A study on the Satisfaction Level of Secondary school Teachers for Religious Education

Zikra Faiz,Waqar Younas Warraich,Asmaa Azeem

doi:10.31580/jrp.v2i1.1172

Abstract

Religious education is the term given to the kind of education which is concerned with spiritual mindedness and religious conscience. This study aimed to investigate the level of satisfaction of teachers about religious education at secondary level. The study shows that the foundation of education in Islam is guided by the principles of Quran and Hadith (the saying and deeds of Prophet Muhammad) (PBUH). Thepresent study was descriptive in nature; cross-sectional survey method was used to collect data from participants through questionnaire. The sample comprised of three hundred teachers from secondary schools selected through non-proportionate stratified random sampling technique. Questionnaire was developed by the researchers. Validity of the tool was assured from the experts and the Cronbach’s alpha was 0.87. For the purpose of analysis descriptive and inferential statistical techniques were applied. It was found that teachers were satisfied from the curriculum of religious education. According to the respondents curriculum of religious education is old and same topics with similar description are repeating every year. There is not interesting and innovative style to teach. It is depicted that there was no significant difference between male and female secondary school teachers’ level of satisfaction regarding religious education at secondary level. It is suggested that curriculum should be revised and more information about religion should be added in the textbooks issued by Punjab Textbook Board.

Highlights

If we revisit the historical perspective of the freedom movement of Pakistan we can realize that the founding principle of Pakistan was the mainly its ideology that our religion Islam is undoubtedly the determining factor in defining our nationality
Pakistan Studies is taught at secondary, intermediate, bachelor’s and master’s levels in Pakistan. It is a multidisciplinary subject and has its relationship with nearly every one of the subjects of sociologists by instilling the capacity to acknowledge and comprehend the financial, political, social issues and the advancement of social awareness of one's social commitments, rights and obligations, encouraging energy, devotion, regard for the built up qualities and energy about social and national legacy (Hashmi and Education (2011).It was contended that Pakistan Studies gives a sound information to the students not just about the factors prompting the formation of Pakistan, yet in addition causes students to acknowledge different perspectives of its belief system, history, culture, topography, legislative issues, economy and key situation in local and universal issues, as per the National Curriculum of Pakistan Studies IX-X, 2006 (Rehman Ullah (1972)
Islamic studies and Pakistan studies subjects’ experts are never no interest in RE, 46% participants depicts that RE curriculum is not appointed in schools

Summary

Introduction

If we revisit the historical perspective of the freedom movement of Pakistan we can realize that the founding principle of Pakistan was the mainly its ideology that our religion Islam is undoubtedly the determining factor in defining our nationality. In our schools two subjects are compulsory; Pakistan studies and Islamic education/Islamiate. (Faizi: 2010:98) Mąkosa (2016)conducted a study on teachers who face challenges during teaching religious education in schools. Rehman Ullah (1972)said that From Class I to Class VIII the subject of Diniyat (Religious Studies) was instructed in government schools. In 1997, the subject of Islamiyat (Islamic Studies) was presented.

Results

Conclusion