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A COMPARATIVE STUDY ON TEACHERS’ PROFICIENCY IN TU CONSTITUENT CAMPUSES AND TU AFFILIATED CAMPUSES IN THE KATHMANDU VALLEY
A Mini-research Report Submitted to The University Grants Commission Sanothimi, Bhaktapur Nepal
Preparation of this report was financed Through funds provided by the University Grants Commission Under research promotion schemes Sanothimi, Bhaktapur Nepal
by Krishna Kumar Yogi Lecturer, English KIST College Kamalpokhari, Kathmandu Affiliated to Tribhuvan University 08 April, 2012
ACKNOWLEDGEMENTS First of all, I owe my sincere and earnest sense of acknowledgements to the University Grants Commission Bhaktapur, Nepal and its officials along with research committee who have granted me a privilege to pursue this research. This has been a wonderful opportunity to me to go through this research. For this, I am especially grateful to the Quality Improvement Project which has initiated to promote research culture in different fields which can also be an equal help to the teaching faculty of various colleges and campuses of Nepal irrespective their affiliation. The good advice, support, encouragement and friendship of staff of the Commission and KIST College have been invaluable on both an academic and a personal level, for which I am extremely grateful.
I am most thankful to Mr. Bhola Nath Pokharel, Member Secretary and the research committee along with Mrs. Usha Khakurel, the officer of the Commission for their generous support from the beginning of the research. I am indebted to my family members for their generous guidance and support in any respect during the completion of this project. In a similar fashion, I would like to express our sincere gratitude to Mr. Rishi Raj Khanal of Mahendra Ratna Campus, Tahachal, and Mr. Bhim Bahadur Limbu of Rosebud School, Baneshwore, Kathmandu for their constructive ideas regarding this research. I couldn’t forget to express my sincere and hearty gratitude to the Principal Mrs. Abha Mishra, Vice Principal, Mr. Hari Niraula, administrator Mr. Takshya Kumar Rai of KIST College, Kamalpokhari, Kathmandu who had wonderful times with me at college letting me do this research. Similarly my colleagues: Mr. Narayan Pant, Mr. Kishor Jnawali, Mr. Tika Datta Subedi, Mr. Jeeb Narayan Yadav, Mr. Birendra Yadav, Mr. Bishnu Prasad Khanal, Mr. Birendra Khadka, Mr. Siddhartha Dhungana, and Mr. Sitaram Dhakal are credible enough to get thanks for their generous help and co-ordination. I would like to express my earnest gratitude to all the participants: students, teachers and administrators of different colleges/campuses of the Kathmandu valley for their time, ideas, and patience to fill up the survey Forms. It was of course, an inevitable part of this research.
For any errors or inadequacies that may remain in this work, of course, the responsibility is entirely my own.
Krishna Kumar Yogi English Lecturer KIST College Kamalpokhari, Kathmandu Affiliated to Tribhuvan University 08 April, 2012
ABSTRACT This mini research entitled, “A Comparative Study on Teachers’ Proficiency in TU Constituent Campuses and TU Affiliated Campuses in the Kathmandu Valley” tries to evaluate the proficiency of teachers working at TU affiliated campuses and TU constituent campuses on the basis of data collected. Though it is difficult issue to have research on this very title, the researcher has tried to critically interpret and suggest the ways to enhance teachers' proficiency on both descriptive and interpretative mode. The researcher has drawn his conclusion which is quite qualitative and interpretative in its essence on the basis of information and data from the Teachers’ Proficiency Survey Forms (TPSFs) and mostly on the informal interviews with the teachers, administrators and students working in TU Affiliated Campuses and TU Constituent Campuses from the Kathmandu Valley. This study investigates an important area of teaching profession i.e. the proficiency of teachers teaching at particular colleges or campuses. It also examines the clear picture of Nepali colleges/campuses whether the proficiency criteria are introduced or implemented. The methods applied for the investigation in the study include students’, teachers’ and administrators' questionnaire survey, informal interviews, college/campus observation and so on. This study investigated three major questions: What is the level of knowledge and understanding of teachers in TUCCs and ACs in terms of their proficiency? How can the level of proficiency between teaching staff of TUCCs and TUACs be compared? What may be the possible suggestive measures to teaching staff of TUCCs and TUACS to enhance efficiency? On the basis of the TPSF developed by the researcher, he tries to compare the proficiency level of teachers in TUCCS and TUACS. Numbers of findings were drawn with the points of recommendation including teacher education programs should be introduced to enhance teachers’ proficiency.
DECLARATION
The contents of this mini-research report reflect the views of the researcher, who is solely responsible for the facts and the accuracy of the information presented herein. The opinions, findings and conclusions expressed in this publication are those of the author and not necessarily that of the sponsor. The sponsor assumes no liability for the contents or use of the information contained in this document. This report does not constitute a standard, specification, or regulation. As a researcher, I hereby declare that this research has not been submitted for the candidature for any degree or any other purpose. I do think my research will become part of permanent collection of University Grants Commission’s Library. My signature below authorizes release of my research to any readers upon request.
----------------Krishna Kumar Yogi English Lecturer KIST College Kamalpokhari, Kathmandu Affiliated to Tribhuvan University 08 April, 2012
ACRONYMS ACs
Affiliated Campuses
betn.
between
CCs
Constituent Campuses
CERID
Research Centre for Educational Innovation & Development
CNAS
Centre for Nepal and Asian Studies
CPD
Continuous Professional Development
ICT
Information Communication and Technology
KIST
Kathmandu Institute of Science and Technology
LP
Language Proficiency
NESP
Nation Education System Plan
NIMS
National Institute of Management and Science
M. Phil.
Masters of Philosophy
PCL
Proficiency Certificate Level
PhD
Doctor of Philosophy
Prog.
Programme
RECAST
Research Centre for Applied Science & Technology
SA
Students' Achievement
TC
Trichandra Multiple Campus
TD
Teacher Development
TP
Teachers' Proficiency
TPSF
Teachers' Proficiency Survey Form
TU
Tribhuvan University
TUCCs
Tribhuvan University Constituent Campuses
TUACs
Tribhuvan University Affiliated Campuses
UGC
University Grants Commission
TABLE OF CONTENTS Page No. ACKNOWLEDGEMENTS........................................................................................... i ABSTRACT..................................................................................................................iii DECLARATION.......................................................................................................... iv ACRONYMS................................................................................................................. v CHAPTER ONE 1. INTRODUCTION 1.1 Teaching and Teachers' Proficiency............................................................................. 1
1.2 Meaning and Definition of Teacher Efficacy.......................................................... 3 1.3 Characteristics of Efficacious Teachers.................................................................. 4 1.4 Importance of Teacher Efficacy.............................................................................. 5 1.5 Teacher Efficacy and Aspects of Effective Teaching............................................. 5 1.6 Teaching and Professional Development................................................................ 7 1.7 Teacher Efficacy and Teacher Motivation.............................................................. 9 1.8 Professionalism and Teachers’ Proficiency........................................................... 10 1. 9 Teachers and Teacher Trainings........................................................................... 11 1.10 Teachers and Teaching Competencies................................................................ 13 1.11 Teacher Management.......................................................................................... 13 1.12 TU and Teacher Development............................................................................ 14 1.13 Tribhuvan University and its History.................................................................. 14 1.14 Research Problem................................................................................................ 17 1.15 Research Objectives............................................................................................ 18 1.16 Rationale of the Study......................................................................................... 19
CHAPTER TWO 2. Literature Review.................................................................................................. 20
CHAPTER THREE 3. RESEARCH METHODOLOGY
3.1 Research Procedures.............................................................................................. 25 3.2 Guidelines to Construct a Research Tool...............................................................25 3.3 Researcher’s Bias................................................................................................... 26 3.4 Assumptions of Researcher....................................................................................26 3.5 Human Participants and Ethical Considerations.................................................... 27 3.6 Sources of Data.................................................................................................... 27 3.7 Universe of the Study............................................................................................ 27 3.7.1 Participants..........................................................................................................27 3.7.2 Instrument........................................................................................................... 28 3.8 Primary Sources of Data...................................................................................... 28 3.9 Secondary Sources of Data.....................................................................................28 3.10 Sample Population and Sampling procedures......................................................28 3.11 Tools for Data Collection.....................................................................................28 3.12 Questionnaire Formation Process........................................................................29 3.13 Process of Data Collection................................................................................... 29 3.14 Questionnaire Distribution Planning....................................................................30 3.15 Questionnaire Surveys......................................................................................... 30 3.16 Data Collection Methods and Procedures............................................................ 30 3.16.1 TPSF for Administrators................................................................................... 31 3.16.2 TPSF for Students............................................................................................. 31 3.16.3 TPSF for Teachers............................................................................................ 31 3.16.4 Key Informants Interview................................................................................ 31 3.16.5 Field Visit and Observation............................................................................. 32 3.17 Limitation of the Study........................................................................................ 32
CHAPTER FOUR 4. ANALYSIS & INTERPRETATION
4.1 Qualitative Thematic Analysis..........................................................................
34
4.1.1 Survey Questionnaire (TPSF) Analysis from Administrators Questionnaires .....................................................................................
36
4.1.1.1 TUACs Administrators’ Perception on Teachers’ Proficiency...36 4.1.1.2 TUCCs Administrators’ Perception on Teachers’ Proficiency... 37 4.1.2 Survey Questionnaire (TPSF) Analysis from Students Questionnaires..37 4.1.2.1 TUACs Students’ Perception on Teachers’ Proficiency............. 37 4.1.2.2 TUCCs Students’ Perception on Teachers’ Proficiency............. 38 4.1.3 Survey Questionnaire (TPSF) Analysis from Teachers Questionnaires. 38 4.1.3.1 TUACs Teachers’ Perception on Teaching Proficiency............. 38 4.1.3.2 TUCCs Teachers’ Perception on Teaching Proficiency............. 39 4.1.3.3 TUACs Challenges to Teachers’ Proficiency............................. 39 4.1.3.4 TUCCs Challenges to Teachers’ Proficiency............................. 39 4.1.3.5 TUACs Teachers’ Solutions to Challenges.................................40 4.1.3.6 TUCCs Teachers’ Solutions to Challenges.................................40 4.1.3.7 Teachers and Trainings............................................................... 40 4.2 Quantitative Thematic Analysis............................................................................ 41 4.2.1 Teachers' Perception on Teaching Proficiency......................................41 4.2.2 Administrators' Perception on Teachers’ Proficiency............................44 4.2.3 Comparison of Strength of College in TUCCs and TUACs...................50 4.2.4 Comparison of Weakness of College in TUCCs and TUACs.................52
CHAPTER FIVE 5. FINDINGS AND RECOMMENDATIONS 5.1 Findings..................................................................................................................54 5.2 Recommendations................................................................................................. 58
REFERENCES...........................................................................................................61 APPENDICES............................................................................................................ 66 Appendix 1 Names of Colleges/Campuses................................................................. 66 Appendix 2 (A) TPSF for Teachers............................................................................. 68 Appendix 2 (B) TPSF for Students.............................................................................. 71 Appendix 2 (C) TPSF for Administration....................................................................73 Appendix 2 (D) Campus/College Survey Form...........................................................75
Appendix 3 (A) Names of Teachers Distributed TPSF............................................... 76 Appendix 3 (B) Names of Students Distributed TPSF................................................ 77 Appendix 3 (C) Names of Administrators Distributed TPSF..................................... 78
LIST OF TABLES AND FIGURES............................................................................ Figure 1. Teachers' Perception on Teaching Proficiency............................................ 41 Figure 2. Administrators' Perception on Teaching Proficiency................................... 45 Table 1. Comparison of Strength of College in TUCCs and TUACs..........................50 Table 2. Comparison of Weakness of College in TUCCs and TUACs....................... 52
CHAPTER ONE INTRODUCTION
1.1 Teaching and Teachers' Proficiency Teaching is an adventurous job because it is connected and overlapped with too many other adjacent issues such as curriculum, text books, syllabus, the development of colleges/campuses, and the enhancement in teaching learning. Similarly, the issues of discipline of students, accountability of teachers, teaching pedagogies, instructional techniques, students-teacher-administration relations, classroom management are also strikingly sensitive issues in teaching. Teachers' hard work to remain up-to-date in his/her subject matter, their interest in students, their friendly and helpful nature, interesting use of teaching aids, teaching students become independent and organizing their own learning are some other specific qualities a teacher is supposed to have. These all add more ingredients of adventures in teaching at classroom. Even on the top of that, there comes teachers' proficiency or efficacy. Professional knowledge, skills and center competencies occur when one feels effective in one’s behavior. In other words, professional knowledge, skills and competencies can be seen when one is taking on and mastering challenging tasks directed at educational success and performance (Filak & Sheldon, 2003). Filak and Sheldon focus on effective behavior, skills, knowledge of teachers which are imperatives directed towards educational success and performance of students. Students’ achievement is a focal point in teacher professional activities. In this relation, it is necessary to locate TU constituents and affiliated teachers' proficiency or efficacy level through this touchstone in Nepal. Teaching profession demands high degree of dedication, determination and discipline in teachers. Teachers' professional nature has a lot to do in their teaching career. The professionalism is comprised of a great many qualities along with his/her proficiency in teaching and familiarity to teaching principles and pedagogies, and their responsibilities. When Burton says, teaching is stimulation, direction and encouragement of learning. His observation suggests teachers have to go through of series of activities that stimulate students. These activities encourage learning them with the
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prescribed objectives. Even he indirectly accepts that teaching is not that much easy job that overlaps with learning multiple activities in one another.
It is widely accepted that teaching causes students to learn. This emphasizes the role of teacher. Good teachers are the ones to who let students learn well. Behind the effective learning of students or students’ attainment, teachers’ proficiency is also a primary cause. So, teachers' proficiency depends on a numbers of things. Not a single cause is the prime cause in this case. Here, the teachers should be able to mould him/her as per the classroom situations. A lot of possible roles they should be able to perform such as: facilitators, organizers, feedback providers, machine operators, motivators, stimulators, promoters, participants, curriculum developers to change students’ behavior and ultimately students' achievement. Efficacious teacher teaching shares lots of roles as that of a guide, stimulator, director, relationship establisher, encourager, information giver, and becomes a cause to learn. Proficient teachers are thought to be good at organization of learning, training of emotions, elements of adjustment in surrounding, evaluation of learning activities, and means of preparing future life. The image of the teacher as a specialist in a specific subject who stands alone in front of the class is still a reality today in many contexts. However, this perception of the role of teachers no longer matches the demands of teaching and the expectations that are made with regard to the higher education. Even if the teaching profession has preserved an element of permanency, regardless of time period, many elements have changed and are continually changing: knowledge and ways to access it, the influence of the media and of ICT’s, societal demands, the social environment, the students themselves, and so on. With the massive development in science and technology along with the ways people think, teaching has been turning to be quite challenging. It is a stark reality that the teacher is moving away from being a “transmitter of knowledge” and led more and more towards becoming a “mediator in the construction of knowledge”, a facilitator and, even at times, a social worker. S/he must also foster the development of social skills and create a learning environment that will encourage young people to learn to live together and to become responsible citizens. Faced with expanding access to higher education, the growing heterogeneity of students, the redefinition of objectives, learning content, working methods and evaluation, the rising autonomy of educational institutions, and so on, there are some who do not hesitate to speak about a “new teaching profession”, which has become much more demanding and complex.
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Teaching is neither just an imparting knowledge nor a mechanical process; it establishes a harmonious relationship with curriculum. Teaching has roles of a ‘bridger’ that maintains a mutual coordination between teachers, curriculum, syllabus, text books, teaching pedagogies, administration and students. Teachers' efficacy plays a remarkable role in these bridging endeavors. 1.2 Meaning and Definition of Teacher Efficacy
Efficacy is simply the capacity for producing a desired result or effect. In this sense, teacher
efficacy is the capacity or ability in teachers to produce desired effects in students through their teaching activities along with a lot of activities related to teachers themselves. It is believed to be strongly linked to teaching practice and students learning practices. Rizvi and Elliot (2005) believed that teacher efficacy is an important dimension of teacher professionalism, together with other dimensions such as teacher practice, leadership and collaboration. Their observation is really unfolds the reality that teacher efficacy is a multi-dimensional phenomena. In the attainment of objectives prescribed in the curriculum, teacher efficacy or proficiency proves useful. Efficacy constitutes a lot of things from instructional strategies to instructional innovations along with teachers' language proficiency, teacher’s technology proficiency and familiarity and teaching experience and their entire presentation in the classroom. Definitely, teachers should be confident and have proper command on the language they use in the classroom. Therefore, it will not be overstatement while saying language proficiency constitutes as one of the foundations of the professionalism of teachers. In this light, language proficiency seems to be a factor related to teacher efficacy. Different experts in teaching and learning field have defined teacher efficacy differently. So, there has been availability of a numbers of definitions in teacher's efficacy. Teacher efficacy is defined as a self perceived belief of one’s capabilities to bring about desired outcomes, even with students who are unmotivated or present discipline problems. Teacher efficacy has been found to be related to a great many things such as teacher behavior, effort, enthusiasm, innovation, planning, perseverance, resilience, willingness to work with difficult students, and their commitment to the teaching profession. So, teacher efficacy is not merely for the attainment of desired outcomes, but it can be equally important in every step of teaching and teaching career of teachers. Teacher efficacy has been defined as "the extent to which the teacher believes he or she has the capacity to affect student perfor-mance" (Berman, McLaughlin, Bass, Pauly, & Zellman, 1977). The ϯ
teachers' beliefs and their performance have inter-linked so much in a way that could help a great deal in the areas of teaching and learning environment. The key to the process of student’s success in the classroom is the effectiveness of the teacher and her or his ability to teach all students effectively. It is such qualities regardless of the social background of the students that make up the classroom. The effectiveness of teacher directly affects in the positive learning goals in students. The effective teachers reflect through effective students. Henson (2001) defines teacher self-efficacy as a teacher’s “judgment of his or her capabilities to bring about desired outcomes of student engagement and learning, even among those students who may be difficult or unmotivated". Thus, self-efficacy is the ability of teachers to involve students in their active learning process for prescribed objectives.
1.3 Characteristics of Efficacious Teachers In today’s education setting, student motivation and academic performance are assumed to be the result of the teacher’s diligence and hard work. It is generally thought that teachers who motivate students and boost academic achievement even among difficult students were considered highly efficacious. Albert Bandura’s theory identified teacher efficacy as a type of “self- efficacy” –the product of a social cognitive process in which people form beliefs about their own capacity to perform at a given level of competence (Henson, 2001; Goddard, Hoy, & Hoy, 2000). Various viewpoints about teacher abilities and effectiveness in educating students have been developed on the basis of theories propounded in this field. According to research, the characteristics of efficacious teachers are: • better organization • willingness to try new ideas to meet students’ needs. •
being less critical of students whenever they make mistakes,
• more positive about teaching, • reluctance to refer students to special education services, • more likely to implement positive classroom management strategies (Henson, 2001; Pinkston-Miles, 2003; Scharlach, 2008). Therefore, teachers with high levels of self-efficacy are linked to high student achievement; these teachers have the ability to work hard under difficult circumstances and to motivate students to
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attend school and do well (Gordon, 2001; Lin & Tsai. 1999; Muijs & Reynolds, 2002). In this light, what efficacious teachers have as a set of competence in them may highly characterize who they are.
1.4 Importance of Teacher Efficacy Teachers’ proficiency/efficacy is such a buzz word in the field of teaching learning which has been frequently used. Though it has become one of the best imperatives, it is itself an elusive notion. So, the research on teachers’ proficiency is in this regard a tough job. Though teachers' proficiency/efficacy is an extremely important term in the field of teaching learning sector which has a remarkable role in the entire educational system through its effective teaching learning activities, it is not focused properly. The roles of students, teachers, teaching learning activities and managerial aspects associated to teaching are considered to be prominent factors in educational horizon. Specifically, dealing with teaching related factors, teachers' proficiency is one of the striking ingredients to discuss. Teachers' proficiency depends on a numbers of things in their teaching environment. Its overt or covert relationship can be noticed in between teacher and students' behavior, and so on. Teacher efficacy is a significant factor to be considered in relation to teacher performance, motivation, persistence, and commitment and student achievement. It is a determining factor in how teachers perform and interact with their students in the classroom. The role of teachers’ beliefs in their effects on student achievement is significant to eliminate performance gaps in student achievement. Furthermore, the need to retain highly qualified teachers in classrooms has also been proven to have a significant effect on student achievement. Teacher efficacy has proved to be powerfully related to many meaningful educational outcomes such as teachers’ persistence, enthusiasm, commitment and instructional behavior, as well as student outcomes such as achievement, motivation, and self-efficacy beliefs.
1.5 Teacher Efficacy and Aspects of Effective Teaching Teacher effectiveness is an indication of purposeful teaching learning activities, which is only possible through the model of good teacher. The teachers who can understand their students as Rousseau has said, “the child is a book which the teacher has to learn from page to page.’’ The capacity to read a book is as common quality in teacher, teachers should be able to read the students like that of ϱ
books, their psychology, the complex states of their mind, behavior, the way of being, learnability and interest and so on. It is said that effective teachers are the single most important school factor in raising student achievement. “Effective teachers are the most critical factor in the quality of a child’s education (Cohen & Chang, 2006).” Of course, teacher influences his/her pupil by what s/he says and even more what s/he does. This focuses on the role of teacher in a classroom periphery. Teachers should be good in their behavior so that they can do something for the behavior formation of students. In this sense, effective teachers can be produced by modifying their behaviors. Teacher behavior can be changed through different techniques introduced in teaching learning horizons. These techniques are the means to make his/her able, capable, proficient, competent which ultimately results into effective teaching. On one ground, it can be said that effective teacher teaches effectively in an effective manner. Effectiveness of teacher stems on multifaceted things in the surrounding. Even it is not that easy to be effective teacher. In other words, the model of good teacher is a difficult notion to be. So, the effectiveness of teacher is not easily defined subject matter. Decades of research prove what students, parents, teachers and administrators know from their direct experience: those teachers have a greater impact on student success than any other college factor. A series of excellent teachers can put a student on the path to college or a career; a series of ineffective teachers can hasten the same student's slide toward the life of a dropout. Effective teaching and teacher efficacy are vague and difficult notions holding the ideals which striving teachers to attain the goals prescribed in curriculum in the levels they have been teaching. What is effective teaching? To answer the question may be easy but it will be difficult to teach exactly pointing that it is the effective one. This approximation is a part of relativity. What is effective for one may not be effective for other. One of the most elusive targets in the history of educational research is a valid index of teacher effectiveness. The criteria prescribed for teacher efficacy for one expert may not be fit for the other. Therefore, tentatively teacher should be a good model to his/her teaching environment with the following qualities: •
having a positive attitude, attractive physical physique, sound body, sweet voice, interest and enthusiasm, patience and tolerance, love and sympathy, morality, originality, creative and constructive ϲ
•
the development of a pleasant social/psychological climate in the classroom
•
having high expectations of what pupils can achieve
•
lesson clarity
•
effective time management
•
strong lesson structuring
•
the use of a variety of teaching methods
•
using and incorporating pupil ideas
•
using appropriate and varied questioning
•
having impartiality, clarity, co-operative, human relation, respectful, humorous, leadership, knowledge of community,
•
having command in subject matter, innovation in teaching skills, knowledge of students psychology, knowledge of teaching strategy, a sense of responsibility, curious and studious. However, effective teaching methods are context specific. The context plays a vital role in the
selection and use of teaching methods suitable for the subject matter. What is needed for a teacher to be effective can vary depending upon factors such as: •
the type of activity in the lesson
•
the subject matter
•
the students backgrounds (such as age, ability, sex, socio-economic status and ethnicity)
•
the students' personal characteristics (such as personality, learning style, motivation and
•
the culture / organization of the department, college/campus.
self-esteem)
The teacher who possesses high efficacy characteristics as stated above will be able to step into challenging roles with the confidence and ability to change the student’s opinion about college and learning, while at the same time cultivating a strong desire within the student to learn. These types of pedagogical strategies help students to become motivated, focused on learning, and succeed academically. 1.6 Teaching and Professional Development
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Teaching and professional development are connected in such a way that they cannot be separated from one another. If teachers get chances to involve in trainings, seminar and workshops, these tools will help them teaching effectively. Through them, professional development is possible in teachers. Effective teachers need to go through everything effective such as effective professional development programs obviously have a better impact on teacher learning. Professional development opportunities for teachers are such opportunities that will help them enhance their knowledge and develop new instructional practices. In their teaching career, trainings have a vital role. Therefore, in between teaching and professional development, professional development programmes should be inserted. Teaching is one extreme. Professional development is the other extreme, the attainment for teachers. Professional development programmes are what teachers are given as a means. So, it is complex network in between teaching, teachers and the activities they involve in along with lot of other issues related with professionalism. Research shows that professional development can lead to improvements in instructional practices and better student learning. Probably, professional development is most prominently heard word in educational horizon in Nepal but unfortunately, there hasn't been done anything to this goal. Theoretically, these five types of professional development fit with Ball and Cohen’s (1999) practice-based theory of professional development. According to this theory, professional learning of teachers should emphasize long term active engagement, connections between teachers’ work and their students’ learning, and opportunities to practice and apply what students learn in a real world context. The emphasis is on continuous cycle of exploring new issues and problems, creating cognitive dissonance, engaging in collaborative discussions, constructing new understanding, improving professional practice. Probably on the continuous cycle of progression of professionals, Richards (2005) considers the following goals of teachers’ professional development: • To become better informed about the field • To learn more about learning strategies and to explore ways of incorporating a focus on strategies into teaching • To develop more effective ways of assessing students • To improve aspects of teaching that are in the need of review ϴ
• To develop a better understanding of (English grammar) and how to teach it • To work on a collaborative materials development projects with colleagues • To learn how to plan and evaluate a language course As Richards maintains a lot of activities, teachers have to go through in his/her teaching career to achieve the goals of professionalism. In all these activities, teachers have to work, learn and develop themselves. 1.7 Teacher Efficacy and Teacher Motivation Teacher efficacy and teacher motivation are inter-related one another. Teachers' working motivation refers to the psychological processes that influence teachers' behavior with respect to the attainment of workplace goals and tasks. The received wisdom among occupational psychologists is that ‘pay on its own does not increase motivation’. However, pecuniary motives are likely to be dominant among teachers in those TUCCs where pay and other material benefits are too low for individual and household survival needs to be met. Only when these basic needs have been met is it possible for ‘higher-order’ needs, which are the basis of true job satisfaction, to be realized. There is a wide range of views about teacher motivation in Nepal in the case of TUCCs and TUACs. However, there appear to be mounting concerns that unacceptably high proportions of teachers working in the CCs system are poorly motivated due to a combination of low morale and job satisfaction, poor incentives, and inadequate controls and other behavioral sanctions. Consequently, standards of professional conduct and performance are low and falling in many CCs. The excessive politicization of public education has had a profound impact on levels of accountability in many education systems, which has, in turn, seriously affects teacher commitment and motivation. Poor human resource management also seriously de-motivates Teachers in colleges/campuses setting. Teacher management at the national level is nothing short of chaotic in many countries. Where teachers pay large bribes to secure employment and desired postings, this may impact on job commitment and overall motivation. In these situations, teaching positions are little more than sinecures, which means that teachers do not feel accountable to school managements, parents or the wider community. Being posted to a rural college is likely to de-motivating for most teachers. ϵ
Increasing hours of work, larger class sizes, more subjects, and constantly calling of 'Nepal Band' are cited as major de-motivators in the Nepalese education. What is expected from teachers is not pitched at a realistic level in many colleges given material rewards, workloads, and work and living environments. The work and living environments for too many teachers are poor, which tends to lower selfesteem and is generally de-motivating. High proportions of teachers remain untrained in many CCs and ACs setting, which adversely affects ‘can-do’ motivation.
1.8 Professionalism and Teachers’ Proficiency Teacher is not a finished product available in the market. Language, learning, teaching are dynamic, fluid, mutable processes. There is nothing fixed about them (Larsen-Freeman 1997) Professional teaching is always a dynamic process. Those teachers are often in the state of learning through teaching. Richards (2005) suggests that teachers need to be able to take part in activities such as: • engaging in self-reflection and evaluation • developing specialized knowledge and skills about many aspects of teaching • expanding their knowledge base about research, theory, and issues in teaching • taking on new roles and responsibilities, such as supervisor or mentor teacher, teacherresearcher, or material writer • developing collaborative relationships with other teachers An education system that aims to offer a quality education for all young people should be able to count on teachers who are well trained and adequately paid. Further, they should be capable of independently following the evolving processes and structure of knowledge, and have the necessary competencies to take into account the growing interdependencies at both the global and local levels that impact on schools. Many countries are suffering from a serious shortage of teachers, or at least of teachers who are qualified in particular subject areas. There are numerous obstacles that frequently challenge the presence of well-trained, competent teachers in classrooms, for example, low wages, precarious social status, heavy workload, large class sizes, limited prospects for professional advancement, etc. Many systems are bearing witness to aging campus teaching staff, which further ϭϬ
accentuates the cultural distance between students and those who are responsible for their education; female representation is often very unequal as well. At all levels, teaching is increasingly being considered as a real profession and not simply as a talent. This recognition thus necessitates a sound professional training and the acquisition of skills well beyond those related to subject knowledge. The criteria for initial training, recruitment, integration and in-service training concern all teachers. In general, the demands of the “new teaching profession” require the acquisition of skills that are much larger in scope than those necessary to simply transmit knowledge. Some trends that can be observed at the level of pre-service training include, on the one hand, longer duration of training, and on the other, a qualitative improvement towards: “professionalisation”, a better balance between theory and practice, broadening pedagogical and didactic skills, creating links to research, utilizing new technologies, etc. However, it seems that there still is not enough room given to, self-evaluation, interpersonal and communication skills, interdisciplinary approaches, dialogue, teamwork, and “collective professionalism”. Some people have even gone as far as proposing that it would be better to invest less in initial teacher training and to place more emphasis on ongoing professional development. Studies indicate that teachers tend to reproduce the pedagogical styles that they experienced as students rather than the ones they acquired during their teacher training. Teachers should be always effortful to attain these goals. Of course, they will enhance their proficiency with the points maintained above. Respect, compassion, integrity, effort, energy, skills, dedication, carefulness, tact and altruism are important factors in the attainment of professional goals. In a similar fashion, responsive to needs, accountability, commitment to excellence, sensibility to culture, age, gender and disabilities are other factors in teachers’ professionalism. 1. 9 Teachers and Teacher Trainings Teachers and trainings can be inter-changeably used in teaching learning activity. Training is a vital tool to teachers, teachers’ proficiency and teachers’ professional development. It is widely agreed fact that trained teachers teach better, therefore they are the need of day-to-day education. Trainings sharpen teachers’ skills, and also explore teachers’ potentials. Established teachers of effective teachers only asset in their teaching art which has been mounded by the trainings they have taken. So, training facilitates teachers in using visual aids, selecting instructional techniques, and making plans i.e. daily ϭϭ
lesson plan, yearly plans, weekly and monthly and half yearly and so on. Ultimately, they feel teaching and enjoy doing it. Qualifications of teacher are of course the requirements but professional education or training is more important in teaching, because a trained teacher can teach better than an un-trained teacher. Generally, it is claimed that a trained teacher knows well how to teach effectively. An education system that aims to offer a quality education for all young people should be able to count on teachers who are well trained and adequately paid. Further, they should be capable of independently following the evolving processes and structure of knowledge, and have the necessary competencies to take into account the growing interdependencies at both the global and local levels that impact on schools. Many countries are suffering from a serious shortage of teachers, or at least of teachers who are qualified in particular subject areas. There are numerous obstacles that frequently challenge the presence of well-trained, competent teachers in classrooms, for example, low wages, precarious social status, heavy workload, large class sizes, limited prospects for professional advancement, etc. Many systems are bearing witness to aging campus teaching staff, which further accentuates the cultural distance between students and those who are responsible for their education; female representation is often very unequal as well. At all levels, teaching is increasingly being considered as a real profession and not simply as a talent. This recognition thus necessitates a sound professional training and the acquisition of skills well beyond those related to subject knowledge. The criteria for initial training, recruitment, integration and in-service training concern all teachers. In general, the demands of the “new teaching profession” require the acquisition of skills that are much larger in scope than those necessary to simply transmit knowledge. Some trends that can be observed at the level of pre-service training include, on the one hand, longer duration of training, and on the other, a qualitative improvement towards: “professionalization”, a better balance between theory and practice, broadening pedagogical and didactic skills, creating links to research, utilizing new technologies, etc. However, it seems that there still is not enough room given to the reflective practitioner, interpersonal and communication skills, interdisciplinary approaches, dialogue, teamwork, and “collective professionalism”. Some people have even gone as far as proposing that it would be better to invest less in initial teacher training and to place more emphasis on ongoing professional development. Studies indicate that teachers tend to reproduce the pedagogical styles that they experienced as students rather than the ones they acquired during their teacher training. ϭϮ
1.10 Teachers and Teaching Competencies Teacher as a professional should undergo intellectual and practical training in well-defined area of study. Despite this, s/he collectively has a sense of responsibility for maintaining the competence and integrity of the professional as a whole. It is envisioned that certain competencies are supposed to be possessed by teachers. The teaching competencies to be evaluated are defined as the knowledge of the teacher in the context of the educational institution where s/he develops his/her work, teaching properties that emerge from the development of all activities and tasks through which s/he interacts with his/her students. As a result, they achieve meaningful learning and they are trained as competent people in the different areas of work each one chooses. It can be said that competent teachers have a set of features that enables them to perform their professional role and the consequent responsibility with the highest quality and efficiency. On this, competency criteria prepared by Education International (EI) “ten new competences for teaching”, identified by Perrenoud are extremely important: • organizing student learning opportunities; •
managing student learning progression;
• dealing with student heterogeneity; • developing student commitment to working and learning; • working in teams; • participating in school curriculum and organization development; •
promoting parent and community commitment to school;
• using new technologies in their daily practice; • tackling professional duties and ethical dilemmas; and •
managing their own professional development.
1.11 Teacher Management One of the most important aspects related to teacher's proficiency is teacher management. Teacher management in college/campus is a kind of human resource management. Poor human resource management in college seriously de-motivates teaching and non-teaching staff. Teacher management here in Nepalese educational system is not quite systematic but chaotic. The lack of clear rules which tends to generate conflict, power vacuum, and overlap and duplication of effort in teaching scenario in college setting. Teacher supervision is frequently very weak, especially in higher education ϭϯ
sector in Nepal where campus chiefs, principals and administrators lack formal administrative control and competency over teachers in their colleges/campuses. There are invariably no effective performance appraisal and inspections are infrequent. Another problem is the charge concerning the job performance of the teachers; they accuse the teachers of negligence, laziness, purposeful lethargy, and lack of dedication and zeal to work.
1.12 TU and Teacher Development Teacher development is a process of teachers’ empowerment and emancipation as a better teaching personality. Teachers' empowerment and emancipation are not considered that much in the Nepalese educational scenario. It is about ongoing professional growth and support where teachers are focused with ongoing development of other subject matter of knowledge, concrete skills to teach, observe, assess and reflect incentives and career growth. It is a process along with a continuum of learning. So, it is really important chapter in teachers' professional career. TD often needs examining different dimensions of teachers’ practice as a basis for reflective review. TD suggests that teachers themselves are the most powerful agents of change and development in their own professional career. In relation to higher education in Nepal, the considered authorities are not clear about the teacher development, professional development and other policies regarding it. TD is an important imperative in teacher that helps in the reform of their own colleges/campuses, curriculum, pedagogy and classroom activities. 1.13 Tribhuvan University and its History Tribhuvan University commonly known as TU is an autonomous institution mainly financed by Government of Nepal. The first and the largest university of Nepal, Tribhuvan University (TU), was established in 1959 (2016 BS) (UGC Report 2008/09). This also glorifies the fact that TU is not an ordinary institution in the history of higher education of Nepal. It has contributed a lot in the field of production of skilled manpower of various sorts such as professors, engineers, technocrats, educationists, doctors, vocational experts, writers, teachers, and so on. This manpower produced is the soul of TU which has identified TU in an international arena. Tribhuvan University (TU) Acts (1959, 1971 and 1992) have maintained this sanctity. Since its establishment in 1959, TU is considered to be one of the premier institutions in the entire sector of higher education in Nepal. In the academic history ϭϰ
of Nepal, TU is an established institution with its distinct status maintaining its new identity (Sharma, Madhav). It brought the change in the thinking patterns of intellectuals and scholars because it was a university where people can ask, debate and a rigorous discussion of any topic. The entire pattern of intelligentsia life: thinking, debating, etc. has been altered. It contributed in the paradigm shift which gave birth to a new paradigm of thinking in Nepal. The intellectual circles got the chance to be united to work for the educational development of nation. Intellectuals are the creators of the age in any nation whose decisions are highly prioritized, mobilized and appreciated among folks because they hold the public mission and visions along with a definite foresight. Intellectuals have equal status and importance in every phase of social life. With the dawn of democracy in Nepal, they were considered to be in the great roles that had a noticeable contribution and significance in the nation building and so forth. Since they were the knowledge and culture producers and disseminators, they got a tremendous help from the university as a prime helping hand in the growth, development, dissemination and maturation of culture. Amidst these wonderful developments and contributions, tracing the history of higher education in Nepal, higher education and TU has an important role (Pandey, Gopikrishna). He probably has taken TU and higher education synonymously. Regarding the remarkable role of TU, he further maintains that TU has established as a source of motivation to entire history of higher education as it began to impart quality education in a nominal fees. In the preface of Tribhuvan University, the following aims and objectives have been stated: 1. To produce required manpower for the all-round development of nation, 2. To impart qualitative higher education, 3. To have research on diverse aspects of knowledge and science, 4. To conserve and promote national identity, history, culture and heritages In accordance with its objectives maintained, TU furthers itself opening the doors to different dimension of disciplines such as art, science and technology, engineering, vocationality and so on. Even it emphasized on the life skilled vocational education thinking in mind that fact that Nepalese in a great many will be benefiting from this pious deed. Obviously, it aims at transmission and dissemination of knowledge while emphasizing research and the preservation and strengthening of Nepal’s heritage. Most of the colleges established before and thereafter were affiliated to TU. In 1973, Nepal implemented the Nation Education System Plan (NESP) by bringing all affiliated colleges as constituent campuses and making it a teaching university. ϭϱ
Under the New National Education System Plan (NESP), initiated by the then Government, Tribhuvan University got a national reorganization. All the government colleges as well as private colleges were brought under the umbrella of Tribhuvan University and designated as constituent campuses of the university. All the expenses regarding the regular budget and development activities were borne by the government. The higher education under NESP was virtually nationalized and to discourage private initiatives, a provision for penalization was made. Of course, it was a good initiation. Those private college initiators in the country had to pay rupees five thousand as fine. In 1979, private campuses were affiliated and TU renewed the role of affiliation. This may be considered as an important avenue in the development of education sectors of Nepal. TU has five Teaching Institutions and four faculties with 60 Constituent Campuses (CCs) where it offers courses generally on the faculties of science, management, humanities, education, engineering, medicine, law, and arts at the PCL, Bachelor, Master, M Phil, and PhD levels. Among the six universities of the country, TU claims more than 87% percent of the total enrolment in higher education. In 2008, TU had 255,799 students in 676 Campuses (60 constituent, 616 affiliated Campuses) the numbers have been increased slightly so far, with 7,950 teachers and 6,997 administrative and support staff s and 141 programs at different levels (UGC Report 2008/09). Regarding students’ enrollment, in academic year 2007/08, 176,588 students studied in TU’s CCs. Among them, 115,892 were male students and 60,371 were female students. Whereas, in TU affiliated private campuses, there were about 119,241 students studying in these Affiliated Campuses (ACs) (UGC Report 2007/08). The New Education Plan created four research centers within TU in 1972. Similarly, it has 36 Central Departments. There are several reasons why students prefer other institutions rather than TU. Some of prominent reasons are: 1. TU has a enough manpower, but it has no proper mobilization 2. It is the only university in Nepal with countrywide educational and training faculties which runs educational and training programmes at nominal cost which has been a part of problem. 3. It is the university with the largest number of faculties, but not properly managed 4. It offers a large number of diverse programmes, but not with quality. It is quantity based rather than quality based. Despites its poor infrastructures, in the arena of globalization and regionalism, TU is trying to stand itself as an active and live character of a source of international knowledge. It has maintained ϭϲ
formal bilateral relationship to more than 100 different universities in the world from which students of research levels such as those who are pursuing M. Phil, PhD, post-doctorate degree can be benefitted from. These degrees primary focal point should be the creation and dissemination of new knowledge. It is widely accepted truth that the creation of new knowledge all lies at the heart of the University and results from tremendous investments of resources by the government, public and other stakeholders. The products of that enterprise are created to benefit society. Besides its wonderful history, infrastructures and manpower, TU has been criticized so severely frequently. TU has a number of challenges such as student number, teaching and non-teaching staff’s pressure, inability to produce manpower of global business standard (Pandey). He further thinks how to sale the manpower produced at international market and to impart the education as per the demand of the new millennium is also another serious challenge standing in front of TU. On the top of that he envisions that to keep the popularity and history attained by TU during last 50 years among national and international level intact, is the most challenging point. Not explicitly, he also thinks that TU has become an industry to produce the crowds of unemployed as it has problems in relation to management, and teachers’ proficiency. Even in the field of innovative technology to introduce and use, TU remains always silent or backward. Nothing special was done in the field of enhancing teachers’ ability, renewing their knowledge in the light of new approaches, methods and techniques introduced in the field of teaching learning. However, the question of teachers’ proficiency has not been found to be in the state of concealment for discussion, debate and policy making. 1.14 Research Problem About half a century long efforts on university education system in Nepal have passed but its achievements and impacts on education sector haven’t been satisfactory. TU is an organized educational institution which is responsible for developing and administrating undergraduate and graduate level curriculum. At the same time, it has nothing concrete done to uplift the standard of its teachers. About 90 percent of total college students are studying in TU. So, TU should adequately handle the challenging issues emerging in TU such as managerial aspects, teachers’ proficiency and curriculum and syllabus designing, making teachers’ manual and its day today smooth administration. TU has a friendly bilateral relationship with the renowned universities and institutions in the world. The products of TU were once thought to be sellable manpower in the international market
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because of its long and glorified history. But, now lots of Yakshya questions have stood in front of its whole education system. Such questions are raised in front of TU: • Are the teaching staffs of TU capable enough? • Can there be any points of distinction in relation to teachers’ proficiency between TU CCs and TUACs? • Are the students of TU getting standard education of international recognition? • What are the barriers in teachers' proficiency and their solutions? • What is the role of administration, trainings, motivation, teacher development in teachers' proficiency? There is a rapid increase in the number of campuses in the urban areas. The campuses being flourished in urban areas are mostly private TU affiliated campuses. The fee structures of Private TUACs are higher when compared to those of TUCCs. The lack of well experienced and competent teachers in TUCCs has been adding an extra charm to TUACs. Due to the above mentioned phenomena, there is wide gap in success or pass rate of TUCCs and TUACs where there is a direct relationship of those incapable and negligent teachers. A few studies have been conducted on different areas related to the topic. It is thought that it will be the single comparative study on the internal efficiency of TUCCs and ACs based on their output. The present proposed study is an attempt to compare the students pass and fail rate in TUCCs and TUACs, teachers’ proficiency level. Similarly, it will also explore the opinions of stakeholders about the entire output of TUCCs and TUACs. Furthermore, the proposed study will also suggest the possible measures to gear up the internal efficiency of the TUCCs and TUACs on the basis of their output especially going through the teachers’ proficiency level. 1.15 Research Objectives The overall objective of the study is to compare the students pass and fail rate in TUCCs and TUACs in Kathmandu Valley. The specific objectives are: 1. To analyze the level of knowledge and understanding of teachers in TUCCs and ACs in terms of their proficiency, 2. To compare the level of proficiency between teaching staff of TUCCs and TUACs, 3. To suggest the proficiency criteria for teachers, ϭϴ
4. To suggest the possible measures to teaching staff of TUCCs and TUACs to enhance efficiency. 1.16 Rationale of the Study This study will be significant because of the following points: 1. No comparative studies have been carried out between TUCCs and ACs in connection to teachers’ proficiency. Thus this study will be the first comparative study to acquire feedback to make further policies, 2. No research has been conducted focusing on the level of proficiency of the teachers of the TUCCs and ACs to analyze their differences and gaps, 3. To identify the strengths and weaknesses of TUCCs and TUACs, it will provide with some feedback, and 4. It is thought to be fruitful to the future research related to this area.
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CHAPTER TWO LITERATURE REVIEW In the global perspective, different studies about teacher efficacy have been carried out in teaching field. Unfortunately, none of the researchers have carried out a study on comparative study on teachers’ proficiency in Nepal. The researcher has reviewed the related literature and found no comparative studies focusing on the proficiency of teachers of TUCCs and TUACs. Though CEDA, CERID, CNAS and RECAST have conducted different researches, not a single study is based on output of University Education and its teachers’ proficiency. That’s why; the researcher has selected documents on teacher efficacy to review which can give the proper guidelines for the half of this proposed research which is of qualitative mode. Teacher efficacy has been linked to student outcomes in a number of studies. A Rand study, done in 1976, supports the notion of a direct connection between student academic achievement and a teacher’s sense of efficacy (Goodwin, 2010/2011). Teachers who lacked high efficacy qualities had low expectations of students, cast blame on students when things don’t go as planned, and had a negative outlook about student learning and their behavior (Ferguson, 2003; Gordon, 2001; Scharlach, 2008). Teacher efficacy has been found to be related to a great many things such as teacher behavior, effort, enthusiasm, innovation, planning, perseverance, resilience, willingness to work with difficult students, and their commitment to the teaching profession. So, teacher efficacy is not merely for the attainment of desired outcomes, but it can be equally important in every step of teaching and teaching career of teachers. Teachers’ sense of efficacy has been related to student outcomes such as achievement. In addition, teachers’ efficacy beliefs also relate to their behavior in the classroom. Efficacy affects the effort they invest in teaching, the goals they set, and their level of aspiration. Teachers with a strong sense of efficacy tend to exhibit greater levels of planning and organization (Allinder, 1994). They also are more open to new ideas and are more willing to experiment with new methods to better meet the needs of their students (Berman, McLaughlin, Bass, Pauly, & Zellman, 1977; Guskey, 1988; Stein & Wang, 1988). Efficacious teachers have strong beliefs that they can bring about a change in student learning and attitude (Cubukcu, 2008; Ross, 1998; Scharlach, 2008). The role of efficacious teachers cannot be ϮϬ
ignored regarding the dynamics of teaching learning in the classroom where teacher efficacy is a medium to change students' attainment and learning. The key to the process of student’s success in the classroom is the effectiveness of the teacher and her or his ability to teach all students effectively. It is such qualities regardless of the social background of the students that make up the classroom. The effectiveness of teacher directly affects in the positive learning goals in students. The effective teachers reflect through effective students. Ashton and Webb (1986) found heavy workloads, bureaucratic practices, variable quality of leadership, insufficient resources and pay, lack of advancement opportunities, problematic students, and low occupational status are just some of the common problems faced by all educators. These challenging college conditions coupled with a lack of confidence may have detrimental effects on a teacher’s perceived ability to be effective in the field and may led to the end of a struggling teacher’s career. This loss of teaching professionals further compounds the teacher shortage and ultimately provided the impetus for this study. The study of teacher efficacy is a little over two decades old and began with RAND researchers’ evaluation of whether teachers believed they could control the reinforcement of their actions (Armor et al., 1976). This early work was founded on Rotter’s (1966) locus of control theory, and it was assumed that student learning and motivation were the relevant reinforcers of teaching action. Historically, the Bandura (1977) and Rotter (1966) traditions have influenced the study of teacher efficacy. Unfortunately, researchers' interpretations of these theories have significantly muddied the efficacy waters as regards the theoretical formulation of teacher efficacy and the psychometric attempts to measure the construct. Teacher Efficacy Research achievement in rural, urban, majority Black, and majority White schools for students of efficacious teachers. Teacher efficacy is also related to students’ own sense of efficacy (Anderson et al., 1988) and student motivation (Midgley, Feldlaufer, & Eccles, 1989). Teachers with high efficacy tend to experiment with methods of instruction, seek improved teaching methods, and experiment with instructional materials (Allinder, 1994; Guskey, 1988; Stein & Wang, 1988). Coladarci (1992) observed higher professional commitment for efficacious in-service teachers. Evans and Tribble (1986) found similar results for pre-service teachers. Regarding an assessment of teacher performance or basic measures of teacher effectiveness, Danielson & McGreal (2000) proposed a model containing four domains embodying the components of Ϯϭ
professional practice. These are planning and preparation, the classroom environment, instruction, and professional responsibilities. This model highlights the fact that teachers' functions and responsibilities are varied and encompasses several areas of competencies. Competence in these domains can serve as criteria of teacher's performance and effectiveness. Tigelaar et. all (2004) proposed a framework of teaching effectiveness with the following major domains – person as a teacher, expert on content knowledge, facilitator of learning processes, organiser, and scholar/lifelong learner. The most significant addition in this framework is the authors' giving importance on aspects of a teacher's personality that are conducive to learning by proposing the domain of person as a teacher.
Indeed, outside of the teaching competencies and other professional responsibilities that help define what makes an effective teacher, a teacher must also have certain traits or characteristics that are imperative to make his or her teaching effective. The absence or lack of such traits may spell the difference between success and failure in bringing about the desired learning outcomes in students. In this connection, the study of Bustos-Orosa (2008) on Filipino teachersெ conception of good teaching reveals that both dispositional traits and professional competence are seen as components of good teaching. Furthermore, these components were classified as personality-based dispositions, content mastery and expertise, pedagogical knowledge and teaching competence traits which were truly critical factors in good teaching. The recent development on the field is, Goe, Bell, and Little's (2008) development of a five-point definition of teacher effectiveness through research analysis, policies, and standards that addressed teacher effectiveness. This was one of the cornerstones to a number of experts which further reinforced and strengthened the definitions of what an effective teacher is. The fivepoint definition has the following thing included: • Effective teachers have high expectations for all students and help students learn, as measured by value-added or other test-based growth measures, or by alternative measures. • Effective teachers contribute to positive academic, attitudinal, and social outcomes for students such as regular attendance, on-time promotion to the next grade, on-time graduation, self-efficacy, and cooperative behavior. • Effective teachers use diverse resources to plan and structure engaging learning opportunities; monitor student progress formatively, adopting instructions as needed; and evaluate learning using multiple sources of evidence. ϮϮ
• Effective teachers contribute to the development of classrooms and schools that value diversity and civic-mindedness. • Effective teachers collaborate with other teachers, administrators, parents, and education professionals to ensure student success, particularly the success of students with special needs and those at high risk for failure.
These definitions imply that teacher effectiveness goes beyond direct classroom instruction; instead, it also encompasses other facets of teachers like, collaboration with parents, other professionals, and school administrators. The concept of teacher effectiveness also covers the teacher's roles as citizens in classrooms and colleges/campuses, communities, and society as a whole because teacher cannot live, learn and teach in seclusion. Most importantly, teacher's effectiveness can be judged through its reflections on students progress in the academics and their development as a person. Each educational institution may have its own definition of teacher effectiveness depending on the colleges' goals and thrust. An institutionally defined teacher's effectiveness may include the teacher's participation and partaking on the achievement of institution's objectives. In view of these things, regardless of the framework to which assessment is based, assessment of teacher performance and effectiveness ought to include assessment of both professional competencies and personal qualities because teaching is not merely one-sided. Assessment of teacher performance has been a vital tool in teaching sector. In this sense, teacher performance in an academic institution is as important as assessing learning in pupils and students. Teachers are accountable in the educational process and their assessment serve as one way to monitor and regulate accountability through assessment of the performance and then effectiveness of a teacher can be determined. Two key issues – the most effective way of assessing teachers performance and the appropriate criteria to be used in assessing teacher's performance and effectiveness – is explored by presenting the most common forms of teacher assessment, namely, self-, peer, supervisor, and student assessments. Each of this form of teacher assessment has their own merits as well as limitations. Many colleges and universities nowadays make use of the integration of these forms. Also, using student outcomes as basis for assessing teacher effectiveness has been part of the literature on assessment for accountability. The specific model or framework which serves as basis of what criteria will be used in assessing teacher performance and effectiveness. Such framework should be reflected Ϯϯ
on the vision and mission of the academic institution. It is also imperative in scenario of Nepalese education. Nevertheless, assessment of teacher performance is more complex than most people perceive.
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CHAPTER THREE RESEARCH METHODOLOGY In this study, a survey research design was employed. In the sampling method, colleges rather than individuals were randomly selected. There were 30 participants from the 10 TUCCs and TUACs (Appendix 1) in the Kathmandu Valley for this study. The participants were among colleges/campuses teachers, students and administrators. The teachers were teaching at bachelor level, students mostly studying at the same level and the college administrators were the universe for this study. The data in this study were collected through a survey instrument developed by the researcher himself named “Teachers Proficiency Survey Form (TPSF).”
3.1 Research Procedures In researcher’s attempt to identify teachers and their perceptual level on teaching proficiency, the researcher used the Teachers' Proficiency Survey Form developed by him. This instrument consists of short questions some with answer choices and some without them were separately distributed to teachers, students and administrators. The Teacher Proficiency Survey Forms were distributed through research assistants to selected colleges/campuses. Teachers were informed that the survey would have something to do with their evaluation, that any information given would be documented and can have significant value in the research report.
3.2 Guidelines to Construct a Research Tool The TPSFs were the prime research tools for the study designed so far. During this study, the researcher consulted a significant number of distinguished personalities in the field of teacher efficacy, and teaching and college effectiveness. So, he borrowed the ideas from them and constructed the
research tools. He borrowed the ideas from Danielson (2004), Goe, Bell, and Little (2008) Bandura (1977), Gordon (2001); Henson (2001); Lin & Tsai (1999). For the purpose of study of teachers’ proficiency, the researcher looked for the following characteristics listed below during the interview, observation and the TPSF filling up process: •
positive, friendly exchanges between teacher and students
•
college/campus climate Ϯϱ
•
trust for teachers administrators and students
•
patience in dealing with students
•
persistence with difficult circumstances
•
the ability to cultivate positive student behaviors
•
positive feelings about learning and college
•
good student work ethic
•
role of teachers in pedagogical skill
•
motivation of college
•
use of multiple approaches in planning for instruction
•
language proficiency in teachers
(A few of the above mentioned were adopted from Gordon, 2001; Henson, 2001; Lin & Tsai, 1999).
3.3 Researcher’s Bias To control bias, the researcher has maintained most of the necessary cautions and pre-cautions. The data gained from the TPSF, coded interviews, observations, and field notes formed the basis for the study. This researcher was open to objectivity by allowing a third party to look at the findings from an objective, non-biased point of view. The findings of this study were compared with empirical evidence about the topic. These were the procedures which helped to control researcher’s bias.
3.4 Assumptions of Researcher The researcher has certain set of assumptions regarding this study. The researcher assumes that the teachers, students and administrators will disclose their true experiences concerning to the teachers' proficiency and adjacent issues, and will be honest in responding to the questions set in the TPSF. It is also assumed that teachers are ethical and they will maintain their professional ethics. Another assumption includes the researcher’s bias would have a minimum role in the findings of this study.
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3.5 Human Participants and Ethical Considerations No research can be absolute with its procedures and conclusions. Therefore, the researcher has carefully considered the ethical issues and the potential queries regarding the research topic and the conclusion and recommendation of the research. Participation in this study was strictly on a voluntary basis. Participants' nature was also considered along with their right to withdraw from this study at any time without hesitation. Therefore, it is hoped that the information gained from this study would be helpful in learning more about the phenomenon, and its findings would be beneficial to the education process of all colleges/campuses along with the interests of teachers, students, administrators and other stakeholders.
3.6 Sources of Data This study has used both primary and secondary sources of data. 3.7 Universe of the Study The sample size was collected from 5-5 TUCCs and TUACs (Appendix1) at the time and as per the list obtained from Annual Report of UGC (2007/08) from the Kathmandu valley on the TUCCs and ACs. These colleges were the universe of the study for the researcher for the purpose of his study. 3.7.1 Participants Participants in the study were limited only to teachers, students and administrators who were purposefully selected from TUCCs and TUACs for the teachers' proficiency survey. The participants were selected on a voluntary basis. Furthermore, a letter of informed consent was signed by participants indicating their understanding that they would be interviewed, audiotaped, and observed the infrastructures of the respective colleges/campuses. The contents of the interviews, audiotapes, and field notes were used for data collection purposes only. All participants were also notified of their right to withdraw from this study at any time and for any reason, without penalty. The researcher’s study question is, “Which colleges/campuses either TUCCs or TUACs teachers have better proficiency?” The researcher is also hopeful that information gained from this study will provide meaningful answers and data that can be applied to the general public. And as a result, the following questions will be answered: What factors contribute to the teachers' proficiency in Ϯϳ
TUCCs and TUACs? What are the challenges to their proficiency? What responsibility rests with the teachers in relation to teachers' proficiency? Finally, he also endeavored to learn if efficacious teachers can have a positive effect in motivating their students.
3.7.2 Instrument TPSF is the main instrument for the research that was developed by the researcher himself provided the framework to research. Beside that, informal interviews with teachers, students and administrators at TUCCS and TUACs in the Kathmandu valley, their diverse experiences about teaching learning activities at colleges were other subsidiary points having the instrumental value.
3.8 Primary Sources of Data Primary Sources of data were collected from teachers, students and administrators from the 10 different colleges of the Kathmandu valley. The colleges were: Pulchwok Campus, NIMS College, Shankardev Campus, Amrit Science Campus, Einstein College, Janamaitri Multiple Campus, KIST College of Management, Trichandra Multiple Campus, Kailashkut Multiple Campus and Sanothimi Campus, Bhaktapur.
3.9 Secondary Sources of Data Various research documents, and publication prepared by TU and UGC were the parts of secondary sources of information, data collection and interpretation. The researcher used various books
by various research experts such as Danielson (2007), Goe et al. (2008), Burns, A. & Richards, J. C. (2009), Richards, J. C. & Farrell, T. S. C. (2005), Bandura (1997), Riggs & Enochs (1990), Ashton, et al. (1982), Henson (2001); Pinkston-Miles (2003); Scharlach, (2008) and so on. These were the data considered important for this study which partly quantitative and partly qualitative in nature. Besides this, the researcher used different books, journals, and internet resources. 3.10 Sample Population and Sampling procedures In order to achieve the objectives of the study, the researcher visited the colleges (Appendix - 1) randomly selected adopting purposive sampling method. Using simple random sampling, selected teachers, administrators and students were distributed the TPSF on the voluntary basis. 3.11 Tools for Data Collection Ϯϴ
First of all, the researcher designed the research tools. Then, he visited the proposed colleges and requested the authority for the permission to carry out study. Similarly, he developed rapport with the administrators, teachers and chiefs explained the purpose of the study and how they can benefit from it. Similarly, the researcher requested the authority to grant permission for a one student for the TPSF to fill up randomly among the colleges/campuses. Then, teachers and administrators were distributed the TPSF for the purpose of data collection. 3.12 Questionnaire Formation Process In course of formulation of the TPSF for administrators, students and teachers, the researcher googled a great deal of so that he could get some documents that were important in the study of teachers’ proficiency of those teachers who have been teaching at TUCCs and TUACs. Danielson’s
Framework for Professional Practice (2008) which developed a five-point definition of teacher effectiveness by analyzing research, policy, and standards that addressed teacher effectiveness, Professional Development Criteria: A Study Guide for Effective Professional Development (1997) has been developed by the CONNECT were useful materials for the researcher. And, his own knowledge of teaching under different colleges for last 4 years had a crucial role in the construction of the Form. The researcher also utilized Teacher Evaluation Forms developed by Rosebud School, Baneshwor, Kathmandu as one of the bases of the TPSFs. The first hand data were the responses elicited from the questionnaires set for students, teachers, and administrators on the comparative study of teachers' proficiency survey from selected colleges/campuses. The primary data and information were collected from all together 10 TUCCs and TUACs of the valley. Administrators, teachers, students were the primary sources of data collection.
3.13 Process of Data Collection First of all the researcher designed the research tools, visited the proposed colleges and observed their infrastructures and requested the authority for the permission to carry out research. Then, the researcher developed rapport with the administrators, teachers, and chiefs explaining the purpose of the study and how they can benefit from it. The researcher requested the authority to provide student random sampling. To collect data, the researcher distributed the TPSFs (included both closed-ended and open- ended questions) to requesting participants of five TUCCs and five TUACs of the Kathmandu Valley to provide authentic data had prepared. Ϯϵ
3.14 Questionnaire Distribution Planning After the questions set in the TPSFs, the researcher distributed them to teachers, students, and administrators of the concerned colleges/ campuses from the Kathmandu valley. This distribution was administered on random basis among the selected colleges/ campuses and as per the convenience of the researcher. Structured questions in the Survey Form were introduced to generate realistic and accurate data from the stakeholders. The researcher prepared three different sets of questionnaires for administrators, students and teachers to have comparative study on teachers’ proficiency and related matters (Appendix-2: A, B, C).
3.15 Questionnaire Surveys Structured survey forms consisted of both open-ended and closed ended in nature to collect the realistic and accurate data from the stakeholders representing their views in connection to teachers' proficiency. The researcher prepared and used three different sets of questionnaires for administrators, respective teachers and students for the comparative study of teachers’ proficiency in TUCCs and TUACs. The questions were set in such a manner to compare and contrast the teachers' proficiency in TUCCs and TUACs. Among them, some questions were to inquire whether they (teachers, students, and administrators) had familiarity to teachers' proficiency, linkage of students' achievement to their proficiency, the relationship between the strength and weakness of their colleges/campuses and teachers' proficiency. Even the relationship between ethical, cultural, disciplinary issues along with confidence and language related matters of teachers, academic excellence, administrative excellence and other related matters were sought. 3.16 Data Collection Methods and Procedures Having formulated the research problem, the researcher developed a study design, constructed a research instrument and selected a sample, then collected the data in order to draw inferences and conclusions for the study. Depending upon plans, the researcher commenced interviews, distributed questionnaires, and made observations. For the purpose of information collection, the researcher sought the consent of the respondents. After the respondents’ informed consent, the researcher made them
ϯϬ
clear why the information is being sought, what purpose it will be put to, how they are expected to participate in the study, and how it will directly or indirectly affect them.
3.16.1 TPSF for Administrators In order to have specific ideas about the knowledge levels of administrators regarding the teachers’ proficiency criteria and other fundamentals, the researcher created the TPSF for administrators (Appendix 2 C). All administrators agreed to complete the Form. They each signed consent forms and answered each of the questions on the Form. It documented the college administrators’ perceptions on teachers’ proficiency. All together 34 questions were asked to identify administrators’ knowledge, skills and attitudes on teacher’s proficiency. Among them, 5 questions were open-ended and the rest of them were closed-ended.
3.16.2 TPSF for Students The questions set in the Survey Form for students (Appendix 2 B) that the researcher created provided insight into the experiences and understandings of the students regarding teachers’ proficiency. There were all together 35 questions which were aimed at discovering if students knew about teachers’ proficiency and adjacent issues to it. Among them, 6 questions were open-ended and the others were closed-ended ones.
3.16.3 TPSF for Teachers Teachers were asked to complete 30 questions, the Form that the researcher created. The TPSF for teachers (Appendix 2 A) sought to identify background on the teachers’ educational experiences in respect to their familiarity with proficiency. The questions asked their perceptions on teaching proficiency.
3.16.4 Key Informants Interview Though the notion of teachers’ proficiency is a complicated one to deal with, neither purely quantitative research tools nor quantitative tools can be used here. So, the researcher had key informant interview to the academic scholars to explore a few issues in depth and to cross check the earlier ϯϭ
collected statistics. The primary information was collected using the semi or unstructured interview method. The information was collected from administrators, students, and teachers etc. from two sampled TUCCs and TUACs for the purpose of this study.
3.16.5 Field Visit and Observation Teachers’ proficiency is an exploratory kind of research where unstructured observation was better used by the researcher. The data from the researcher’s observations and field notes served to identify teachers’ understandings and their proficiency level. During unstructured observation, the researcher collected various information about college infrastructures, students’ achievement, and teaching and non-teaching staff information. In a similar fashion, he collected information on assignment systems, managerial system and teacher's proficiency criteria as far as possible. Some of these documents were found useful to draw the conclusion. Each sampled TUCCs and TUACs was visited and their infrastructure, physical facilities etc. were observed. Similarly, defined number of students from the sampled TUCCs and TUACs were interviewed with the help of random sampling. At the same time, the qualifications of teachers, their working experiences and the division they passed in were observed. The teachers were found to be quite hesitating to speak about their pass division. Whereas, the colleges were poor at giving the records about the students' pass, fail percentage and much other information connected to them which the researcher thinks the overt or covert linkage to the teacher's proficiency.
3.17 Limitation of the Study This study was limited in that the participants were purposefully selected rather than randomly selected. With “purposeful selection” of participants, there remains always the chance that the participants may not reflect the opinions and views of the greater population. The study was limited because the limited numbers of participants. All together, there were 30 in numbers which cannot be that much representative enough whose ideas may not reflect the true opinions of the general population regarding the topic of investigation. This study may also be limited by researcher-bias. Because this researcher has some strong opinions about this topic, it may be difficult to obscure certain biases and opinions about the subject. Therefore, as a way of controlling for limitations, this study will be open to outside scrutiny to avoid any subjectivity as it is neither purely quantitative nor qualitative ones. ϯϮ
Due to limited budget and spatio-temporal framework, this study may have following limitation: 1. It will not be the representative research for the whole nation. 2. Sample population was limited to all together 10 campuses: only 5-5 TUCCs and TUACs of the Kathmandu Valley. 3. It mainly focused on teachers’ proficiency of TUCCs and TUACs though it is really complicated notion to well go ahead dealing with.
Besides, the points maintained above, the researcher may have another bias i.e. the researcher interchangeably has used teacher efficacy as equivalent to teacher proficiency. Even because the researcher belongs to TUACS, it may create unknowingly some biases in this study. Therefore, this study was open to outside scrutiny to avoid subjectivity. This study is limited to some of those variables that could be contributing factors for teacher proficiency.
ϯϯ
CHAPTER FOUR ANALYSIS & INTERPRETATION This chapter consists of analysis and interpretation of data collected. The data collected from the different sources are classified in terms of the type of questions i.e. open ended and closed ended. The information found on the devised tool is then analyzed and interpreted.The data have been analyzed in a mixed mode. Less descriptive and more interpretative techniques have been applied along with simple statistics, tables; charts have been made which have been followed by a short description. The data has been analyzed under the two different sections i.e. Qualitative Thematic Analysis and Quantitative Thematic Analysis. 4.1 Qualitative Thematic Analysis Section 1. Survey Questionnaire (TPSF) Analysis from Administrators Questionnaires TUACs Administrators’ Perception on Teachers’ Proficiency TUCCs Administrators’ Perception on Teachers’ Proficiency 2. Survey Questionnaire (TPSF) Analysis from Students Questionnaires TUACs Students’ Perception on Teachers’ Proficiency TUCCs Students’ Perception on Teachers’ Proficiency 3. Survey Questionnaire (TPSF) Analysis from Teachers Questionnaires TUACs Teachers’ Perception on Teaching Proficiency TUCCs Teachers’ Perception on Teaching Proficiency TUACs Challenges to Teachers’ Proficiency TUCCs Challenges to Teachers’ Proficiency TUACs Teachers’ Solutions to Challenges TUCCs Teachers’ Solutions to Challenges ϯϰ
4. Teachers and Trainings
ϯϱ
4.2 Quantitative Thematic Analysis Section 1. Teachers' Perception on Teaching Proficiency 2. Administrators' Perception on Teachers’ Proficiency 3. Comparison of Strength of College in TUCCs and TUACs 4. Comparison of Weakness of College in TUCCs and TUACs
4.1 Qualitative Thematic Analysis During the research work, the researcher has collected qualitative and quantitative data. The qualitative data are focused and interpreted in this section. From the qualitative data available, the researcher has analyzed the data for the comprehensive view of the information. The data are classified on various themes for the simplification of data analysis. 4.1.1 Survey Questionnaire (TPSF) Analysis from Administrators Questionnaires The researcher has formed a set of questionnaire called the TPSF to identify the perceptual level of teachers’ proficiency from administrator’s point of view. The data collected from the survey questionnaires are analyzed on different headings in the succeeding pages and drawn the conclusion. 4.1.1.1 TUACs Administrators’ Perception on Teachers’ Proficiency All together 10 administrators from both TUCCS and TUACs were asked open-ended questions to identify their perception on teachers' proficiency. The following are the answers from the administrators of TUACs which reflect what they perceive about teachers' proficiency. ¾
Command in subject matter,
¾
Good communicating skills,
¾
Talent and potential of a teacher,
¾
Teaching competency or skill of teachers,
¾
Transferring the knowledge of teachers socially, academically to the students to make them able,
¾
Dedication, competence, trained,
¾
Excellent knowledge on the subject matter
ϯϲ
4.1.1.2 TUCCs Administrators’ Perception on Teachers’ Proficiency All together 10 administrators from both TUCCS and TUACs were asked open-ended questions to identify their perception on teachers' proficiency. The following are the answers from the administrators of TUCCs which reflect what they perceive about teachers' proficiency. ¾
Knowledge of pedagogy,
¾
Motivational and inspirational teaching learning,
¾
Inquisitive, consistence and confidence,
¾
Training, research,
¾
Perfect in teaching, testing and research activities,
¾
Trainings, workshops, and seminars,
¾
Ability to share and impart one’s knowledge
4.1.2 Survey Questionnaire (TPSF) Analysis from Students Questionnaires The researcher has formed a set of questionnaire called the TPSF to identify the perceptual level of teachers’ proficiency from students’ point of view. The data collected from the survey questionnaires are analyzed on different headings in the succeeding pages and drawn the conclusion. 4.1.2.1 TUACs Students’ Perception on Teachers’ Proficiency All together 10 students from both TUCCS and TUACs were asked open-ended questions to identify their perception on teachers' proficiency. The following are the answers from the students of TUACs which reflect what they perceive about teachers' proficiency. ¾
Knowledge to present in front of students clearly in a meaningful way,
¾
Teacher’s study habit,
¾
Having necessary skills and knowledge in teachers,
¾
Good command over the text to deliver and teaching according to the interest of the
¾
Educational environment,
¾
Teachers’ continuous learning habits,
¾
Teaching experience
students,
ϯϳ
4.1.2.2 TUCCs Students’ Perception on Teachers’ Proficiency All together 10 students from both TUCCS and TUACs were asked open-ended questions to identify their perception on teachers' proficiency. The following are the answers from the students of TUCCs which reflect what they perceive about teachers' proficiency. ¾
Knowledge, skills and tendency of teachers,
¾
Ability to work in diverse contexts,
¾
Controlling the big classes,
¾
Teaching nicely,
¾
Positive attitude,
¾
Ability to understand about language like English
4.1.3 Survey Questionnaire (TPSF) Analysis from Teachers Questionnaires The researcher has formed a set of questionnaire called the TPSF to identify the perceptual level of teachers on teaching proficiency. The data collected from the survey questionnaires are analyzed on different headings in the succeeding pages in order to draw the conclusion. 4.1.3.1 TUACs Teachers’ Perception on Teaching Proficiency All together 10 teachers from both TUCCS and TUACs were asked open-ended questions to identify their perception on teaching proficiency. The following are the answers from the teachers of TUACs which reflect what they perceive about teaching proficiency. ¾
A teacher becoming able to do something well because of training and practice,
¾
Evaluation of teachers’ expertise,
¾
The ability to handle teaching in a relative area,
¾
Good command in subject matter,
¾
Transferring the knowledge of teachers socially, academically to the students to make them able,
¾
Skilled performance,
¾
Use of new technology,
¾
Training, counseling, orientations, rigorous discussions,
¾
Result oriented ϯϴ
4.1.3.2 TUCCs Teachers’ Perception on Teaching Proficiency All together 10 teachers from both TUCCS and TUACs were asked open-ended questions to identify their perception on teaching proficiency. The following are the answers from the teachers of TUCCs which reflect what they perceive about teaching proficiency. ¾
The capacity to deal with the students and put the subject matter confidently,
¾
Being proficient, and confident,
¾
Helping students to develop a true and holistic personality,
¾
Obedience,
¾
Performance to assigned work,
¾
Good at professional opportunities
4.1.3.3 TUACs Challenges to Teachers’ Proficiency All together 10 teachers from both TUCCS and TUACs were asked open-ended questions to identify the challenges to their teaching proficiency. TUACs teaching faculties came up with the following challenges: ¾
Lack of easily available academic resources,
¾
Multi-cultural classroom,
¾
No teacher can be proficient, one has to be Guru,
¾
Weak physical facilities,
¾
Updating the knowledge,
¾
Lack of regular study
4.1.3.4 TUCCs Challenges to Teachers’ Proficiency All together 10 teachers from both TUCCS and TUACs were asked open-ended questions to identify the challenges to their teaching proficiency. TUCCs teaching faculties came up with the following challenges: ¾
Low paid job,
¾
Undisciplined students,
¾
No proper library facilities,
¾
Difficulty to keep up to date,
¾
Classroom management,
¾
Lack of conduction of seminars, trainings, workshops, ϯϵ
¾
Lack of research oriented works
4.1.3.5 TUACs Teachers’ Solutions to Challenges All together 10 teachers from both TUCCS and TUACs were asked open-ended questions to forward solutions to teachers' proficiency. The following are the points of suggestion forwarded to enhance teachers' proficiency by teaching faculties working at TUACs. ¾
Further study opportunities,
¾
Provision of trainings,
¾
Physical facilities should be increased,
¾
Not acting to become good teacher who can only teach the world,
¾
Economic and other logistic support to teachers from administration, environment to use abundant academic resources in classroom
4.1.3.6 TUCCs Teachers’ Solutions to Challenges All together 10 teachers from both TUCCS and TUACs were asked open-ended questions to forward solutions to teachers' proficiency. The following are the points of suggestion forwarded to enhance teachers' proficiency by teaching faculties working at TUCCs. ¾
Teaching should be prestigious,
¾
Strict rules to both teachers and students,
¾
Library facilities should be enhanced,
¾
Everyone should be active,
¾
Study more about recent activities,
¾
Frequent trainings, seminars, workshops
4.1.3.7 Teachers and Trainings Upon one of the questions’ answer in the TPSF for teachers they were asked: what is teachers' proficiency, the teacher answered saying, ‘they need to have training.’ It also reflects that how much crisis they are in regarding the unfamiliarity to the word. It can lead anyone be easily imagined that what and how they have been teaching. Simultaneously, it also reflects their future career and directedness. Out of 10 teachers teaching at the colleges answered saying they take trainings “sometimes’ for the enhancement of their teaching proficiency. The researcher thinks that teachers and trainings need to be synonymous and go side by side. Teacher’s unfamiliarity with the word, “proficiency” can also be self evident how much smart they are at their teaching profession. ϰϬ
4.2 Quantitative Thematic Analysis The researcher has formed a set of questionnaire called, the TPSF to identify the perceptual level of teachers on teaching proficiency. The data collected from the survey questionnaires especially the quantitative ones are analyzed on different headings in the succeeding pages to draw the conclusion. 4.2.1 Teachers' Perception on Teaching Proficiency The following figure shows the teachers’ perception on teaching proficiency from TUCCs and TUACs as clear as possible; the description follows after the figure: Figure 1. Teachers' Perception on Teaching Proficiency
SN
Teachers' Perception on Teaching Proficiency
TUCCs TUACs
All Campuses
5
10
%
5
%
5 100
%
QN 1 Have you heard about teachers’ proficiency? a. Yes
4
80
b. No
1
20
9
90
1
10
c. I don't know
QN 3 Is it linked to students’ achievement? a. Yes
3
60
4
80
7
70
b. No
2
40
1
20
3
30
5 100
c. I don't know
QN 5 Is teachers' proficiency necessary? a. Yes
4
80
b. No
1
20
a. Yes
3
60
b. No
2
40
9
90
1
10
8
80
2
20
10
100
c. I don't know
QN 8
Do you think the administration can contribute to teachers' proficiency? 5 100
c. I don't know
QN 9
Do you think students can contribute something to teachers' proficiency? a. Yes
5 100 5 100
b. No ϰϭ
c. I don't know
QN10
Is language proficiency related to teachers' proficiency? a. Yes
3
60
4
80
7
70
b. No
2
40
1
20
3
30
5 100 5 100
10
100
c. I don't know
QN 11 Is confidence related to teachers' proficiency? a. Yes b. No c. I don't know
QN 13
Where do you think students get quality education from?
a. TU affiliated campuses
3
60
4
80
7
70
b. TU constituents campuses
2
40
1
20
3
30
5 100 5 100
10
100
QN14 How often do you get trainings? a. Sometimes b. Not taken yet c. I don't know about it
QN 15 Does your college motivate you? a. Yes
3
60
3
60
6
60
b. No
2
40
2
40
4
40
5 100 5 100
10
100
5 100 5 100
10
100
c. I don't know
QN 16 Do you see your role in the enhancement in a pedagogical skill? a. Yes b. No c. I don't know
QN 17 Do you reveal your flexibility and responsiveness through teaching? a. Yes b. No c. I don't know
QN 18
Are your opinions taken in a tasteful, and mature manner? ϰϮ
a. Yes
3
60
b. No c. I don't know
2
40
3
60
2
40
4
80
7
70
1
20
1
10
2
20
8
80
2
20
Do your students engage in practical activities that QN 19 demonstrate the relevance, purpose, and function of the subject matter? a. Yes
5 100
b. No c. I don't know
QN 20
Do your students reflect respectful, ethical, and professional demeanor? a. Yes
3
b. No
1
c. I don't know
QN 21
1
8
80
20
60
5 100
1
10
20
1
10
Do you love to use multiple approaches in planning for instruction? a. Yes
4
80
b. No
1
20
4
80
1
20
5 100
9
90
1
10
9
90
1
10
c. I don't know
QN 22
Does your teaching create a learning environment that promotes critical and higher order thinking? a. Yes
5 100
b. No c. I don't know
The figure above presents the ideas of TUCCs and TUACs teachers regarding teachers' proficiency. In the TPSFs for teachers, multiple choice questions were asked as closed ended nature. Upon the question, 'Have you heard about teachers' proficiency?' 80% teachers from TUCCs said 'yes' and 20% said 'no.' Similarly, in TUACs, those who have heard about TP were 90% and 10% haven't heard it. To answer if TP is linked to SA, 60% in TUCCs said 'yes' and 40% said 'no'. On the same question, 80% teachers said 'yes' and the rest 20% said 'no'. In TUCCs, on the necessity of TP, 80% participants said 'yes' proclaiming it is necessary, and the rest of 20% said 'no.' In the case of TUACs, all the participants identified that TP is 100% necessary. ϰϯ
Regarding the linkage of LP to TP, 60% teachers of TUCCs marked tick on the option, 'yes' and 40% had a mark on 'no.' Slightly difference the answer was with the teachers of TUACs who said 80% 'yes' and 20% 'no.' There was no any disagreement on the answer to the linkage of confidence to TP. Almost all shed their total agreement on it. Upon the question,' where do you think students get quality education from?' TUCCs teachers’ 60% vote went for TUACs, and 40% for TUCCs. Similarly, TUACs teachers said students get 80% quality education from TUACs and 20% from TUCCs. This also shows that those who have been working at TUCCs are not qualified to impart quality education. Regarding the question of college motivation, teachers from TUCCs and TUACs answers had 60-40% inclination towards option 'yes' and 'no' respectively. This also reflects the true scene of college education, still there lacks motivation either in the form because 40% respondents said their college does not motivate. Pedagogically, Teachers in TUCCs and TUACs saw their 100% role in the enhancement of pedagogical skills. Even in the use of multiple approaches at teaching, Teachers in TUACs were far better than Teachers in TUCCs. The percentage of Teachers in TUACs using multiple approaches was 100%. Whereas the percentage of those, who apply the multiple approaches to teaching and learning was 80%. Teachers in TUCCs and TUACs rarely get trainings. 4.2.2 Administrators' Perception on Teachers’ Proficiency The following figure vividly shows the administrators perception on teacher’s proficiency in TUCCS and TUACs which follows a brief description just after the figure:
ϰϰ
Figure 2. Administrators' Perception on Teaching Proficiency
SN
Administrators' Perception on Teaching
TUCCs TUACs All Campuses
Proficiency
5
% 5 %
10
%
a. Yes
4 80 5 100
9
90
b. No
1 20
1
10
5 100 5 100
10
100
5 100 5 100
10
100
5 100 5 100
10
100
4 80 4 80
8
80
1 20 1 20
2
20
QN 1 Have you heard about teachers’ proficiency?
c. I don't know QN 3 Is it linked to students’ achievement? a. Yes b. No c. I don't know QN 6 Do you think teaching and teachers' proficiency are related? a. Yes b. No c. I don't know QN 7 Do you think students can contribute something to teachers' proficiency? a. Yes b. No c. I don't know QN 8 Do you think teachers' proficiency is related to administration and students? a. Yes b. No c. I don't know QN 9 Do you think your teachers in college are ϰϱ
proficient enough? a. Yes
3 60 4 80
7
70
b. No
1 20
1
10
c. I don't know
1 20 1 20
2
20
a. Yes
4 80 5 100
9
90
b. No
1 20
1
10
4 80 5 100
9
90
1 20
1
10
QN 10 Is language proficiency related to teachers' proficiency?
c. I don't know QN 11 Do teachers exhibit respect for peers, colleagues and students? a. Yes b. No c. I don't know QN12 Are they willing to interact professionally with diverse populations? a. Yes
3
60 5 100
8
80
2
40
2
20
b. No c. I don't know QN 13 Do they work productively in a team based settings? a. Yes
3
60 4 80
7
70
b. No
1
20
1
10
c. I don't know
1
20 1 20
2
20
4
80 4 80
8
80
1
20 1 20
2
20
QN 14 Do they speak in a manner appropriate to the context of classroom? a. Yes b. No c. I don't know ϰϲ
QN 15 Do they demonstrate enthusiasm and positive social skills when interacting with the public? a. Yes
4
80 4 80
8
80
1
20 1 20
2
20
2
40 3 60
5
50
b. No
1
20
1
10
c. I don't know
2
40 2 40
4
40
b. No c. I don't know QN 16 Do they think analytically about educational issues? a. Yes
QN 17 Do teachers thoughtfully reflect on their own practice? a. Yes
2
40 2 40
4
40
b. No
1
20 1 20
2
20
c. I don't know
2
40 2 40
4
40
QN 18 Are they flexible and willing to modify their techniques and practice? a. Yes 5
100 4 80
9
90
1 20
1
10
100 5 100
10
100
b. No c. I don't know QN 19 Do they demonstrate positive personal hygiene habits? a. Yes
5
b. No c. I don't know QN 20 Do teachers dress appropriately for their professional contexts? a. Yes
2
40 3 60
5
50
b. No
2
40 2 40
4
40
c. I don't know
1
20
1
10
ϰϳ
QN 21 Do they show enthusiasm for working with fellow teachers? a. Yes
2
40 5 100
7
70
b. No
1
20
1
10
c. I don't know
2
40
2
20
4
80 4 80
8
80
1
20 1 20
2
20
4
80 4 80
8
80
1
20 1 20
2
20
4
80 5 100
9
90
1
20
1
10
3
60 3 60
6
60
1 20
1
10
40 1 20
3
30
QN 22 Do they have ability to keep an open mind? a. Yes b. No c. I don't know QN 23 Do they demonstrate a positive attitude toward colleagues and students? a. Yes b. No c. I don't know QN 24 Do they exhibit efforts that benefit students? a. Yes b. No c. I don't know QN 25 Are they aware that they do not discriminate students based on ethnicity, culture, and regional diversity? a. Yes b. No c. I don't know
2
QN 26 Do they plan for an inclusive, nurturing, stimulating, and academically challenging learning environment? a. Yes
2
40 2 40
4
40
b. No
1
20 1 20
2
20
c. I don't know
2
40 2 40
4
40
ϰϴ
QN 27 Do they assess student learning in multiple ways in order to monitor student learning, assist students in understanding their progress, and report student progress? a. Yes
2
40 3 60
5
50
b. No
1
20 1 20
2
20
c. I don't know
2
40 1 20
3
30
QN 28 Do they consistently meet expectations and fulfills responsibilities? a. Yes 2
40 3 60
5
50
b. No
2
40 1 20
3
30
c. I don't know
1
20 1 20
2
20
a. Yes
4
80 4 80
8
80
b. No
1
20
1
10
1 20
1
10
QN 29 Do they value and seek professional growth?
c. I don't know QN 30 Do teachers continuously demonstrate integrity, ethical behaviors, and appropriate professional conduct? a. Yes
3
60 4 80
7
70
b. No
2
40
2
20
1
10
c. I don't know
1 20
QN 31 Do you think your teachers have research based knowledge of teaching and learning? a. Yes
2
40 2 40
4
40
b. No
2
40 1 20
3
30
c. I don't know
1
20 2 40
3
30
5
100 5 100
10
100
QN 32 Is confidence of teachers related to teacher's proficiency? a. Yes ϰϵ
b. No c. I don't know The above figure highlights on administrators' perception on teachers' proficiency on different levels of questions. Upon the question, 'have you heard about teachers' proficiency?' 80% respondents at TUCCs said 'yes' and 20% said 'no'. In TUACs, 100% said that they have heard about it. Administrators at TUCCs and TUACs agreed totally to TP's linkage to SA. The researcher sought answer on the linkage of TP to SA. As answer, all the respondents from TUCCs and TUACs said 'yes.' Similarly, they were totally in the agreement that teaching and TP are related to one another. Whether students can contribute to TP, the respondents from TUCCs and TUACs agreed 100%. Both at administrators TUCCs and TUACs said 80% TP is related to administration and students. To a quite sensitive question, 'do you think your Teachers in college are proficient enough?' Their answer was mixed. TUCC's administrators 60% vote was to 'yes', 20%-20% vote to 'no' and 'I don't know'. TUACs administrators said 80% to 'yes' and 20% to the option, ‘no.’ This reveals tentatively that teachers working at TUACs are more qualified than that of TUCCs teachers by 20%. Even those working at TUACs are not totally qualified. 4.2.3 Comparison of Strength of College in TUCCs and TUACs A question to identify the strength of their college was asked to the students, teachers and administrators of 5 TUACs and 5 TUCCs. One of the teachers interestingly expresses that his college has an only focus i.e. money. One student belonging to TUAC says he has identified ‘nothing’ as the strength of his college. The answers available from diverse respondents are presented below in a tabular form which does not conceal anything before the Sun: Table 1. Comparison of Strength of College in TUCCs and TUACs
Name of
Answers from
Answers from Teachers
Answer from Students
College/campus Administrators
Pulchwok
Healthy environment,
Experienced faculties,
Punctuality, practical
Campus
regular classes, well
qualified students, good
equipments, teachers,
ϱϬ
equipped labs, separate
labs, far from political
department buildings,
influence, foreign aid
discipline, rules
garden
NIMS College
Reasonable fee, stable
Money, money, money,
Teaching methods, rules
results, progressive,
money, money
& regulations, interactive
uniformity, quality
learning, close relation,
education
easy access of teaching
Shankardev
Good library, field
Good environment and
Campus
(games), adequate staff,
support
Good infrastructures
computer facilities, harmony among all Amrit Science
Supportive environment,
Honest teachers, dedicated Good teaching methods,
Campus
good team work,
and efficient ones
social/family environment
Discipline, quality
Discipline, and strictness
disciplined students Einstein College Good results, good
environment, experienced education, creative learning teachers, effective
environment, students'
teaching, good
achievement
management Janamaitri
Punctuality, discipline,
Co-operative friends,
Multiple Campus monitoring, examinations, disciplined students, counseling
Quality education, good rules, scholarship scheme
laborious teaching staff, non-profit organization
KIST College of Teacher and student Management
Trichandra
friendly environment,
Friendly, homely,
Good environment,
supportive to teachers
sports, strict rules, quality
quality education, project
education, student
work, guest lectures
friendly environment
Reasonable fee structures, Physical facility, spacious
Peaceful environment,
Multiple Campus accessible to everyone
classroom & ground,
good education, talented
helpful staff, regular
teachers
payment ϱϭ
Kailashkut
Low fee structure, result
Multiple Campus oriented, friendly
Result oriented, research-
Nothing
based
environment
Sanothimi
Good infrastructures,
Good infrastructures, no. of Good environment
Campus
library, research
students, recent ICTE
management cell
programme, research management cell, playground, library
4.2.4 Comparison of Weakness of College in TUCCs and TUACs The following table sums up the weakness of 10 different campuses/colleges in the Kathmandu Valley. Table 2. Comparison of Weakness of College in TUCCs and TUACs
Name of Answers from College/campus Administrators
Answers from Teachers
Pulchwok Campus
Furniture of the classrooms, Weak management system, attitude of students, strike, punctuality full time teachers, timing of staffs
Physical structure, library system, computers, infrastructures
NIMS College
Infrastructural insufficiency, Non-quality education less no. of female teachers, lack of motivation to teachers, college authority and teachers, lack of extracurricular activities
Lack of extra-curricular activities, unsupportive to students, lack of practical teaching methodology
Shankardev Campus
Located in city center, traffic Class disturbances, weak congestion, large classrooms, management
Mismanagement, no good response to
disturbance from outside
students
Amrit Science
Students’ discipline, students No regular classes, political Politics, weak unions’ unnecessary influence, no sufficient departments interferences infrastructures, old apparatus in lab
Campus
Einstein College No teachers' fund,
Student- administration gap, No any such problem ϱϮ
Answer from Students
communication gap betn. founders and students, lack of teachers' training, audio/visuals, no extra visiting lecturers
Janamaitri Multiple Campus
no trainings/seminars, low salary, no place of or alternative opinions
Less extra activities, teacher Dominating management, based teaching unfair decision, poor infrastructures, no career growth
No friendly environment, infrastructures, traditional teaching, superiority complex in teachers
Lack of communication, KIST College of Teachers' part time appointment, irregularity of poor management Management students, weak administration Trichandra Multiple Campus
Students discipline, teachers’ I don't know
Poor credits, unhygienic canteen snacks
Political environment
irregularity
Kailashkut Multiple Campus
Lack of infrastructures, lack Lack of practical education Toilet, library, teachers, of teaching equipments classroom, playground
Sanothimi Campus
Overcrowded classes, high politics, few working days
Overcrowded classrooms, No teaching, more high political influence, lack politics, no good of teacher awarding teaching learning incentive prog., lack of students' internal tests
The above table indicates the weakness of TUCCs and TUACs. In comparison with constituent campuses and their strength, private colleges are found to be quite strong. Varieties of problems are noticed in TUCCs and TUACs regarding good teaching methods, family environment, physical facilities and their insufficiency, the problems of spacious classroom and ground, helpful staff, regular payment. Regarding managerial competence of colleges, questions of poor management, mismanagement, weak evaluation, lack of incentive, no good opportunities were prominently heard. The table presented above indicates what has been the weakness; the colleges have been struggling with.
ϱϯ
CHAPTER FIVE FINDINGS AND RECOMMENDATIONS 5.1
Findings After the interpretation of data available through TPSF and the informal interviews with the
teachers, administrators, and students of 10 different colleges/ campuses of the Kathmandu valley, the researcher came with the following set of findings: • Teachers in TUACs perceived teaching proficiency as the combination of qualities becoming able to do something well because of training and practice. They kept their views stating that evaluations of teachers’ expertise, the ability to handle teaching with good command in subject matter are also associated to proficiency. They believed that a proficient teacher transfers the knowledge socially, academically to the students to enable them. Skilled performance, use of new technology, training, counseling, orientations, and rigorous discussions are other aspects of teachers’ proficiency. Result oriented tendency in teachers was also understood as a crucial factor of teachers’ proficiency. • Teachers in TUCCs identified teaching proficiency as the capacity to deal with the students and put the subject matter confidently. Having confidence, helping students to develop a true and holistic personality are the factors associated to teachers’ proficiency. Obediently performing the assigned work was also perceived as a part of teachers’ proficiency. • Teachers in TUACs identified with lack of easily available academic resources, multi-cultural classroom, and weak physical facilities of the campuses as the challenges to teachers’ proficiency. Similarly, updating the knowledge and lack of regular study in teachers were noticed to be enemies to teachers’ proficiency. One of the respondents kept a very different view and said no teacher can be proficient, one has to be Guru. • Teachers in TUCCs found teaching profession as a low paid job. A numbers of challenges to teachers’ proficiency identified were undisciplined students, no proper library facilities, and difficulty to keep up to date, classroom management. The lack of conduction of seminars, trainings, workshops, and lack of research oriented works were also noticed.
ϱϰ
• 80% teachers from TUCCs said 'yes' and 20% said 'no’ to the question, 'have you heard about teachers' proficiency?' Similarly, in TUACs, those who have heard about TP were 90% and 10% haven't heard it. To answer if TP is linked to SA, 60% in TUCCs said 'yes' and 40% said 'no'. On the same question, 80% teachers said 'yes' and the rest 20% said 'no'. In TUCCs, on the necessity of TP, 80% participants said 'yes' proclaiming it is necessary, and the rest of 20% said 'no.' In the case of TUACs, all the participants identified that TP is 100% necessary. • To a quite sensitive question, 'do you think your Teachers in college are proficient enough?' Their answer was mixed. TUCC's administrators 60% vote was to 'yes', 20%-20% vote to 'no' and 'I don't know'. TUACs administrators said 80% to 'yes' and 20% to the option, ‘no.’ This reveals tentatively that teachers working at TUACs are more qualified than that of TUCCs teachers by 20%. Even those working at TUACs are not totally qualified. • Regarding the linkage of LP to TP, 60% teachers of TUCCs marked tick on the option, 'yes' and 40% had a mark on 'no.' Slightly difference the answer was with the teachers of TUACs who said 80% 'yes' and 20% 'no.' There was no any disagreement on the answer to the linkage of confidence to TP. Almost all shed their total agreement on it. • Upon the question,' where do you think students get quality education from?' TUCCs teachers’ 60% vote went for TUACs, and 40% for TUCCs. Similarly, TUACs teachers said students get 80% quality education from TUACs and 20% from TUCCs. This also shows that those who have been working at TUCCs are not qualified to impart quality education. • Lack of teacher education and absence of trainings, seminar and workshops were/are the realities with most of these teachers who have been working in TUCCs and TUACCs. Trainings are the 'sometimes' phenomena for them. • There was neither proper system of check and balance introduced nor established. The researcher saw no system of reward and punishment neither introduced nor implemented in TUCCs which is a prime enemy to teachers' proficiency. • Teachers were identified with not having some basic proficiency and competency in language along with mastery of the four skills listening, speaking, reading and writing, or mastery of specific language behaviours.
ϱϱ
• Those teachers who were proficient and doing good were found to be judged on inefficient criteria or even were/are evaluated with jaundiced eyes. Those who have good knowledge and work effectively are victimized by politics. • There was/is more prevalence of political biasness in TUCCs rather than in TUACs in their system because TUCCs are the parts of government owned institutions where political decisions overtly or covertly dominate and influence. Though, it cannot be easily noticed on teachers' and students' behaviour. Highly politicized can increase the stress levels of teachers which can cause further teacher opposition. • There was/is the dominance of less competent teachers in TUCCs rather than in TUACs; even the evaluation criteria have not introduced yet in both types of institutions. • The talented teachers contributing to the education system were/are not fairly rewarded, so a further incentive system should be held as soon as possible. • Teachers were/are not motivated in any form. It will affect the entire educational system of Nepal in an adverse way in a long run. Though it is argued sometimes that teachers are not motivated by money, the case is quite different here in Nepal. • Teacher motivation would improve, with an emphasis on knowledge and skill and reward models in the literature. Teacher co-operation would improve, which is presented as an argument in support of college based reward programmes. There is some concern about the effect merit-pay systems have on teacher co-operation. • Teachers of affiliated campuses are working under pressure and monetary motivation is guiding them to their profession and keeping them active and efficient. Whereas, Teachers in constituent campuses seem to have no any pressure on them. • Regarding the question of college motivation, teachers from TUCCs and TUACs answers had 60-40% inclination towards option 'yes' and 'no' respectively. This also reflects the true scene of college education, still there lacks motivation either in the form because 40% respondents said their college does not motivate. • Even the teachers had/have not got any opportunities to explore their efficiency to their full strength through the better teaching circumstances and promotional privileges. So, the question of proficiency is a farfetched dream. This applies both in TUCCs and TUACs.
ϱϲ
• Most of the teachers were/are found with having totally zero knowledge about the psychology of students which is also a terrible aspects of their career. Those who work for students must know about how to deal them. • Teachers are not exposed to show their intellectuality, in it no colleges and campuses are interested. Even some community colleges have also done the provision to give scholarship if teachers want to pursue their further study. It is very rare case. • It was identified that there was/is lack of teacher management programme both in TUCCs and TUACs. Therefore, teacher education, trainings, seminar and workshops haven't been frequently conducted. • Teachers were/are not particularly motivated by pecuniary reward so they will not respond to financial incentives. Money is a relatively great motivator for Nepalese teachers. monetaryreward systems can have the consequence of increasing resentment towards management, and reducing employee loyalty, resulting in a reduction in productivity. • The salary increment of the teachers in the TUACs is greater than that of TUCCs. The salary is not sufficient as per the current market price of the goods. • Lack of teacher commitment at TUCCs is noticed at large and at less in TUACs because teacher commitment depends on a great many issues of the colleges/campuses. This negatively correlated to learning achievement of students. • From infrastructural viewpoint, except some TUACs, TUCCs are much stronger but their infrastructures and facilities were identified not that much used. The available resources in TUCCs haven't been properly used and the maintenance has not been focused. • Teachers were/are also found to be with disciplinary problems and irresponsible towards the duties and responsibilities given to them in TUCCs. The case was different in TUACs. The reason behind undisciplined and irresponsible teachers is nothing but the lack or poor monitoring or supervision. • Teachers were identified with having no strong trust or lack of trust in their profession even some of them do not want to continue their profession, so they do not take teaching profession seriously. Ultimately, they can have no proper progress in their teaching learning activities. This state particularly refers to those who work on part-time basis in TUACs and those who work on contract and part-time basis in TUCCs. ϱϳ
• There are no universally accepted proficiency criteria for good Teachers in college level in Nepal, so it is distinct from other services where output is easily measured, and techniques for improving productivity can be easily identified. There are numerous actors who have a stake in educational outcomes, including children, parents, taxpayers, potential employees, teachers and the government, which is separate from the private sector where the number of principals is limited. • A range of unwanted and perverse outcomes would be promoted, which is presented as an argument against using student outcomes as a measure of teacher performance; focusing on doubts about accurate evaluation of teachers. • Teachers had/have no any continuous professional development (CPD) programmes as well as support from colleges, their administrations and the concerned stakeholders. • Managerial norms system can be established in every college and campus. In TU constituent campuses, this would have the effect of reducing the incidence of performance-related pay by making it harder for them to administer these compensation packages. 5.2
Recommendations The following set of recommendations is designed to provide guidance to entities that consider
how best to compare and implement the outcomes forwarded regarding the proficiency of teachers working at TUCCs and TUACs: • Teachers in TUACs forwarded further study opportunities; provision of trainings, physical facilities to be increased, not acting to become good teacher who can only teach the world, economic and other logistic support to teachers from administration, and environment to use abundant academic resources in classroom. • Teachers in TUCCs forwarded solutions to teachers' proficiency as teaching should be prestigious, strict rules to both teachers and students, library facilities should be enhanced, everyone should be active, study more about recent activities, and frequent trainings, seminars, workshops to enhance teachers' proficiency by teaching faculties working at TUCCs. • The teacher’s appraisal needs to be constantly to be introduced and implemented. The lack of teacher’s appraisal has unnecessarily made them lazy, inactive and avoidance to the given tasks. • Teachers’ performance reward programmes are to be introduced in TUCCs and TUACs which can prove useful in relation to the enhancement of teacher’s efficacy. ϱϴ
• There should be an increase in the motivation of teachers. Where there are the teachers motivated, their skill determines salaries, teacher quality will be improved. • Further study opportunities, provision of trainings, improvement in physical facilities, economic and logistic support to use resources in classrooms are to be managed in TUACs. • Similarly, in TUCCs, strict rules to teachers and students to be imposed. Library facilities are to be enhanced. Teachers should develop reading habits and remain active and responsible. Trainings, seminars and workshops are to be frequently held with a highlight, teaching is prestigious job. • May be the colleges themselves are not taking any initiatives nor there have been problems in the entire system of college/campus administration, teachers’ potentialities and competencies are not reflected in an optimum way that contributes to educational outcomes of students, and the good will of the campuses they have been working so far. • Teachers should be assessed on how much they have added value to student outcomes, which can be considered an accurate tool for evaluation. Merit-pay models should be introduced if possible. • Teachers’ proficiency criteria need to be developed in each and every academic institution if they love to go with meritocracy. This will help to recruit the teachers and suggest those to enhance their skills. • In connection to the lack of teacher commitment at TUCCs is noticed at large, something concrete should be done timely either in policy form that can keep teachers dedicated to their given responsibilities. • An effective evaluation system should provide teachers with meaningful feedback that helps them grow as professionals and reach their full potential in the classroom. • Teachers should be appointed on the basis of clear terms and conditions. There should not be any influence of politics, relations and so on. • Teachers need continuous professional development (CPD) as well as support from colleges, their administrations and the concerned stakeholders. • Evaluation system should be initiated that focuses on the knowledge and skills of teachers, which provides an incentive for all teachers to improve, and also an intrinsic reward through professional development. ϱϵ
• Those poorly performing teachers would be sanctioned and should be sacked out from their post and new and competent should be recruited. The new policy should be made which attract the most capable teachers and discourage the least capable teachers.
ϲϬ
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APPENDICES Appendix 1 Names of Colleges/Campuses S.N. College/Campus
Address
TU Affiliated/ Constituent Campus
1.
Pulchwok Campus
Pulchwok, Lalitpur
Constituent
2.
NIMS College
Lagakhel, Lalitpur
Affiliated
3.
Shankardev Campus
Putalisadak, Kathmandu
Constituent
4.
Amrit Science Campus
Lainchaur, Kathmandu
Constituent
5.
Einstein College
Mahalaxmisthan, Lalitpur Affiliated
6.
Janamaitri Multiple Campus
Kuleshwor, Kathmandu
7.
KIST College of Management
Kamalpokhari, Kathmandu Affiliated
8.
Trichandra Multiple Campus
Ghantaghar, Kathmandu
Constituent
9.
Kailashkut Multiple Campus
Mitrapark, Chabhil, Kathmandu
Affiliated
10.
Sanothimi Campus
Sanothimi, Bhaktapur
Constituent
ϲϲ
Affiliated
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Appendix 2 (A)
TPSF for Teachers
Name of College/ Campus: Respondent’s Name:
Address:
Qualification:
Division:
Contact No:
Post:
Attachment to College/Campus in year:
1. Have you heard about teachers’ proficiency? a. Yes
b. No
c. I don’t know
2. If yes, what do you understand by teachers’ proficiency? Please write in a sentence. ____________________________________________________________
3. Is it linked to students’ achievement? a. Yes b. No c. I don’t know 4. If yes, how? Write in a sentence. ____________________________________________________________ 5. Is teachers’ proficiency necessary? a. Yes b. No c. I don’t know 6. What do you think makes a teacher proficient? ___________________________________________________________ 7. What does proficiency do in your teaching career? Please write in a sentence. ____________________________________________________________ 8. Do you think the administration can contribute to teachers’ proficiency? a. Yes b. No c. I don’t know 9. Do you think students can contribute something to teachers’ proficiency? a. Yes b. No c. I don’t know 10. Is language proficiency related to teachers’ proficiency? a. Yes b. No c. I don’t know 11. Is confidence of teachers related to teachers’ proficiency? a. Yes b. No c. I don’t know 12. Do you teach at TU affiliated/constituent campuses as well? If, yes, please share your experience: what difference you get here and there. ____________________________________________________________ 13. Where do you think students get quality education from? a. TU affiliated campuses b. TU constituent campuses 14. How often do you get trainings? a. Sometimes b. Not taken yet c. I don’t know about it 15. Does your college motivate you? ϲϴ
a. Yes b. No c. I don’t know 16. Do you see your role in the enhancement in pedagogical skill? a. Yes b. No c. I don’t know 17. Do you reveal flexibility and responsiveness through teaching? a. Yes b. No c. I don’t know 18. Are your opinions taken in a tasteful, and mature manner? a. Yes b. No c. I don’t know 19. Do your students engage in practical activities that demonstrate the relevance, purpose, and function of the subject matter? a. Yes b. No c. I don’t know 20. Do your students reflect respectful, ethical, and professional demeanor? a. Yes b. No c. I don’t know 21. Do you love to use multiple approaches in planning for instruction? a. Yes b. No c. I don’t know 22. Does your teaching create a learning environment that promotes critical and higher order thinking? a. Yes b. No c. I don’t know 23. Compare the proficiency of teachers of TU constituent campuses and TU affiliated campuses. ___________________________________________________________ 24. Whose proficiency is better? Constituent teachers or affiliated teachers? Why? ___________________________________________________________ 25. Forward the solutions to improve teachers’ proficiency. ___________________________________________________________ 26. What are the five strengths of your college? ____________________________________________________________ 27. What are the five weaknesses of your college? ____________________________________________________________ 28. What do you expect from students and administration? ____________________________________________________________ 29. What are the challenges to teachers’ proficiency? ____________________________________________________________ 30. What are the solutions to those challenges? ____________________________________________________________
Thank you very much indeed for your valuable time, expression and patience!!
ϲϵ
ϳϬ
Appendix 2 (B)
TPSF for Students Name of College/ Campus: Respondent’s Name:
Level:
Contact No:
Address:
Attachment to College/Campus in year:
1. Have you heard about teachers’ proficiency? Please tick the best option you think. a. Yes
b. No
c. I don’t know
2. If yes, what do you understand by teachers’ proficiency? ____________________________________________________________
3. Is it linked to students’ achievement? a. Yes
b. No
c. I don’t know
4. If yes, how? Please write in a sentence. ____________________________________________________________
5. What do you think makes a teacher proficient? Please write in a sentence. ____________________________________________________________ 6. Do you think teaching and teachers proficiency are related? a. Yes
b. No
c. I don’t know
7. Do you think students can contribute something for teachers’ proficiency? a. Yes
b. No
c. I don’t know
8. Do you think your teachers are proficient enough? a. Yes
b. No
c. I don’t know
9. Is language proficiency related to teachers’ proficiency? a. Yes
b. No
c. I don’t know
10. Do teachers exhibit respect for peers, colleagues and students? a. Yes
b. No
c. I don’t know
11. Are they willing to interact professionally with diverse levels of students? a. Yes
b. No
c. I don’t know
12. Do they work productively in a team based setting? a. Yes
b. No
c. I don’t know
13. Do they speak in a manner appropriate to the context of the classroom? a. Yes
b. No
c. I don’t know
14. Do they demonstrate enthusiasm and positive social skills when interacting with the public? a. Yes b. No c. I don’t know 15. Do they think analytically about educational issues? a. Yes b. No c. I don’t know 16. Do they thoughtfully reflect on their own practice? ϳϭ
a. Yes
b. No
c. I don’t know
17. Are teachers flexible and willing to modify their techniques and practice according to the context? a. Yes b. No c. I don’t know 18. Do they demonstrate positive personal hygiene habits? a. Yes b. No c. I don’t know 19. Do they dress appropriately for their professional contexts? a. Yes b. No c. I don’t know 20. Do they have enthusiasm for working with fellow teachers? a. Yes b. No c. I don’t know 21. Do they have ability to keep an open mind? a. Yes b. No c. I don’t know 22. Do they demonstrate a positive attitude toward colleagues and students? a. Yes b. No c. I don’t know 23. Do they exhibit efforts that benefit students? a. Yes b. No c. I don’t know 24. Are teachers aware that they do not discriminate based on ethnicity, culture, and regional diversity? a. Yes b. No c. I don’t know 25. Do they plan for an inclusive, nurturing, stimulating, and academically challenging learning environment? a. Yes b. No c. I don’t know 26. Do they assess student learning in multiple ways in order to monitor student learning, assist students in understanding their progress, and report student progress? a. Yes b. No c. I don’t know 27. Do they consistently meet expectations and fulfill responsibilities? a. Yes b. No c. I don’t know 28. Do they value and seek professional growth? a. Yes b. No c. I don’t know 29. Do teachers continuously demonstrate good moral behavior appropriate for their professional conduct? a. Yes b. No c. I don’t know 30. Do you think your teachers have research based knowledge of teaching and learning? a. Yes b. No c. I don’t know 31. Is confidence of teachers related to teachers’ proficiency? a. Yes b. No c. I don’t know 32. What are the five strengths of your college? ____________________________________________________________ 33. What are the five weaknesses of your college? ____________________________________________________________ 34. What do you think the lack in teachers? Please write in a sentence. ____________________________________________________________ ϳϮ
Thank you very much indeed for your valuable time, expression and patience!! Appendix 2 (C)
TPSF for Administrators Name of College/ Campus: Respondent’s Name:
Address:
Contact No:
Post:
Attachment to College/Campus in year: 1. Have you heard about teachers’ proficiency? a. Yes b. No c. I don’t know 2. If yes, what do you understand by teachers’ proficiency? Please write in a line. ____________________________________________________________ 3. Is teachers’ proficiency linked to students’ achievement? a. Yes b. No c. I don’t know 4. If yes, how? Please write in a sentence. ____________________________________________________________ 5. What do you think makes a teacher proficient? ____________________________________________________________ 6. Do you think teaching and teachers’ proficiency are related? Tick the answer you think best. a. Yes b. No c. I don’t know 7. Do you think students can contribute something for teachers’ proficiency? Please tick. a. Yes b. No c. I don’t know 8. Do you think teachers’ proficiency is related to administration and students? a. Yes b. No c. I don’t know 9. Do you think your Teachers in your college are proficient enough? a. Yes b. No c. I don’t know 10. Is language proficiency related to teachers’ proficiency? a. Yes b. No c. I don’t know 11. Do teachers exhibit respect for peers, colleagues and students? a. Yes b. No c. I don’t know 12. Are they willing to interact professionally with diverse populations? a. Yes b. No c. I don’t know 13. Do they work productively in a team based setting? a. Yes b. No c. I don’t know 14. Do they speak in a manner appropriate to the context of the classroom? a. Yes b. No c. I don’t know 15. Do they demonstrate enthusiasm and positive social skills when interacting with the public? ϳϯ
a. Yes b. No c. I don’t know 16. Do they think analytically about educational issues? a. Yes b. No c. I don’t know 17. Do teachers thoughtfully reflect on their own practice? a. Yes b. No c. I don’t know 18. Are they flexible and willing to modify their techniques and practice? a. Yes b. No c. I don’t know 19. Do they demonstrate positive personal hygiene habits? a. Yes b. No c. I don’t know 20. Do teachers dress appropriately for their professional contexts? a. Yes b. No c. I don’t know 21. Do they show enthusiasm for working with fellow teachers? a. Yes b. No c. I don’t know 22. Do they have ability to keep an open mind? a. Yes b. No c. I don’t know 23. Do they demonstrate a positive attitude toward colleagues and students? a. Yes b. No c. I don’t know 24. Do they exhibit efforts that benefit students? a. Yes b. No c. I don’t know 25. Are they aware that they do not discriminate students based on ethnicity, culture, and regional diversity? a. Yes b. No c. I don’t know 26. Do they plan for an inclusive, nurturing, stimulating, and academically challenging learning environment? a. Yes b. No c. I don’t know 27. Do they assess student learning in multiple ways in order to monitor student learning, assist students in understanding their progress, and report student progress? a. Yes b. No c. I don’t know 28. Do they consistently meet expectations and fulfills responsibilities? a. Yes b. No c. I don’t know 29. Do they value and seek professional growth? a. Yes b. No c. I don’t know 30. Do teachers continuously demonstrate integrity, ethical behaviors, and appropriate professional conduct? a. Yes b. No c. I don’t know 31. Do you think your teachers have research based knowledge of teaching and learning? a. Yes b. No c. I don’t know 32.Is confidence of teachers related to teachers’ proficiency? a. Yes b. No c. I don’t know 33.What are the five strengths of your college? Please write in a line. ____________________________________________________________ 34. What are the five weaknesses of your college? Please write in a line. ____________________________________________________________ 35.What do you think the lack in teachers? Please write in a line. ____________________________________________________________ ϳϰ
Thank you very much indeed for your valuable time, expression and patience!!
Appendix 2 (D) Campus/College Survey Form Year: TU Constituent/Affiliated campus Address:
Name of College/ Campus: Respondent’s Name: Contact No. Information on Exam: Total students appeared in exam: Total pass % of students: Female students: Male students: This year’s student’s enrollment: Total number of students currently attending the college: How does the college appoint the teaching staff? Number on the basis of praxis of priority: personal linkage ( ), vacancy announcement ( ), Infrastructural Information: Building: Rooms: Facilities: AC: ICT Rooms: Computer labs: Science labs: Language labs: Teaching staff Information: Total No. of Teachers: Total No. of Teachers in Bachelor’s Level: Maximum No. of students in a section: Teacher student ratio: Information on Assignment system: Home assignment: Marking system: Managerial system: Any new system introduced? Teacher’s proficiency criteria: a. b. ϳϱ
c. d. e. Appendix 3 (A) Names of Teachers Distributed TPSF S.N. Name of Teachers College/Campus
Address
1.
Kishor Jnawali
Pulchwok Campus
Pulchwok, Lalitpur
2.
Achyut Aryal
NIMS College
Lagakhel, Lalitpur
3.
Sitaram Dhakal
Shankardev Campus
Putalisadak, Kathmandu
4.
Birendra Yadav
Amrit Science Campus
Lainchaur, Kathmandu
5.
Bishnu Prasad Khanal
Einstein College
Mahalaxmisthan, Lalitpur
6.
Dipak Kaphale
Janamaitri Multiple Campus Kuleshwor, Kathmandu
7.
Surya Bahadur Basnet
KIST College of Management
8.
Bishista Shree
Trichandra Multiple Campus Ghantaghar, Kathmandu
9.
Rajendra Pandey
Kailashkut Multiple Campus Mitrapark, Chabhil, Kathmandu
10. Bishow Raj Joshi
Kamalpokhari, Kathmandu
Sanothimi Campus
Sanothimi, Bhaktapur
ϳϲ
Appendix 3 (B) Names of Students Distributed TPSF S.N. Name of Students 1. Kapil Duwadi 2. Srijana Nepali 3. Krishna Prasad Dhakal 4. Niroj Lamichhane 5. Saras Mani Rai 6. Pawan Bhandari 7. Dipesh Ballav Pant 8. Jagat Bandhu Parajuli 9. Samjhana Rijal
10. Surendra Lama
Sanothimi Campus
College/Campus Pulchwok Campus NIMS College Shankardev Campus
Address Pulchwok, Lalitpur Lagakhel, Lalitpur Putalisadak, Kathmandu
Amrit Science Campus Einstein College Janamaitri Multiple Campus KIST College of Management Trichandra Multiple Campus
Lainchaur, Kathamndu Mahalaxmisthan, Lalitpur Kuleshwor, Kathmandu Kamalpokhari, Kathmandu Ghantaghar, Kathmandu
Kailashkut Multiple Campus
Mitrapark, Chabhil, Kathmandu Sanothimi, Bhaktapur
ϳϳ
Appendix 3 (C) Names of Administrators Distributed TPSF S.N. Name of
College/Campus
Address
Pulchwok Campus
Pulchwok, Lalitpur
Administrators
1.
Suranjan Sharma
2.
Dinesh Thapa Magar
NIMS College
Lagakhel, Lalitpur
3.
Dipak Ratna Shakya
Shankardev Campus
Putalisadak, Kathmandu
4.
Pitambar Shrestha
Amrit Science Campus
Lainchaur, Kathmandu
5.
Yam Nath Bhandari
Einstein College
Mahalaxmisthan, Lalitpur
6.
Khagendra Nepal
Janamaitri Multiple Campus
Kuleshwor, Kathmandu
7.
Takshya Kumar Rai
KIST College of Management Kamalpokhari,
8.
Shankar Bhandari
Trichandra Multiple Campus
Ghantaghar, Kathmandu
9.
Hari Bahadur Karki
Kailashkut Multiple Campus
Mitrapark, Chabhil,
Kathmandu
Kathmandu 10. Tulsi Krishna Chhajun Sanothimi Campus
ϳϴ
Sanothimi, Bhaktapur
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