Analysis of School Teachers’ Practices for Quality Education in View of Their Head Teachers at Secondary Level
The study examined secondary school teachers’ practices in view of their head teachers for quality enhancement at secondary level. Forty eight secondary schools from three districts Bahawalpur, Okara and Faisalabad of the Punjab province of Pakistan, were randomly selected for data collection but forty two head teachers participated in the study. The questionnaire was developed and after making it valid and reliable, the data was collected and analyzed by using simple mean score. Practices of school teachers were divided into two main categories: practices in classroom and practices out of classroom but in the institution. Findings showed that teachers’ practices in view of their head teachers for quality enhancement out of the classroom are better than practices in classroom. There is found minor difference between the categorical variables of male and female teachers’ practices for quality enhancement in view of their head teachers but the difference found considerable in the variables of urban and rural teachers. Rural teachers’ practices are better than urban teachers in this concern. The comparison of the three districts is also made and it is found that the teachers from Bahawalpur district are having significantly better practices than the teachers of other districts included in the study. The study therefore, recommended that teachers should be made aware not only of the modern concepts of quality education but also of the quality enhancing practices through activity based refresher courses, seminars and conferences. Training sessions should be conducted to update teachers’ knowledge and to make their vision bright about quality enhancing practices at secondary level. After discussion and analysis, further interesting results are presented. Based on the findings, appropriate recommendations are suggested for improving the quality of education at secondary level in Pakistan.
Effect of School's Physical Facilities on Learning and Outcomes of Students in Nepal
The present study has been designed the perceptions of on the condition of school's physical facilities availability and utilization practice.
Developmental studies of work as a testbench of activity theory: The case of primary care medical practice
Introduction When I write about the theory of activity, I am using a double-edged notion. On the one hand, it is necessary to emphasize the unique and self-consciously independent nature of the Soviet cultural-historical research tradition, which today is commonly called activity theory (see Leont'ev, 1978; Leontyev, 1981; Wertsch, 1981). On the other hand, this tradition is not a fixed and finished body of strictly defined statements – it is itself an internationally evolving, multivoiced activity system. Rumors about activity theory have been around in Western behavioral and social sciences for some time. But in many ways, this theoretical approach is still one of the best-kept secrets of academia. This is partly due to language barriers, partly to the epistemological foundations of activity theory, which are not immediately transparent to scholars unfamiliar with classical German philosophy and dialectics (see Ilyenkov, 1982; Lektorsky, 1980/1984; Mikhailov, 1980 – and Bakhurst, 1991, for a careful Anglo-Saxon interpretation). And when a Western researcher begins to realize the impressive dimensions of theorizing behind the activity approach, she or he may well ask: Is it worth the trouble? Can it be used to produce something interesting? How does one do concrete research on the basis of activity theory? This chapter aims at answering those questions, if only partially and sketchily. Others have begun such bridge building in the fields of education (Moll, 1990), language socialization (Ochs, 1988), design of computer interfaces (Bodker, 1990), and explanation of skilled action (Keller & Keller, this volume). I shall focus on expert work as collective, institutionally organized activity.