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.
Teaching challenges and dilemmas 4th Edition
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The Effect of Summarizing Strategy on Reading Comprehension of Iranian Intermediate EFL Learners
Reading comprehension plays a significant role in educational success. In spite of its importance, students still have difficulties in understanding texts. One solution to the problem of poor reading comprehension is the learning of reading strategies. The current study examined the effect of summarizing strategy on reading comprehension of Iranian intermediate EFL learners. Sixty-one students were selected and randomly divided into two control and experimental groups. The homogeneity of their proficiency level was established using a TOEFL proficiency test. All students in both groups participated in a reading comprehension test as pretest. The experimental group utilized summarizing strategy three times a week typically 45 minutes in duration for ten weeks. After each two week instruction, an immediate posttest was administered. At the end of the treatment, a post-test was administered to both groups. The findings of the study indicated that summarizing strategy has a significant effect on learners’ reading comprehension.