TEACHERS’ PROFESSIONAL SKILLS AND THEIR CORRESPONDING SCHOOL CLIMATES: A COMPARATIVE ANALYSIS OF PROFESSIONALLY QUALIFIED AND NON-QUALIFIED TEACHERS

Abstract

This research study gives a comparative analysis of professionally qualified and non-qualified teachers (PNQTs) regarding their professional skills and their relevant school climates. The quantitative, causal-comparative design was suitable to determine professional qualification as a cause of varying school climates. The data was collected from 112 teachers (56 PQT and 56 PNQT) and their 224 students from public schools of Punjab province. One observation sheet to measure teachers’ professional skills and one questionnaire on the Likert scale were developed to measure school climates. The observation sheet was derived from National Professional Standards for Teachers (NPSTs) in Pakistan and school climate was based on four domains given by Wang and Degol (2016). These instruments were validated by calculating CVI and reliability was ensured to greater than 0.7 Cronbach Alpha. Descriptive (Mean, SD) and inferential statistics (t-test and correlation) were employed for data analysis. The results revealed PQTs exhibit better skills under seven delimited standards of NPSTs including subject matter knowledge, human growth and development, Islamic and ethical practice, instructional planning, assessment, learning environment, and collaboration in schools than PNQTs. However, diversity has been found in the skills and school climates of PNQTs indicating a varying effect of professional qualification. There is enough empirical evidence that professional education may be a pre-requisite for teachers’ appointments in Punjab School Education Department.