An Empirical Study of Determinants of Teachers’ Effectiveness in Higher Education Institutions in Pakistan

Abstract

The study examined empirically the essential determinants of teachers’ effectiveness in higher education institutions (HEIs) in Pakistan. Positivist paradigm had been adopted for the study. The design of the study was causal and cross sectional. The study was based on primary data collected through a structured questionnaire from 155 students studying in HEIs in Rawalpindi and Islamabad region. Descriptive, correlation, and regression analyses were used to analyse the data. The results of the study indicated that professional competence, subject matter expertise, classroom management, and feedback had positive and statistically significant effect on teachers’ effectiveness. The study provided useful insight with regard to the essential predictors of teachers’ effectiveness in HEIs. The results offered opportunities to the academicians, administrators, and regulators of HEIs to plan and implement appropriate interventions to enhance the teachers’ effectiveness for desirable learning outcomes. The study also extended the existing knowledge of teachers’ effectiveness in institutions of higher education in Pakistan.