Exploring Single Primary School Teacher's Pedagogical Practices and Attitude Toward Students Learning

Abstract

Primary education is the foundation step of formal education, including various subjects, e.g., languages, science, mathematics, English, Urdu, and social studies, which require different subject teachers. Single-teacher schools face unique challenges such as limited resources (staff, teachers, etc.), a lack of support systems, and isolation, all of which can significantly impact pedagogical practices and attitudes. The study was opted to explore the relationship between pedagogical practices and attitudes of single primary school teachers. The study employed a descriptive research approach, and a survey technique was used for data collection. The population and sample were the same, i.e., 74 single primary school teachers (both male and female) in District Sargodha. Two questionnaires validated through experts' opinions and pilot tested with 0.92 Cronbach Alpha value) were used for data collection through personal visits. Data analysis was carried out using frequencies, percentages, mean scores, and Pearson correlation. The findings were that the overall pedagogical practices and attitudes of single primary school teachers were effective, except for the factor of teacher behavior and a moderate relationship between the teacher's pedagogical practices and attitudes. It is recommended that single teachers be relocated from overcrowded to understaffed primary schools to improve teaching practices and attitudes toward student learning.