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Impact of Head-teachers’ Instructional Approaches on Teachers competencies at Campus Schools in Karachi
Abstract
The purpose of this study is to investigate teachers’ perceptions of head-teachers’ instructional approaches and its impact on teachers’ competencies at campus schools in Karachi, since lack of teacher competencies has been a substantial issue, as it has remained ineffective teaching, which affects students' academic achievement. Achieving the research objectives a quantitative research design with a survey technique was used. Five hundred twenty-five respondents were selected by a convenience sampling, and finally 470 teachers’ data founded correct for analysis after screening, with a 90% response rate. The Smart PLS was utilized for calculations, reliability, validity and hypothesis testing, and descriptive analysis was done through SPSS. The results revealed that the perceptions of campus school teachers regarding their heads instructional approaches, as an instructional resources provider, feedback on teaching and learning, and visible presence have a significant and substantial effect on teacher competencies. It is suggested that school leaders should employ and include instructional approaches such as instructional resources provider, feedback on teaching and learning, and visible presence to improve their teachers' competencies.
Authors
Nazir Ahmad
Ph.D. Scholar, Department of Education and Social Sciences, Iqra University Karachi, Sindh, Pakistan
Dr. Rozina Sewani
Assistant Professor, Department of Education and Social Sciences, Iqra University, Karachi, Sindh, Pakistan
Zahid Ali
Ph.D. Scholar, Department of Education and Social Sciences, Iqra University, Karachi, Sindh, Pakistan
