J. Appl. Environ. Biol. Sci., 8(12)9-14, 2018 | ISSN: 2090-4274 |
Journal of Applied Environmental | |
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*Muhammad Rafiq1;Basharat Ali Khan2; Dr Assad Abbas Rizvi3
1PhDEducation Scholar, Facultyof social Sciences Department ofEducation International Islamic University, Islamabad 2 PhDEducation Scholar, Facultyof social Sciences Department ofEducation International Islamic University(IIUI), Islamabad 3Assistant Professor in Education, Facultyof social Sciences Department ofEducation International Islamic University(IIUI), Islamabad
Received:August10,2018 Accepted:October25,2018
This study was designed to analyze and compare the Pedagogical Efficacy of male and female educators in classroom management in District Toba Tek Singh (T.T.S.). It was a quantitative descriptive studyin which survey technique was applied to serve the objectives of the study. The target population included all SSE (SecondarySchool Educators)in District Toba Tek Singh (T.T.S.). The total number ofSSE is equal to 540. The sample was270SSE’sincluding135malesand135females. Thesample wasselected bysimplerandom samplingtechnique. Thedata collecting tool was aself-developed questionnaire framed on three-pointLikert Scale.Thedataweredisplayed intheformofcontingencytable.Descriptivedatawereanalyzed bycomputing frequency distribution and Chi-Square test of independence. Findings of the study shows that gender affect pedagogical efficacy in 4 out 10 parameters of classroom management studied. It was also found that male educators were more efficacious in controlling problem behavior and enhancement of student’s efficacy. Female educators were found better in providing alternating explanations and developing interactions between the students. This study has also found six parameter of classroom management efficacy in which gender has noinfluence on efficacy. KEYWORDS: Pedagogy, efficacy, classroom management, educators, parameters of classroom
management
Education is a long-lasting process. [18]; [19]The knowledge is a fundamental and crucial variable that affect the humans. [20]; [21] Education is a long-lasting procedure claiming the learning and ability increased through training. The education is a critical component of the strategy for accomplishing and supporting national success, eminence and moral uplift. [20]; [21]Teachers are one of the major sources of moralinspiration[1]Theattributesoftheteachersarehighlycorrelated withsuccessfuleducationaloutcomes ofan education system. [2] Owing to the prime importance of education and teachers the government of the Punjab Province has recruited educators designated as SSE (Secondary School Educators). They all have master’s degree qualification in their relevant fields. This study was designed to investigate the pedagogical efficacy in classroom management of educators with the purpose of the study to analyze and find effect of gender on classroom management efficacy.
Teachers self-efficacy is now intensively researched educational knowledge area in the field of educational research. [22] The studies which has addressed this issue include [3] where theyhave examined the self-efficacybeliefs ofscience math pre-school teachersin Turkeyaimed tofindefficacyofteacherswith respect to working experience. This study has found experienced teachers are more efficacious. [4] and coauthors have investigated the effect of technology on Self-efficacy beliefs of teachers and concluded effectiveness of technologyin enhancing the self-efficacy of teachers. He [5] and co-authors have analyzed the teaching methods of the highly efficacious teachers and concluded that highly efficacious mostly use inquiry method in their classwork. They [6] have compared the efficacy of novice and experienced female secondaryschool teachers. Theyhave compared the female teachers byexperience andimpact of experience on the sub-factors of efficacy such as Efficacy for Instructional Strategies, Efficacy for Classroom Management and Efficacy for Student Engagement. They have concluded that novice teachers are less efficacious than experiences one’s. They [7] have done a wonderful study in which they studied the self-efficacy ofteachers asa dependent variable andtwoindependent variables ofgender and qualification. Ithas concluded thatgender hasnoinfluence on efficacy, but qualification hashad effect simultaneously. They[8] have generated the data which revealed that female English teachershad more sense ofefficacyas compared
*Corresponding Author: Muhammad Rafiq Scholar Ph.D. Education Department of Education, Faculty of Social Sciences International Islamic University, Islamabad, Pakistan. Email: aua705@gmail.com
Citation: Muhammad Rafiq; Basharat Ali Khan; Dr Assad Abbas Rizvi; 2018, The Effect of Gender on Pedagogical Efficacy in
Classroom Management ofEducators in District Toba Tek Singh; Journal ofApplied Environmental and Biological Sciences,
8(12)8-14, 2018.
to male teachers on the distribution of teachers’ sense of efficacy scale (TSES), Moreover female students performed better on students’ academic achievement test as compared tomale students.
These studies mentioned above have addressed the self-efficacy of teachers, but they are deficient and limited for instance the study addressing effect of working experience on efficacy has not equalize the qualification oftheparticipantsthustheconcluded effect maybe becauseofdifferenceofqualification. Some of these studies has investigated the effect of training on efficacy. Training is always effective but here the nature of training is not explained fully which less than enough to replicate the studies. Some studies have compared the efficacyofmale andfemale teachersin generalthat arenot focused on classroom management efficacy. This study was conducted to fulfil the gap left by previous studies as it is focused on classroom management pedagogical efficacy of male and feme teachers of same working experience and almost same academic and professional qualifications. The efficacy of teacher teachers is contextual because of different nature of educational systems of different counties and different provinces of same country. Thus, the researcher was convinced that the analysis of efficacy conducted in other counties are not valid for the teachers of Punjab. This study is a significant effort to describe the pedagogical efficacy of educators of District Toba Tek Singh with special focused on classroom management. This studyhas included research-based consensus parameters of classroom management in questionnaires.
The government of the Punjab has recruited thousands of educators in different categories in last few years. Teaching is an art and the pedagogical efficacyis one of the most effective component of the art of teaching. [3] This study was designed to address the problem that what is the actual situation of the pedagogical efficacy of educators in classroom management in district Toba Tek Singh. And what is the influence ofgender of educators on their efficacyto managetheir classrooms.
Specific objectives ofthe studywere:
The nullhypotheses ofthe studywere: H0= the efficacy level of male and female educators is same in controlling the disruptive behavior in the classroom. H0 the efficacy level of male and female educators is same in preventing problem behavior on the school grounds. H0 the efficacylevel of male and female educators is same in increasing collaboration between teachers and administration. H0 the efficacylevel of male and female educators is same in usinga varietyof assessment strategies. H0 the efficacy level of male and female educators is same in providing an alternative explanation for example when students are confused. H0 the efficacy level of male and female educators is same in turning classroom atmosphere in which feel free to interact. H0 the efficacy level of male and female educators is same in doing to get students to believe they can do well in classwork. H0 the efficacylevel of male and female educators is same in reducing school absenteeism. H0 the efficacylevel of male and female educators is same in getting students to trust teachers. H0 the efficacylevel of male and female educators is same in creating culturalharmonyin classroom.
The teacher isa keyfactor in educational systems in all over the world.[23]Theperformance ofthe teachers has a direct link with the success or failure of the student. The performance of teacher is affected by his sense of efficacy. [8] There are numerous studies that aimed at the explanations of different aspect of teacher’s act of teaching. It is significant to investigate the self-efficacy beliefs of educators of district Toba Tek Singh about classroom management.
The results of this study cannot be generalized to whole Pakistan or to the globe because of sample size was small and weak sampling technique, instruments used was not a standard instrument and role of researcher’s biases.
J.Appl.Environ.Biol.Sci.,8(12)9-14, 2018
Due to lack of time and resources this study was delimited to teachers of district Toba Tek Singh, educators of secondary level in district T.T. Singh, teachers of only Government sector only and the study addresses onlypedagogical efficacythe educators about classroom management.
The research deign of this study was descriptive and quantitative. The study was completed by applying survey methodology to achieve the set objectives of the study. The target population of the study was all SSE educators appointed in District Toba Tek Singh the number ofSSE educators in District TTS is
540. Sample for this studywas selected bysimple random technique. It comprised of270 randomlyselected SSE educators from the District TTS. This sample included 135 male SSE and135Female SSE
Data collection tool ofthe studywas a questionnaire. It was constructed on thee point Likert Scale. It was a self-developed tool and it was developed by consulting He [9] guides for development of Selfefficacyscales. It was validatedbythe opinion ofexperts bysendingthem developed scale andthe objectives ofthe study. The reliabilityof the scale was establishedbyconductingpilot studyandCronbach’s alpha was computed by SPSS. For this purpose, draft questionnaire was pilot tested from 100 teachers that were not included in the sample of the study the value of alpha 0.6 was the criterion for reliability of the scale. The calculated value ofalpha was 0.9. this shows that the questionnaire is highlyreliable. High value of alpha is because this questionnaire was adopted from standard self-efficacyscale ofAlbert Bandura.
The researcher has approached CEO education TTS office for obtaining the list of SSEs appointed during2009-2014. Then 270SSE were selected randomlyas required sample. The questionnaire was sent to the subjects by three means i.e. by post and by email and personal visit where ever possible. Filled in questionnaires were personallycollected to achieve maximum response rate.
Data were collected by three-point attitude scale developed by consulting Bandura [9] and Government ofGuyana MinistryofEducation [10]. It included ten parameters ofpedagogical efficacyabout classroom management.Theresultpresented intablebelowshowed thefrequencydistribution ofallresponse types ofthe attitude of the participants to describe the efficacylevel ofthe educators. The values of X2andp were presented to test the nullhypotheses.
Table 1:Analysis of the Attitude of the Participants towards Pedagogical Efficacy
X2
Citation: Muhammad Rafiq; Basharat Ali Khan; Dr Assad Abbas Rizvi; 2018, The Effect of Gender on Pedagogical Efficacy in
Classroom Management ofEducators in District Toba Tek Singh; Journal ofApplied Environmental and Biological Sciences,
8(12)8-14, 2018.
From table 1 row 1 showed the results of the analysis of the attitude of educators towards the pedagogical efficacyin controlling disruptive behavior in students in the classroom. Majorityof male (124) and female (117) educators were found to be in favor of the statement showing that they believed that they were efficacious in this parameter. Chi-Square test of independence was applied to test the null hypothesis that male and female educators have same level of efficacy in classroom management. The result of Chi-square X2(2, N=270) =1.896, p> 0.05failed toreject thenull hypothesis
From table 1 row 2 showed the results of the analysis of the attitude of educators towards the pedagogical efficacy in preventing problem behavior in the school. Majorityof male (108) and female (90) educators were found to be in favor of the statement showing thattheybelieved thatthey were efficacious in this parameter. Chi-Square test ofindependence was applied to test the null hypothesis that male and female educators have same level of efficacy in classroom management. The result of Chi-square X2(2, N=270) =22.78, p< 0.05 supported to reject the null hypothesis. Thus, alternative hypothesis, that male and female educators different level ofefficacy, was accepted.
From table 1 row 3 showed the results of the analysis of the attitude of educators towards the pedagogical efficacy in increasing collaborations. Majority of male (100) and female (114) educators were found to be in favor of the statement showing thattheybelieved that they were efficacious in this parameter. Chi-Square test ofindependence was applied to test the nullhypothesis that male and female educatorshave samelevel ofefficacyin classroom management. Theresult ofChi-squareX2(2, N=270)=4.88,p>0.05 failed to reject the null hypothesis. Thus, alternative hypothesis, that male and female educators different level of efficacy, was accepted.
From table 1 row 4 showed the results of the analysis of the attitude of educators towards the pedagogical efficacyin applying varietyof assessment techniques. Majorityof male (108) andfemale (109) educators were found to be in favor of the statement showing thattheybelieved thatthey were efficacious in this parameter. Chi-Square test ofindependence was applied to test the null hypothesis that male and female educators have same level of efficacy in classroom management. The result of Chi-square X2(2, N=270) =0.175, p> 0.05 failed to reject the null hypothesis. Thus, alternative hypothesis, that male and female educators different level ofefficacy, was accepted.
From table 1 row 5 showed the results of the analysis of the attitude of educators towards the pedagogical efficacy in providing alternative explanations when students were confused. Majority of male
(70) and female (112) educators were found to be in favor of the statement showing that they believed that they were efficacious in this parameter. Chi-Square test of independence was applied to test the null hypothesis that male andfemale educators have same level of efficacyin classroom management. Theresult of Chi-square X2(2, N=270) =36.24, p< 0.05 supported to reject the null hypothesis. Thus, alternative hypothesis, that male and female educators different level ofefficacy, was accepted.
From table 1 row 6 showed the results of the analysis of the attitude of educators towards the pedagogical efficacyin turning classroom atmosphere favorable for free interactions. Majorityof male (80) and female (100) educators were found to be in favor of the statement showing that they believed that they were efficacious in this parameter. Chi-Square test of independence was applied to test the null hypothesis that male and female educators have same level of efficacy in classroom management. The result of Chi-square X2(2, N=270) =25.37, p< 0.05 supported to reject the null hypothesis. Thus, alternative hypothesis, that male and female educators different level ofefficacy, was accepted.
From table 1 row 7 showed the results of the analysis of the attitude of educators towards the pedagogical efficacyin gettingstudentstobelieve in themselves thattheycan do. Majorityofmale (102)and minorityoffemale (65) educators were found to be in favor ofthe statement showing that theybelieved that they were efficacious in this parameter. The female educators were not efficacious Chi-Square test of independence was applied to test the null hypothesis that male and female educators have same level of efficacyin classroom management.TheresultofChi-squareX2(2,N=270)=22.78,p<0.05supported toreject the nullhypothesis. Thus, alternative hypothesis, that male andfemale educators different level ofefficacy, was accepted.
From table 1 row 8 showed the results of the analysis of the attitude of educators towards the pedagogical efficacyinreducing absenteeism. Majorityofmale(123)and female(110)educatorswerefound to be in favor of the statement showing that theybelieved that they were efficacious in this parameter. Chi-Squaretest ofindependence wasapplied totestthenullhypothesisthatmaleandfemale educatorshave same level of efficacy in classroom management. The result of Chi-square X2(2, N=270) =5.30, p> 0.05 failed to reject the nullhypothesis.
From table 1 row 9 showed the results of the analysis of the attitude of educators towards the pedagogical efficacy in developing trust in teachers. Majority of males (107) and minority of females (55) educators were found to be in favor of the statement showing thattheybelieved thatthey were efficacious in thisparameter. Femaleeducatorswerenot efficaciousin thisparameter. Chi-Squaretest ofindependencewas applied to test the null hypothesis that male and female educators have same level of efficacy in classroom
J.Appl.Environ.Biol.Sci.,8(12)9-14, 2018
management. The result ofChi-square X2(2, N=270) =57.82,p< 0.05 supported toreject the nullhypothesis. Thus, alternative hypothesis, that male andfemale educators different level ofefficacy, was accepted.
From table 1 row 10 showed the results of the analysis of the attitude of educators towards the pedagogical efficacy in creating cultural harmony. Minority of male (55) and majority of female (100) educators were found to be in favor of the statement showing thattheybelieved thatthey were efficacious in this parameter. Majority of males were less efficacious in this parameter. Chi-Square test of independence wasapplied totestthenullhypothesisthatmaleand femaleeducatorshavesamelevelofefficacyinclassroom management. The result of Chi-square X2(2, N=270) =39.73, p<0.05 supported to reject the null hypothesis. Thus, alternative hypothesis, that male andfemale educators different level ofefficacy, was accepted.
This study was designed to research out the self-efficacy beliefs of male and female educators appointed in government schools in district Toba Tek Singh of Province of Punjab. The objectives of this research paper were to find the efficacylevel of male female educators and to compare their beliefs of self-Efficacy. These teachers have almost same qualification because basic required academic qualification was sixteen-years schoolingin relevant areas of specification andbachelor’s degree in professional qualification.
[11]The objectives ofthe studyalso included toanalyze and compare the pedagogical efficacyin classroom management of educators. Analysis of the data has led the researcher to compile two major findings. First, male andfemale teachers were found similar in level ofpedagogical efficacyin four out of ten parameters of classroom efficacy. These parametersare control ofdisruptive behavior, collaboration, application ofvarious assessment strategies in the classroom. These findings are in line with the studies of [12], [6] Second major finding showed thatmaleand femaleeducatorshavedifferentlevelofself-efficacyinmanaging theclassroom activities. The difference in efficacy exist in six out ten parameters of pedagogical efficacy about classroom management. These parameters are prevention of problem behavior in students, exercise of alternative explanation to remove student’s confusion in the comprehension of some concepts, make classroom environmentsuitablefor studentinteractions,instillstudentmotivationstodowellin classwork,developtrust in teachersandcreate culturalharmony. Thisfindingisin linewith thestudies of[13], [14], [15]It was found that male teachers were more efficacious than female teachers in prevention of problem behavior, student motivations and development of trust in teachers but female teachers were more efficacious than male teachers in application of alternative strategies to solve student confusions, making classroom atmosphere friendly for interaction and generating cultural harmony in the class. This finding is in line with studies of [16], [17]
In the light of results, findings and discussion it is concluded that male and female teachers based on difference in teaching styles and difference in personality traits show different level of self-efficacy. Depending on nature of the components of classroom management efficacy male and female teachers have same level of self-efficacy in certain components like control of disruptive behavior, collaboration, assessment strategies and reduction of absenteeism. In case of general analysis of pedagogical efficacy in classroom management the educators are efficacious in performance of classroom activities except two parameters of classroom managementi.e. female educators believed that theyare not efficacious to motivate students in developing self-confidence to do well in classwork, male educators believed that they are not efficacious in developing culturalharmonyin the classroom.
This studyis based on data collected in the self-reported attitude of teachers about their own beliefs ofefficacy. So, theremaybe exaggeration in thenarration ofpluspoints oftheir personalityand concealment offactsinnarration ofnegativepointsoftheirpersonality. Itistherefore, recommended thatthisstudyshould be replicated byusing other techniques ofdata collection such as participant observations or non-participant observations.
1. Rafiq, M.&Rizvi, A. ADr. (2018). Sources ofAcquisition ofMoralValues: An Analysis ofPersonal Experiences of UniversityTeachers. Journal of Applied Environmental and Biological Sciences 8(2) 160-169.
Citation: Muhammad Rafiq; Basharat Ali Khan; Dr Assad Abbas Rizvi; 2018, The Effect of Gender on Pedagogical Efficacy in Classroom Management ofEducators in District Toba Tek Singh; Journal ofApplied Environmental and Biological Sciences, 8(12)8-14, 2018.
22. Wyatt, M. (2018).LanguageTeachers’Self-EfficacyBeliefs:AReviewoftheLiterature(2005-2016). Australian Journal ofTeacher Education, 43(4). http://dx.doi.org/10.14221/ajte.2018v43n4.6
23. Shengru Li, Shinobu Y. andJun-ichiT. Understandingfactors affectingprimary school teachers’ use of ICT for student-centered education in Mongolia International Journal of Education and Development using Information and Communication Technology(IJEDICT), 2018, Vol. 14, Issue 1, pp. 103-117