Impact of Cognitive Skills and other Demographics of Teachers on their Performance in Public and Private Schools of Karachi

Abstract

Background: The performance of teachers in educational settings is a critical factor for effective learning. Recent studies have highlighted the significance of cognitive abilities, gender, education level, and other personal competencies in influencing teacher performance. However, there is limited research exploring these aspects in the context of Karachi's public and private schools. Objective: This study aimed to investigate the impact of cognitive skills and demographic factors such as gender and education level on the performance of teachers in Karachi. Methods: A quantitative research approach was adopted, utilizing a descriptive and correlational design. The population comprised teachers from both public and private sectors in Karachi, Pakistan. A sample of 250 teachers was selected through a simple random sampling method. Data were collected using standardized instruments, including Peter Honey’s Critical Thinking Questionnaire and the Critical Thinking Disposition Inventory for cognitive ability, and the Evaluation of Teaching Performance Questionnaire for teacher performance. Statistical analysis was conducted using SPSS version 25, employing tests such as Independent Sample t-Test, One-way ANOVA, Two-way ANOVA, and Linear Regression. Results: The study found that male teachers had a slightly higher mean cognitive ability score (M = 20.069, SD = 3.675) than female teachers (M = 19.531, SD = 3.816), but this difference was not statistically significant (t(248) = 0.948, p = 0.344). Similarly, no significant difference in teacher performance was observed between genders (t(241) = 0.533, p = 0.595). The factorial ANOVA indicated no significant effect of gender or education level on teacher performance (F(3, 234) = 0.190, p = 0.903). Additionally, no significant differences in teacher performance were found across different educational qualifications (F(3, 238) = 1.777, p = 0.152). However, a significant positive correlation between cognitive ability and teacher performance was identified (r = 0.575, p < 0.001). Conclusion: The study concludes that while gender and education level do not significantly impact teacher performance, cognitive abilities play a crucial role. This highlights the importance of focusing on cognitive skill development in teacher training programs.