the course material and arranged the				36
learning material in proper sequence.				250
It was recommended that the teacher training				3.40
institutions be equipped with the latest technologies				Score
to equip with latest techniques and teaching				21
methodologies, and the teachers be provided such				90
training in the area of classroom management and				99
evaluation.				460
1: INTRODUCTION				180
�				850
Teachers are the backbone of the education system.				Percent
Without the best trained teachers, society and				8.4
country can acquire targets in every field of life to				18.0
succeed in the world. Through a standardized				13.2
education system, nations cannot only make them				46.0
strong in the field of economy, but they also can				14.4
communicate their cultural heritage to the coming				100.0
generations. So the quality of education imparted is				5
directly related to its teachers.				The teachers have the ability to use modern
The Commission on National Education (1959) put it				techniques and useful skills in the classrooms.
as under:				Frequency
“No education system can rise above the				7
teachers, who serve it and its quality depends				58
ultimately upon the quality and efforts of the				30
teachers. Education is direct nation building activity				85
and if leader of thought and action, on various walks				70
of life are to be produced; the country’s best				250
teacher must be used in the teaching profession”				3.61
(p.219)				Score
Teachers constitute the major school input. Teaching				7
skills are positively related to student performance.				116
Although teachers qualifications, certifications,				90
educational attainments and knowledge are the most				340
frequently used measures of their class-worthiness,				350
one factor that has not been given due attention				903
specially in the developing countries is the content				Percent
and method of teacher training. The education				2.8
commission 1959 observed:				23.2
“Of all the different factors which influence the				12.0
quality of education and its contributions to national				34.0
development, the quality, the competence and				28.0
character of teachers is undoubtedly the most				100.0
significant. Nothing is more important than securing a				6
sufficient supply of high quality recruits to the				The teachers have the ability to make active efforts
teaching profession, providing them with the best				to improve instructional effectiveness.
possible professional and creating satisfactory				Frequency
conditions of work in which they can be fully				0
effective.”(Pp.102-103)				41
Teaching is one of the most important components				74
of the education process. Teaching is used as a way				106
of making something known to others, usually in the				29
routine of school. Teaching is a sacred profession. It				250
has been the profession of the Prophets. Those who				3.49
teach are teachers and teachers have been and are				Score
respected in all religions and societies. According to				0
Webster dictionary, teaching is to communicate				82
knowledge or skill or to give insight by example or				222
experience. A teacher will be best defined as the				424
organization of learning and successful teaching seeks				145
to organize learning for authentic results.				873
Farris, (1996) A teacher provides service for society				Percent
because no one can become a doctor, lawyer, police				0
officer etc without first going to elementary and				16.4
secondary schools. Perhaps, no other profession is as				29.6
rewarding and challenging as teaching (p21).				42.4
Stronge, (2002) Teachers have a powerful, long				11.6
lasting influence on their students. They directly				100.0
affect how students learn, what they learn, how				7
much they learn and the ways they interact with one				The teachers have the ability to use modern
another and the world around them (1-15).				techniques and useful skills in the classrooms.
Yasmeen Akhtar, (2006) Good training can help				Frequency
teachers to cope with the complex demands of				0
teaching a large number of students for five or more				63
periods per day. Improper training, on the other hand,				69
interferes with teaching and learning which causes				64
interruptions, delays and waste of time. Infact good				54
teacher trainings are necessary for healthy learning				250
environment in schools. Better-trained and qualified				3.44
teachers may make a difference for student				Score
achievement and learning at classroom and school.				0
(Pp-11-12)				126
Highly trained teachers work differently with groups				207
in their classrooms because they posses new				256
knowledge about teaching and learning. So it is rightly				270
said that the quality of education system is directly				859
related to the quality of the teacher. A teacher is				Percent
considered a more crucial factor in implementing all				0
educational reforms at grassroots level.				25.2
1.1 TEACHER:				27.6
To Iqbal (1996), “The quality of education				25.6
imparted depends to a large extent on the quality of				21.6
teachers” (P-9).				100.0
It is a fact that a teacher is a change-beginning agent				8
of the society. Challenges of the present society can				The teachers have the ability to improve instructional
be responded if the teachers are dedicated to their				effectiveness.
profession and are well equipped with the modern				Frequency
teaching techniques.				0
The teacher shows a pivotal role in any educational				34
system and maintains a standard. It also matters a				60
great deal how far teachers are knowledgeable,				104
professionally trained and committed to their				52
profession. Today the task of the teacher has				250
become really challenging.				3.70
Because, teachers are now not only required to				Score
integrate theory and practice to improve schooling				0
but are also required to teach a diverse population				68
because of many factors such as rural/urban and				180
province to province migration. (Pp-12-14)				416
				260
1.2 THE IMPORTANCE AND ROLE OF				924
TEACHERS:				Percent
God gave one of the most precious gifts to the				0
teacher, the gift of teaching, and alongside gave the				13.6
teacher the authority to exercise that gift for the				24.0
students benefit. Good teachers, like artists, have				41.6
their own individual styles of performing. A teacher is				20.8
like a candle, which lights others in consuming itself.				100.0
DuBois, (1993) Teachers’ through their talent and				9
charisma, motivate their students’ intellectual				The teachers have the ability to use learning activities
growth, evoke their students’ emotions, and				that require the students to practice higher order
improve their students’ self-esteem. These				thinking.
talented teachers encourage the students to find				Frequency
meaning in their lives, a sense of purpose, a vision.				27
The teacher possesses a unique form of altruism, an				57
unselfish commitment to the welfare of the student.				44
Teaching is an ongoing passion (P-8)				78
1.3 QUALITIES OF A GOOD TEACHER:				44
(Mohan, 1992) defines the qualities of a good teacher				250
which are as under				3.22
1. 1. Pleasant Personality:				Score
Pleasant, kindly disposition, with a sense of humor,				27
cheerful and inclined to keep the class cheerful.				114
Keeping pleasant atmosphere in the classroom.				132
1. 2. Encourages the Students:				312
Interested in pupils, eager to render help in difficulties,				220
keen to encourage them in their enthusiasm and				805
interest.				Percent
1. 3. Explains the Lesson in Simple Form:				10.8
Ready to clarify things whenever approached,				22.8
tolerant of pupil’s faults, willing to repeat and				17.6
simplify parts of lessons not understood.				31.2
1. 4. Keeping the Class Alert:				17.6
Alert, active and full of enthusiasm for the task and				100.0
the company of pupils. Uses proper questioning to				10
keep the class engaged and alert.				The teachers have the ability to use different
1. 5. Having no bias:				strategies for problem solving.
Has no favorites and is not prejudiced against any.				Frequency
Deals with the students in the same manner and				0
does not allow biases.				14
1. 6. Maintains Discipline:				31
Maintain discipline, is firm but not harsh.				154
1. 7. Teacher like Personality:				51
Is presentable in health, appearance and dress. (p262)				250
(Borich, 2000) In the last few decades, a revolution				3.97
has occurred in the definition of good teaching.				Score
Defining good teachers by the community ideals				0
proved unrealistic on the job and in the preparation				28
of teachers. Similarly teacher’s psychological				93
characteristics proved to be poorly related to what				616
teachers actually did in the classroom. This directed				255
researchers to study the impact that specific teacher				992
behavior had no the specific cognitive and effective				Percent
teaching behavior of their students. The term good				0
teaching changed to effective teaching and the				5.6
research focus shifted from exclusively studying to				12.4
include their effect on students. These new ways of				61.6
studying classroom behavior have made the student				20.4
and teacher–student interaction in the classroom				100.0
the focus of modern definitions of effective teaching.				11
These changes have influenced the profession of				The teachers have the ability of inspiring confidence
teaching so dramatically that their effects now are				in the students.
felt in the reform of teacher training curricula, in the				Frequency
competency testing of the teachers, in the education				1
of the teacher trainers and the textbooks on				11
teaching methods. Perhaps most responsible for this				17
change are the new ways in which classroom				147
researchers have come to study the nature of				74
teaching. These new ways of studying classroom				250
behavior have made the students and teacher –				4.13
student interaction in the classroom the focus of				Score
modern definitions of effective teaching. (P-25)				1
				22
1.4 TEACHER EDUCATION:				51
Arshad (2005) The objectives and characteristics of				588
teaching clearly show that it is a highly technical				370
career and demands skills on part of the teacher.				1032
For effective teaching, a teacher should have clarity				Percent
of thoughts and concepts as well as clarity in				.4
communication and knowledge of the basic principles				4.4
of teaching. They include ability to create curiosity to				6.8
learn, to exemplify, and to recapitulate at suitable				58.8
intervals, to avoid boredom, to move from easy to				29.6
difficult, to move from known to unknown and to				100.0
teach according to the mental caliber of the students.				12
In school, the teacher has instructional counseling,				The teachers have the ability of relating the previous
administrative, supervisory and public relations				lesson with the current lesson.
responsibilities. The instructional responsibilities include:				Frequency
- Determining the objectives				0
- Diagnosing learners				17
- Planning instructional activities				36
- Implementing programs				105
- Evaluating learning outcomes				92
�				250
Training and professional development includes				4.09
imparting knowledge about content and skills in				Score
instruction, classroom management, assessment, and				0
developing teacher knowledge and skill. It enables				34
teachers to reflect critically on their practice and				108
approach new knowledge and beliefs about content,				420
pedagogy, and learners. It includes a direct instruction				460
lecture component, skill demonstration, modeling,				1022
workshop, presentations and other types of				Percent
in-service activities. (P-3)				0
1.5 NEED OF TEACHER TRAINING:				6.8
Teaching is not something that anybody can do				14.4
without any kind of training. For efficient teaching it is				42.0
necessary that the educator must have education of				36.8
the highest level accompanied by the training in				100.0
techniques of teaching, principles of teaching, solution				13
of educational problems, curriculum, organization of				The teachers have the ability of arousing
the school, etc. Different kinds of training are				student’s interest in lesson.
required for teaching at the different levels of				Frequency
education, and with this end in view, the kind and				1
nature of training required for teaching at the				10
primary, secondary and higher levels of education,				51
have been determined. The teacher once trained for				131
any level is not enough for that level forever in the				57
changing patterns of time. The global changes insist				250
the teacher to change himself with knowledge and				3.93
teaching methodology. For this in-service training				Score
besides pre-service training with intervals is very				1
necessary. The main aim of training is effective				20
teaching.				153
Ranga 2005 has discussed the need of training in the				524
teaching profession:				285
1. Teacher training is necessary to develop the				983
qualities of truthfulness, non-violence and dignity of				Percent
labour				.4
2. To perceive the role as an agent of social change				4.0
in the community				20.4
3. To act as a leader of community and as a guide of				52.4
the community				22.8
4. Establish a liaison between the school and the				100.0
community				14
5. Develops the warm and positive attitude towards				The teachers have the ability to provide plenty of
growing children				opportunities to students for practice.
6. Develops the competencies (P-20)				Frequency
1.6 TEACHERS EDUCATION IN PAKISTAN				1
In Pakistan, teacher’s education program focuses				38
solely on the development of teachers, knowledge				62
enhancing, teaching strategies, techniques of tests				90
and measurement, evaluation procedure, school				59
administration and physical skills in teaching.				250
It is of importance, as well that the teacher training				3.67
should not only be effective but it should also be				Score
compatible with the value system and culture of the				1
society. In this regard the effectiveness of teacher				76
training and its relevancy with social setup both are				186
equally important.				360
According to Iqbal, (1996)				295
In the country like Pakistan, which owes its very				918
existence to an ideology based on religious faith. It is				Percent
even more important that the teacher education is				.4
planned and directed in accordance with the tenants				15.2
of its faith. The teacher training should produce				24.8
teachers who fear God comply with Shariah, possess				36.0
sound personal character and are of modest				23.6
personality for the student. (P-125)				100.0
1.7 OBJECTIVES OF TEACHER TRAINING				15
IN PAKISTAN NATIONAL EDUCATION POLICY				The teachers have the ability to motivate the
(1998-2010)				students towards learning.
The Teacher Training Program is undoubtedly a				Frequency
significant program aiming at the continuous				0
development of the teachers in the desired direction.				8
Following are the chief objectives of the Teacher				31
Training Program:				120
1. To provide incentive to the teachers to function				91
more efficiently.				250
2. To help the teachers to know their problems and				4.18
to solve them by pooling their resources and wisdom.				Score
3. To help the teachers to employ more effective				0
work and wisdom.				16
4. To help teachers to get acquainted with modern				93
techniques in education.				480
5. To broaden the mental outlook of the teachers.				455
6. To increase the professional efficiency of the				1044
teachers.				Percent
1.8 TEACHING SKILLS				0
Ranga (2005): The teacher should possess such skills				3.2
and competencies so that his task may be easy,				12.4
useful and effective. He should know the techniques				48.0
and procedures which should be adopted in his				36.4
profession. He should think about the active				100.0
performance of his duties.				16
Many teachers personally believe that their job is to				The teachers have the ability to use learning activities
develop certain basic skills at a given level of				that require students to practice higher older thinking
achievement. The teacher of tomorrow should be				Frequency
the one who can design a teaching program which is				15
conducive for the growth of the pupil’s mental				46
health and develops in them a commitment to a set				47
of values, that is creativity and enquiry skill.				95
Now a days, a teacher is in need of certain skills and				47
competencies to develop and he is in need of new				250
type of knowledge so that he may be in a position				3.45
to make his task easy. The teachers of today are in				Score
need of such an education which is new,				15
constructive, spontaneous and which is based on a				92
new philosophy of life. (Pp-17-18)				141
Darling Hammond (2004) has presented the various				380
teaching skills:				235
1. General Academic Ability and Intelligence:				863
There is a positive correlation between teaching				Percent
performance and measures of teacher’s				6.0
intelligence or academic ability.				18.4
1. Subject Matter Knowledge:				18.8
Subject matter knowledge is another skill and				38.0
teaching variable.				18.8
1. Knowledge of Teaching and Learning:				100.0
Knowledge of teaching and learning is also an				Mean of means=3.73
important variable and an important teaching skill.				Table 6 shows that 66% teachers agreed that the
1. Teaching Experience:				teachers have the ability to choose the teaching
Teacher’s experience about the teaching and				method according to the situation and Mean score is
learning and learning difficulties are also the important				3.80. 78% teachers agreed or strongly agreed that
variables.				the teachers have the ability to teach the students
1. Teacher Behavior and Practice:				by using appropriate teaching method and the mean
Teacher’s personality, traits and behavior like				score is 3.86. 79% agreed that the teachers have
teacher’s “flexibility”,				the ability to see the relevance of their work and
“creativity”, or “adaptability” also				mean score is 3.86. 60% agreed that the teachers
influence student achievement and learning. (P-6)				have the skills to make active efforts to improve
Hustle & McIntyre (1996) have identified some				instructional effectiveness and the Mean score is 3.40.
teaching skills which are as under:				62% agreed that the teachers have the ability to
1. Planning and Preparation:				use modern techniques and useful skills in the
The teacher should plan the lesson according to the				classrooms and the Mean score is 3.67. 53% agreed
needs of the students and should prepare the lesson				that the teachers have the ability to make active
objectives before going to the class.				efforts to improve instructional effectiveness and the
1. Lesson Presentation:				Mean score is 3.49. 46% agreed that the teachers
The teacher should present the new lesson in an				have the ability to use modern techniques and useful
interesting way so that the objectives of the lesson				skills in the classrooms and the Mean score is 3.44.
can be achieved.				61% agreed that the teachers have the ability to
1. Lesson Management:				improve instructional effectiveness and the mean
The teacher should split the learning material into				score is 3.70. 48% agreed that the teachers have
sequence and clearly formulate the learning content.				the ability to use learning activities that require the
1. Classroom Climate:				students to practice higher order thinking and the
The teacher should keep the classroom environment				Mean score is 3.22. 81% agreed that the teachers
good and pleasant for the teaching and learning				have the ability to use different strategies for
process.				problem solving and the Mean score is 3.97. 87%
1. Class Discipline:				agreed that the teachers have the ability of inspiring
The teacher should show quick response to the				confidence in the students and the mean score is
behavior of the students and maintain good discipline				4.13. 78% agreed that the teachers have the ability
in the class.				of relating the previous lesson with the current lesson
1. Assessing Pupils:				and the Mean score is 4.09. 74% agreed that the
The teacher should use proper questioning techniques				teachers have the ability of arousing student’s
during the lesson to assess the pupils and gauge their				interest in lesson and the Mean score is 3.93. 59%
progress.				agreed that the teachers have the ability to provide
1. Evaluation:				plenty of opportunities to students for practice and
The teacher should use proper evaluation technique				the Mean score is 3.67. 84% teachers agreed or
to find out the strengths and weaknesses of the				strongly agreed that the teachers have the ability to
students.(http.)				motivate the students towards learning and the Mean
Chris Kyracou (1997) has given some essential				score is 4.18. 56% agreed that the teachers have the
teaching skills which are as under:				ability to use learning activities that require students
1. Management of Material:				to practice higher older thinking and the Mean score is
The teacher should organize the material in sequence				3.45.
and according to the level of the students.				All the sixteen statements of the skills
1. Guided Practice:				appropriateness of the teaching methodologies, the
The teacher should provide opportunities to the				teachers agreed that the teachers are using
students to practice the lesson learnt and the				appropriate teaching methodologies according to the
teacher should act as a guide during their practice.				demand of the subject they taught and Mean of
1. Structured Conversation:				means is 3.73
The teacher should prepare the lesson objectives,				So, it can be concluded from the above table that
and plan the lesson according to the student’s				teachers are satisfied with the performance of
needs and level and should provide some time for				teachers on the skills of appropriateness of teaching
conversation.				methodologies. Mean of means lies between uncertain
1. Monitoring:				and agree showing positive trend
The teacher should monitor the students continuously
during teaching-learning process so that all the				Table 7: Class Discipline
students take proper interest in the subject.				S.No
1. Use Natural Language:				Statement
The teacher should use natural language during				SDA
teaching because use of natural language during the				DA
lesson can be easily understood by the learners and it				UNC
will help them in understanding the lesson.				A
1. Management of Order:				SA
The teacher should maintain order and discipline in the				Total
class room and deal with misbehavior effectively.				Mean
1. Flexible Material:				1
The teacher should present the flexible material				The teachers have the ability to maintain good order
which can be changed during the lesson according to				in the classroom.
the student’s level.				Frequency
1. Planning and Preparation:				0
The teacher should plan and formulate the lesson				7
objectives according to the level of the student.				24
1. Written Evaluation:				125
The teacher should conduct the written test to				94
judge that how much the students perceive the				250
knowledge given by the teacher.				4.22
1. Knowledge about the Subject Taught:				Score
The teacher should have full knowledge and				0
command over the subject taught to the students.				14
1. Organization and Management of Class:				72
The teacher should organize and manage the class in				500
a proper way.				470
1. Teaching Experience:				1056
The teacher should have teaching experience				Percent
because this will help the teacher to enhance the				0
teaching methodology.				2.8
1. Teacher Personality:				9.6
The teacher should possess teacher like personality				50.0
and should have the experience about teaching and				37.6
learning.				100.0
1. Knowledge of Teaching and Learning:				2
The teacher should have a strong knowledge about				The teachers have the ability to deal the
teaching and learning. The teacher should have the				misbehaviors effectively.
ability to use learning activities that require students				Frequency
to practice higher order thinking.(http)				1
2: OBJECTIVES OF THE STUDY				28
The following were the objectives of the study:				35
1. To obtain the conceptions of teachers about				94
classroom skills.				92
2. To identify the essential classroom skills being				250
stressed during teacher training program.				3.99
3. To identify the problems in attaining and				Score
implementing the essential classroom skills.				1
3 RESEARCH QUESTIONS:				56
1. What are the teaching skills required for effective				105
teaching?				376
2. How far the teacher education institutions are				460
helping the teachers in acquiring these skills?				998
3. How far are the teachers actually using these skills				Percent
in classroom institution?				.4
4 PROCEDURE OF THE STUDY				11.2
The study was delimited to the teachers of the				14.0
secondary schools in three districts of Punjab. A				37.6
survey was conducted to investigate the views of				36.8
teachers of secondary schools through specially				100.0
constructed questionnaire.				3
4.1 POPULATION:				The teachers have the ability to identify disruptive
The population of the study consisted of 9471 Govt.				behavior.
Sec. Schools and 167696 teachers of Secondary				Frequency
Schools.				0
4.2 SAMPLE:				2
Technique of multistage sampling was used. Three				40
districts of Punjab were randomly chosen from first				128
stage. 10 percent teachers as sample were chosen				80
from each district.				250
The following table shows the details of the sample.				4.14
Sample Table:				Score
DISTRICT				0
TOTAL SCHOOLS				4
SCHOOLS TAKEN				120
NO. OF TEACHERS				512
Rawalpindi				400
266				1036
27				Percent
65				0
Attock				.8
244				16.0
24				51.2
60				32.0
Lahore				100.0
275				Mean of means=4.11
28				Table 7 shows that 87% teachers agreed or strongly
70				agreed that the teachers have the ability to maintain
Total				good order in the classroom and Mean score is 4.22.
785				73% agreed that the teachers have the ability to
79				deal the misbehaviors effectively and Mean score is
195				3.99. 83% agreed that the teachers have the ability
4.3 INSTRUMENTATION:				to identify disruptive behavior and Mean score is 4.14.
One questionnaire for secondary school teachers was				From the three statements of class discipline skills
developed. Each statement provided the descriptions				majority of the teachers agreed and Mean of means
of five levels namely strongly disagree, disagree,				is 4.11. So, it can be concluded from the above table
uncertain, agree, strongly agree.				that teachers agreed and are satisfied with the
The language and concept of a questionnaire was				performance of teachers on class discipline skills.
drafted in such a manner that these statements may				Mean of means lies between agree and strongly
be clear and meaningful to the reader.				agree showing strongly positive trend.
4.4 PILOT TESTING:				Table 8: Teacher like Personality
A pilot testing of the research instrument was carried				S.No
out on members of the population not included in the				Statement
sample. The pilot survey helped in refining the				SDA
research instrument.				DA
4.5 DATA COLLECTION:				UNC
The questionnaire was delivered personally to the				A
teacher.				SA
4.6 DATA ANALYSIS:				Total
Data collected through research instrument was				Mean
analyzed by using mean score and t.test.				1
5 ANALYSIS OF THE TEACHERS				The teachers possess teacher like personality.
PERCEPTIONS:				Frequency
Table 1 Lesson Planning Skills				0
S.No				17
Statement				25
S D				111
D				97
U N				250
A				4.15
S A				Score
Total				0
Mean				34
1				75
The teacher possesses good planning skills				444
Frequency				485
1				1038
17				Percent
16				0
146				6.8
70				10.0
250				44.4
4.07				38.8
Score				100.0
1				2
34				The teachers have the experience about teaching
48				and learning.
584				Frequency
350				0
1017				14
Percentage				26
0.4				121
6.8				89
6.4				250
58.4				4.14
28.0				Score
100.0				0
2				28
The teacher prepares the lesson objectives before				78
going to class.				484
Frequency				445
1				1035
34				Percent
52				0
99				5.6
64				10.4
250				48.4
3.76				35.6
Score				100.0
1				3
68				The teachers have the qualities of flexibility,
156				creativity and adaptability to influence the
396				student’s achievements.
320				Frequency
941				28
Percentage				31
.4				24
13.6				85
20.8				82
39.6				250
25.6				3.65
100.0				Score
3				28
The teachers have the ability to plan the lesson				62
according to the needs of the students.				72
Frequency				340
7				410
30				912
32				Percent
93				11.2
88				12.4
250				9.6
3.91				34.0
Score				32.8
7				100.0
60				Mean of means=3.98
96				Table 8 shows that 82% teachers agree or disagree
376				that the teachers possess teacher like personality
440				and Mean score is 4.15. 83% agreed or strongly
979				agreed that the teachers have the experience about
Percentage				teaching and learning and Mean score is 4.14. 66%
2.8				agreed that the teachers have the qualities of
12.0				flexibility, creativity and adaptability to influence the
12.8				student’s achievements and Mean score is3.65.
37.2				From all the three statements of teacher's
35.2				personality majority of the teachers agreed and
100.0				Mean of means are 3.98. So, it can be concluded
4				from the above table that teachers agreed and are
The teachers have the ability to identify intended				in favor that the teachers possess teacher like
learning outcomes.				personality. Mean of means lies between uncertain
Frequency				and agree showing positive trend.
0				Table 9: Formulation of Appropriate
76				Questions
127				S.No
37				Statement
10				SDA
250				DA
2.92				UNC
Score				A
0				SA
152				Total
381				Mean
148				1
50				The teachers have the ability to use proper
731				questioning during the lesson.
Percentage				Frequency
0				0
30.4				17
50.8				25
14.8				111
4.0				97
100.0				250
Mean of means=3.66				4.15
Table 1 shows that 86% teachers agreed that the				Score
teacher possesses good planning skills and mean				0
score is 4.07, 65% agreed that the teacher prepares				34
the lesson objectives before going to class and mean				75
score is 3.76, 72% agreed that the teachers have				444
the ability to plan the lesson according to the needs				485
of the students and mean score is 3.91, 18% agreed				1038
that the teachers have the ability to identify intended				Percent
learning outcomes and mean score is 2.92.				0
On all the four statements of lesson planning skills,				6.8
majority of the teachers agreed and mean of means				10.0
is 3.66. So, it can be concluded from the above table				44.4
that the teachers agreed and are satisfied with the				38.8
performance of teachers on lesson planning skills.				100.0
Mean of means lies between uncertain and agree				2
showing positive response.				The teachers have the ability to use lower cognitive
Table 2: Lesson Presentation Skills				and higher cognitive questions to check student’s
S.No				understanding.
Statement				Frequency
SDA				0
DA				14
U N				26
A				121
S A				89
Total				250
Mean				4.14
1				Score
The teachers have the ability to present the material				0
effectively.				28
Frequency				78
0				484
36				445
15				1035
111				Percent
88				0
250				5.6
4.00				10.4
Score				48.4
0				35.6
72				100.0
45				3
444				The teachers have the ability to properly handle the
440				student’s questions.
1001				Frequency
Percentage				28
0				31
14.4				24
6.0				85
44.4				82
35.2				250
100.0				3.65
2				Score
The teachers have the ability to introduce the lesson				28
in a very interesting way.				62
Frequency				72
6				340
29				410
32				912
99				Percent
84				11.2
250				12.4
3.90				9.6
Score				34.0
6				32.8
58				100.0
96				4
396				The teachers have the ability to use regular
420				questioning to gauge pupils progress.
976				Frequency
Percentage				0
2.4				1
11.6				43
12.8				103
39.6				103
33.6				250
100.0				4.23
3				Score
The teachers have the ability to involve the students				0
in learning activities.				2
Frequency				129
0				412
18				515
33				1058
117				Percent
82				0
250				.4
4.05				17.2
Score				41.2
0				41.2
36				100.0
99				5
468				The teachers have the ability to use questioning to
410				stimulate the students thinking during instructions.
1013				Frequency
Percentage				7
0				19
7.2				73
13.2				117
46.8				34
32.8				250
100.0				3.61
4				Score
The teachers have the ability to build the relationship				7
between the learning experiences and effective				38
instructions.				219
Frequency				468
0				170
25				902
58				Percent
116				2.8
51				7.6
250				29.2
3.77				46.8
Score				13.6
0				100.0
50				Mean of means=3.95
174				Table 9 shows that 82% teachers agreed that the
464				teachers have the ability to use proper questioning
255				during the lesson and Mean score is 4.15. 83% agreed
943				that the teachers have the ability to use lower
Percentage				cognitive and higher cognitive questions to check the
0				student’s understanding and Mean score is 4.14.
10.0				66% agreed that the teachers have the ability to
23.2				properly handle the student’s questions and
46.4				Mean score is 3.65. 82% agreed that the teachers
20.4				have the ability to use regular questioning to gauge
100.0				the pupils progress and the Mean score is 4.23. 59%
Mean of means=3.93				agreed that the teachers have the ability to use
Table 2 shows that 79% teachers agreed that the				questioning to stimulate the students thinking during
teachers have the ability to present the material				instructions and Mean score is 3.61.
effectively and mean score is 4.0, 72% teachers				From the five statements it can be concluded from
agreed that the teachers have the ability to				the above table that the teachers agreed and are
introduce the lesson in a very interesting way and				satisfied that the teachers have the skills to
mean score is 3.90, 78% agreed or strongly agreed				formulate the appropriate questions and Mean of
that the teachers have the ability to involve the				means is 3.95. Mean of means lies between uncertain
students in learning activities and mean score is 4.05,				and agree showing positive trend.
66% agreed that the teachers have the ability to				Table 10: Checking Of Homework
build the relationship between the learning				S.No
experiences and effective instructions and mean				Statement
score is 3.77.				SDA
On all the four statements of lesson presentation				DA
skills majority of the teachers agreed and Mean of				UNC
means is 3.93. So, it can be concluded from the				A
above table that the teachers agreed on lesson				SA
presentation skills. The Mean of means lies between				Total
uncertain and agree showing positive trend.				Mean
				1
Table 3: Lesson Management Skills				The teachers give homework regularly.
S.No				Frequency
Statement				0
SDA				27
DA				19
U N				116
A				88
S A				250
Total				4.06
Mean				Score
1				0
The teachers have the ability to manage and				54
organize the lesson.				57
Frequency				464
0				440
10				1015
25				Percent
130				0
85				10.8
250				7.6
4.16				46.4
Score				35.2
0				100.0
20				2
75				The teachers check the homework regularly.
520				Frequency
425				1
1040				43
Percentage				74
0				67
4.0				65
10.0				250
52.0				3.61
34.0				Score
100.0				1
2				86
The teachers have the ability to teach the new				222
lesson on the basis of the student’s previous				268
knowledge.				325
Frequency				902
0				Percent
9				.4
20				17.2
136				29.6
85				26.8
250s4.19				26.0
Score				100.0
0				Mean of means=3.83
18				Table 10 shows that 81% teachers agreed that the
60				teachers give homework regularly and Mean score is
544				4.06. 52% agreed that the teachers' check the
425				homework regularly and Mean score is 3.61.
1047				From the two statements it can be concluded from
Percentage				the above table that teachers agreed and are
0				satisfied that the teachers give and check the
3.6				homework regularly and mean of means is 3.83. Mean
8.0				of means lies between uncertain and agree showing
54.4				positive trend.
34.0				Table 11: Checking Of Class Work
100.0				S.No
3				Statement
The teachers have the skill to clearly and carefully				SDA
formulate the course material.				DA
Frequency				UNC
0				A
32				SA
70				Total
99				Mean
49				1
250				The teachers give class work regularly.
3.66score				Frequency
0				0
64				16
210				13
396				111
245				110
915				250
Percentage				4.26
0				Score
12.8				0
28.0				32
39.6				39
19.6				444
100.0				550
4				1065
The teachers have the ability to split the learning				Percent
material into sequence.				0
Frequency				6.4
1				5.2
16				44.4
76				44.0
104				100.0
53				2
250				The teachers check the class work regularly.
3.77				Frequency
Score				1
1				43
32				46
228				69
416				91
265				250
942				3.82
Percentage				Score
.4				1
6.4				86
30.4				138
41.6				276
21.2				455
100.0				956
Mean of means= 3.79				Percent
Table 3 shows that 88% teachers agreed that the				.4
teachers have the ability to manage and organize the				17.2
lesson and Mean Score is 4.16, 88% teachers agreed				18.4
that the teachers have the ability to teach the new				27.6
lesson on the basis of the student’s previous				36.4
knowledge and mean score is 4.19. 58% agreed that				100.0
the teachers have the skill to clearly and carefully				Mean of means=4.04
formulate the course material and mean score is 3.66				Table 11 shows that 88% teachers agreed that
and 62% teachers agreed that the teachers have				teachers give classwork regularly and Mean score is
the ability to split the learning material into sequence				4.26. 63% agreed that the teachers check the
and mean score is 3.77.				classwork regularly and Mean score is 3.82.
On all the four statements of lesson management				From the two statements it can be concluded from
skills majority of the heads agreed and Mean of				the above table that teachers agreed and are
means are 3.79. So, it can be concluded from the				satisfied that the teachers give and check the class
above table that the heads agreed and are satisfied				work regularly and Mean of means is 4.04. Mean of
with the performance of teachers on lesson				means lies between agree and strongly agree
management skills. The Mean of means lies between				showing strongly positive trend.
uncertain and agree showing positive trend				Table 12: Inspiring Confidence in Students
Table 4: Classroom Climate				S.No
S.No				Statement
Statement				SDA
SDA				DA
DA				UNC
UNC				A
A				SA
SA				Total
Total				Mean
Mean				1
1				The teachers have the ability to inspire confidence in
The teachers have the ability to maintain good				students.
climate in the class.				Frequency
Frequency				0
0				12
17				25
25				119
94				94
114				250
250				4.18
4.22				Score
Score				0
0				24
34				75
75				476
376				470
570				1045
1055				Percent
Percent				0
0				4.8
6.8				10.0
10.0				47.6
37.6				37.6
45.6				100.0
100.0				2
2				The teachers have the ability to appreciate the
The teachers have the ability to maintain pleasant				student’s efforts.
atmosphere for learning.				Frequency
Frequency				0
0				0
23				36
26				113
123				101
78				250
250				4.26
4.02				Score
Score				0
0				0
46				108
78				452
492				505
390				1065
1006				Percent
Percent				0
0				0
9.2				14.4
10.4				45.2
49.2				40.4
31.2				100.0
100.0				3
3				The teachers have the ability to reinforce the correct
The teachers have the ability to develop strong				behavior of the students.
interaction between students and teacher.				Frequency
Frequency				0
0				8
24				62
51				109
93				71
82				250
250				3.97
3.93				Score
Score				0
0				16
48				186
153				436
372				355
410				993
983				Percent
Percent				0
0				3.2
9.6				24.8
20.4				43.6
37.2				28.4
32.8				100.0
100.0				Mean of means = 4.13
4				Table 12 shows that 84% teachers agreed that the
The teachers have the ability to develop trust of the				teachers have the ability to inspire confidence in
students.				students and Mean score is 4.18. 85% agreed that
Frequency				the teachers have the ability to appreciate the
1				student’s efforts and Mean score is 4.26. 71%
13				agreed that the teachers have the ability to reinforce
20				the correct behavior of the students and Mean score
144				is 3.97.
72				From the three statements it can be concluded from
250				the above table that the heads agreed that the
4.09				teachers inspire confidence in the students regularly.
Score				The Mean of means is 4.13. Mean of means lies
1				between agree and strongly agree showing strong
26				positive trend.
60				Table 13: Evaluation Skills
576				S.No
360				Statement
1022				SDA
Percent				DA
.4				UNC
5.2				A
8.0				SA
57.6				Total
28.8				Mean
100.0				1
5				The teachers have the ability to use evaluation
The teachers have the ability to develop the				techniques.
student’s interest in learning.				Frequency
Frequency				0
0				16
13				28
40				143
100				63
97				250
250				4.01
4.12score				Score
0				0
26				32
120				84
400				572
485				315
1031				1003
Percent				Percent
0				0
5.2				6.4
16.0				11.2
40.0				57.2
38.8				25.2
100.0				100.0
6				2
The teachers have the ability to make the classroom				The teachers evaluate the students properly.
climate effective for teaching and learning.				Frequency
Frequency				0
0				41
53				37
22				126
91				46
84				250
250				3.71
3.82				Score
Score				0
0				82
106				111
66				504
364				230
420				927
956				Percent
Percent				0
0				16.4
21.2				14.8
8.8				50.4
36.4				18.4
33.6				100.0
100.0				3
Mean of means=3.65				The teachers have the ability to conduct classroom
Table 4 shows that 82% teachers agreed that the				test for evaluating the student’s performance.
teachers have the ability to maintain good				Frequency
atmosphere in the class and Mean score is 4.22. 69%				1
teachers agreed that the teachers have the ability to				1
maintain pleasant atmosphere for learning and Mean				36
score is 4.02, 69% teachers agreed that the				115
teachers have the ability to develop strong				97
interaction between students and teacher and Mean				250
score is 3.93. 85% teachers agreed that the teachers				4.22
have the ability to develop trust of the students and				Score
Mean score is 4.09, 78% teachers agreed that the				1
teachers have the ability to develop the				2
student’s interest in learning and the mean				108
score is 4.12. 69% teachers agreed that the teachers				460
have the ability to make the classroom climate				485
effective for teaching and learning and the Mean				1056
score is 3.82				Percent
On all the four statements of classroom climate skills				.4
majority of the teachers agreed and Mean of means				.4
is 3.65. So, it can be concluded from the above table				14.4
that teachers agreed with the performance of				46.0
teachers on the skills of maintaining good classroom				38.8
atmosphere. Mean of means lies between uncertain				100.0
and agree showing positive trend				4
Table 5: Command over the Subject				The teachers have the ability to use evaluation skills
S.No				for judging the student’s achievements.
Statement				Frequency
SDA				1
DA				28
UNC				33
A				127
SA				61
Total				250
Mean				3.88
1				Score
The teachers have full command over the subject.				1
Frequency				56
0				99
34				508
69				305
54				969
93				Percent
250				.4
3.82				11.2
Score				13.2
0				50.8
68				24.4
207				100.0
216				5
465				The teachers have the ability to use diagnostic
956				evaluation skill to identify the problems in learning.
Percent				Frequency
0				6
13.6				54
27.6				55
21.6				90
37.2				45
100.0				250
2				3.46
The teachers have knowledge beyond the prescribed				Score
syllabus.				6
Frequency				108
3				165
18				360
84				225
90				864
55				Percent
250				2.4
3.70				21.6
Score				22.0
3				36.0
36				18.0
252				100.0
360				6
275				The teachers have the ability to use evaluation skills
926				to identify the strengths and weaknesses of the
Percent				students.
1.2				Frequency
7.2				1
33.6				23
36.0				43
22.0				125
100.0				58
3				250
The teachers have the ability to provide latest				3.86
information about the subject.				Score
Frequency				1
5				46
70				129
50				500
60				290
65				966
250				Percent
3.44				.4
Score				9.2
5				17.2
140				50.0
150				23.2
240				100.0
325				Mean of means=3.86
860				Table 13 shows that 82% teachers agreed that the
Percent				teachers have the ability to use evaluation techniques
2.0				and Mean score is 4.01. 68% agreed that the
28.0				teachers evaluate the students properly and Mean
20.0				score is 3.71. 84% agreed that the teachers have the
24.0				ability to conduct classroom test for evaluating the
26.0				student’s performance and Mean score is 4.22.
100.0				74% agreed that the teachers have the ability to
Mean of means=3.65				use evaluation skills for judging the student’s
Table 5 shows that 58% teachers agreed that the				achievements and the Mean score is 3.88. 54%
teachers have full command over the subject and				agreed that the teachers have the ability to use
Mean score is 3.82. 58% agreed that the teachers				diagnostic evaluation skills to identify the problems in
have knowledge beyond the prescribed syllabus and				learning and the Mean score 3.46. 73% agreed that
Mean score is 3.70. 50% agreed that the teachers				the teachers have the ability to use evaluation skills
have the ability to provide latest information about				to identify the strengths and weaknesses of the
the subject and Mean score is 3.37.				students and the mean score is 3.86.
All the three statements of the skills of command				From the six statements it can be concluded from
over the subject majority of the teachers agreed				the above table that the teachers agreed and are
that the teachers have full command over the				satisfied that the teacher has the skills to use the
subject they taught and mean of means is 3.65.				evaluation skills properly and Mean of means is 3.85.
So, it can be concluded from the above table that				Mean of means lies between uncertain and agree
teachers are not fully satisfied from the performance				showing positive trend.
of teachers on the skills of command over the
subject. Mean of means lies between uncertain and				DISCUSSION:
agree showing positive trend				The teacher constitutes the major school input. The
				teacher at different levels needs different types of
Table 6: Appropriateness of Teaching				training. Because good education represents good
Methodologies				teacher and good teacher need not only sufficient
S.No				knowledge of the subject matter to be imparted to
Statement				students but techniques and methods should be
SDA				taught both in theory and practice.
DA				The study was descriptive in nature. For this purpose
UNC				the research reviewed the related documents,
A				educational policies and Teacher Training Programs.
SA				The main objective of the study was the analysis of
Total				skills acquired in the Teacher Training Programs and
Mean				required in the actual classroom. A study was
1				conducted to investigate the needs, teacher and
The teachers have the ability to choose the teaching				teacher trainers.
method according to the situation.				Technique of multistage sampling was used. 3
Frequency				Districts of Punjab were the sample of the study. In
7				each district ten percent teachers were selected as a
35				sample. For data collection the researcher prepared a
40				questionnaire for the teacher.
86				Data collected through research tool was analyzed by
82				using t-test. It was concluded that majority of the
250				teachers prepared the lesson objectives before going
3.80				to class. Majority of the teachers lacked the skills of
Score				identifying misbehaviors. The teachers were trained in
7				the traditional methods and the teacher training
70				programs are heavily loaded with theoretical
120				information and the teachers are unable to use
344				modern methodologies.
410				It was recommended that the teacher training
951				institutions be equipped with the latest technologies
Percent				to equip with latest techniques and teaching
2.8				methodologies, and the teachers be provided such
14.0				training in the area of classroom management and
16.0				evaluation.
34.4				6: FINDINGS
32.8				86 percent teachers strongly agreed or agreed that
100.0				the teachers possessed good planning skills
2				65 teachers strongly agreed or agreed that the
The teachers have the ability to teach the students				teachers prepared the lesson objectives before going
by using appropriate teaching method.				to class but the classroom
Frequency				72 percent teachers strongly agreed or agreed that
0				the teachers had the ability to plan the lesson
34				according to the needs of the students. But the
25				classroom observation showed that only 27 percent
132				teachers possessed this skill.
59				15 percent teachers agreed that the teachers had
250				the ability to identify intended learning outcomes but
3.86				the classroom observation showed that only 27
Score				percent teachers possessed this skill.
0				79 percent teachers agreed that the teachers had
34				the ability to present the material effectively.
25				72 percent teachers agreed that the teachers have
132				the ability to introduce the lesson in a very interesting
295				way but the classroom observation showed that only
966				56 percent teachers possessed this skill.
Percent				78 percent teachers agreed that the teachers had
0				the ability to involve the students in learning activities
13.6				but the classroom observation showed that only 27
10.0				percent teachers possessed this skill.
52.8				66 percent teachers agreed that the teachers had
23.6				the ability to build the relationship between the
100.0				learning experiences and effective instructions but
3				the classroom observation showed that only 43
The teachers have the ability to see the relevance				percent teachers possessed this skill.

It Career

Analysis Of Discrepancies Between Skills Acquired By The Teachers During B.ed & M.ed And Skills Required In Actual Class