Teaching Competencies Based on Comparative Assessment at Diverse School Levels

Abstract

Effective and high-quality education is greatly dependent on the teacher's competence. Teaching competency encompasses the knowledge, skills, attitudes, and professional attributes necessary for an individual to effectively fulfill the duties of a teacher at the expected level. This research aims to examine the teaching competencies of teachers in schools with different educational levels. The researcher employed a quantitative survey methodology to investigate the teaching competencies of teachers in public schools in Multan. A stratified sampling method is employed to choose a sample of 1009 teachers that accurately represents the geographical distribution (location) of schools. A self-developed questionnaire was used to collect the data. The data collected has been analyzed using descriptive statistical techniques such as frequencies, means, and standard deviation, as well as inferential statistical techniques like t-tests and ANOVA. The main findings of the study indicate that teachers demonstrated competence in various domains, such as planning of the lesson, presentation of the lesson, lesson closure, lesson evaluation, and classroom management. The results also indicated that the teaching competencies of teachers vary greatly depending on the location of the school but do not vary significantly based on their academic, professional qualifications, or school levels. Urban teachers have better teaching competence in comparison to rural teachers. The study can be repeated on a large-scale sample by assessing other teaching competencies across different academic levels. Workshops and trainings should be provided for public school teachers to strengthen their teaching competencies.