Total marks 50

Obtained marks 43

EDUA630 - Research Project

‘‘Effects of teachers’ professional competence on
students’ academic achievements at secondary school
level in District Muzaffarabad

Submitted by:
 Rashid Ahmed Khokhar (BC200408507)

Submitted to:
Mam Sameen Azmat

DEPARTMENT OF EDUCATION
FACALUTY OF EDUCATION
VIRTUAL UNIVERSITY OF PAKISTAN
LAHORE, PAKISTAN
2022-23
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TABLE OF CONTENT

Contents
ACKNOWLEDGEMENTS.........................................................................................................................4
Chapter No: 01............................................................................................................................................5
Introduction.................................................................................................................................................5
1.1 Statement of the problem.......................................................................................................................6
1.2 Research objectives...............................................................................................................................7
1.3 Research questions...............................................................................................................................7
1.4 Significance...........................................................................................................................................7
1.5 Variables................................................................................................................................................8
Chapter 2.....................................................................................................................................................8
2.2 Content planning is obligatory to ensure the success of the student’s academics:...............................12
2.3 Planning:..............................................................................................................................................12
2.4 Well-organized planning conserve time, energy..................................................................................13
2.5 Challenges in competency of teacher in modern era............................................................................13
2.6 Teacher’s collaborative action.............................................................................................................14
2.7 Teachers’ professional attitude............................................................................................................15
2.8 Teachers’ personal attributes...............................................................................................................16
2.9 Teachers professional competence.......................................................................................................19
2.10 Professional standards:......................................................................................................................23
2.11 In-depth knowledge of the curriculum...............................................................................................24
2.12 Subject Matter Knowledge................................................................................................................27
2.13 Teaching Experience.........................................................................................................................28
2.14 Participation in Professional Development Activities........................................................................28
2.15 Education background of teacher.......................................................................................................29
2.16 Professional Development Characteristics of teacher linked to student improvement.......................31
2.17 Teacher’s Abilities.............................................................................................................................32
2.18 Teachers’ Knowledge of their Subject Matter...................................................................................40
Chapter No: 3............................................................................................................................................45
Research Methodology/ Instrumentation...................................................................................................45
3.1 Methodology.......................................................................................................................................45
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3.2 Research Design..................................................................................................................................46

3.3 Research Method.................................................................................................................................46
3.4 Population............................................................................................................................................46
3.5 Sampling Technique............................................................................................................................46
3.6 Sample Size.........................................................................................................................................47
3.7 Instrumentation—Instruments/ Tools Used for the Data Collection....................................................47
3.8 Validity and Reliability of the Tools/ Questionnaires..........................................................................47
3.9 Time frame.........................................................................................................................................48
Chapter no: 04: Data analysis and interpretation...............................................................................49
4.1 Data collection............................................................................................................................49
4.2 Statistical analysis......................................................................................................................49
4.3 Descriptive statistical for demographic variable.....................................................................49
Chapter No:-5............................................................................................................................................73
Summary, Findings, Discussion, Conclusion and Recommendation.........................................................73
5.1 Summary....................................................................................................................................73
5.2 :Findings...................................................................................................................................74
5.2 Discussion.......................................................................................................................................78
5.3 Conclusion.................................................................................................................................78
5.5 Recommendation...........................................................................................................................79
Questionnaire.....................................................................................................................................80
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ACKNOWLEDGEMENTS
To the exclusion of everything else, special thanks to Allah, the Almighty, for His showers of

blessings all through our project work to finish effectively. 

I might want to express our profound and earnest appreciation to our research supervisor

mam Sameen Azmat for giving the chance to do project and providing significant direction all

through this project. Her dynamism, vision, truthfulness and inspiration have profoundly

motivated us. Her professional guidance, valuable support and useful recommendations make us

capable to complete this project.

The fulfillment of this project couldn't have been accomplished without the help and

sincere guidance of my supervisor. I arranged few sessions with her for solving all types of

hurdles and problems in this research project. Thanks to my supervisor for guiding me and

giving me quickly response whenever I felt problems in my project. Finally, I must express our

exceptionally significant thanks to our parents for providing us unfailing support and continuous

encouragement all through my work. This achievement would not have been conceivable

without them.

Last but not least, we are very much thankful to “Virtual University of Pakistan” for providing
us a good opportunity and quality of education.
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Chapter No: 01

Introduction
Teachers require to effectively managing the Teaching learning process to help Students

to learn better and apply the Knowledge in the day to day activities. Effective teacher is one who

maintains non-threatening environment in the classroom and use different teaching method to

motivate student in the classroom. Learners’ active participation in the learning Process is

dependent on a teacher’s skills and Wisdom in the management of learning Activities. Teachers

need to Develop their skills in consistent with changes In the curriculum and professional

activities Effectively. There is a greater Need for enhanced teacher competency during the

process of imparting knowledge and skills. This is necessary because the valid Measure of the

success of a curriculum is the Knowledge acquisition by learners. Teachers in classroom might

be the main Cause of dismal student’s performance and widespread low standards of education

in Muzaffarabad. Teacher training may lead to better Delivery of the subject content in

classroom Hence enhancing academic achievement among the students. It’s my observation that

above 20% of tutors in more than half in the AJK Lack training. Furthermore, many

Governments are hiring contract ad-hoc teachers as cheaper alternatives to Traditional college

graduate teachers. In Muzaffarabad various training institutions have been established to train

teachers for teaching by Equipping them with the appropriate skills required to effectively

deliver content to the Students. After successful training, the Graduate teachers are posted in

various Schools by the ministry of education in Conjunction with the PSC and NTS. In

Muzaffarabad AJ&K, the teachers training and Professional development policies are not fully
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implemented. Teachers are reluctant to seek professional development due to little or Lack of

motivation after and during training. The teachers are also forced to cater for Training costs

during the in-service Workshops, seminars and short training which they prefer not to

participate. . And development programmers to improve their competency affect the

performance of Students in Muzaffarabad. A Number of studies have demonstrated that Teachers

with high levels of self-efficacy regarding their ability to teach can produce Superior student

achievement across a range Of academic subjects. The rapid increase of Secondary schools in

Muzaffarabad, in the recent Times needs competent teachers to manage. The secondary schools

including the old and new ones have increased the intensity of the Problem of demanding more

teachers.

1.1 Statement of the problem

The main purpose of this study is to identify the role of affective teacher on student’s

achievement .in this regard In Muzaffarabad, teacher training is done in Different institutions of

higher learning under The Ministry of Education (MoE). The teachers Training colleges and

universities focus on Teaching methodology, subject matter Knowledge, preparation of

professional Documents, and all training needed to prepare teachers. The syllabus contains the

Teaching themes, topics, teaching Methodologies and teaching and learning Resources.

Academic performance is Evaluated based on examinations given and the attainments by

learners in such Examinations. With the below average Performance, there is need to study why

Academic performance has remained dismal And whether there is a relationship between

Teachers’ professional competence and Students’ academic achievement in History. Therefore,

this study sought to fill this research gap by examining the effect of teachers’ professional
 7

Competence on students’ academic Achievements in History dating 5 years back in Secondary

schools in district Muzaffarabad

1.2 Research objectives

The main objectives are as under

I. To determine the rate of mathematics teacher’s Professional competency in secondary Schools

in Muzaffarabad

II. To finds out the rate of students’ academic Achievement in mathematics in secondary Schools

in Muzaffarabad

III. To examine whether there is a significant Relationship between professional Competence

and students’ academic Achievement in mathematics in secondary Schools in Muzaffarabad

1.3 Research questions

I. Is there any significant role of affective teacher?

II. What are the components of affective teacher?

III. To explain the relationship between two variables?

IV. To what extent affective teacher teaching show positive change in student’s

achievement?

1.4 Significance
Teaching affective ness brought significant changes in the learning of students
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1.5 Variables
This research interpret how effectiveness affect to the achievement of students and how it

improve the learning of students

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Chapter 2
REVIEW OF THE RELATED LITERATURE

Assessment of students is critical because effective teaching decisions are based on teachers’

ability to comprehend. Their students’ actions must be matched with accurate assessments.

However, previous research has revealed that there are numerous issues associated with teachers’

classroom assessment practices. Teachers’ lack of an adequate knowledge base regarding basic

testing and measurement concepts, limited teacher training in assessment, and teachers’ failure to

employ and adhere to measurement guidelines learned in measurement courses are examples of

these (Campbell & Evans, . Noonan and Duncan investigated the nature and frequency with

which high school teachers used peer and self-assessment. The findings established that learning

improves when teachers use routine classroom assessment information to establish knowledge.

Skills and Attitudes possessed by their students and incorporate that information in planning for

Lessons. Moyosore conducted a study on the Effect of formative assessment on students’

Achievement in secondary schools in Nigeria. Findings revealed that formative assessment has a

strong significant difference in the mean Achievement score of Mathematics students that are

exposed to it. Salema carried out a study focusing on the assessment Practices in secondary

schools in Kilimanjaro District. The findings indicated that teachers Use teacher centered

approach in both Teaching and assessment procedures. It was also found that teachers and

students had Negative attitude towards the assessment Procedures of learner centered approach,

with several challenges. Indicated that a teacher requires teaching documents which every

Serious and devoted teacher should know, has the ability to develop and apply in the Teaching

and learning process. The Preparation of professional document Influences the quality of

education standards. , Sampras investigated the influence of teacher Competency on students’

academic Achievement in Malaysia. Findings established that teacher competency has

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significant effect on students’ learning achievement. Students Learning achievement was high in

schools Where teachers had attained higher levels of Curriculum and knowledge management.

Studied influence of teachers credentials on student academic achievement in Nigeria. Findings

established their students’ abilities and attitudes, and use that knowledge to drive their planning

for Lessons. A study on the impact of formative assessment on student achievement in secondary

schools in Nigeria was undertaken by .The results showed that kids who are exposed to

formative evaluation have significantly higher mean accomplishment scores in mathematics.

Conducted a study concentrating on the assessment procedures in Kilimanjaro District secondary

schools. The results showed that teachers employ a teacher-centered approach in both their

instruction and evaluation processes. Additionally, it was discovered that teachers and students

had a poor attitude toward the difficult learner-centered approach assessment processes.

According to, a teacher needs instructional materials that are serious and committed. Teacher

should be aware of, able to develop, and apply in the process of teaching and learning. The

quality of education standards is influenced by the development of professional documents. In

Malaysia, looked into how teacher quality affected students’ academic performance. The results

showed that teacher ability has a big impact on how well kids learn. In schools where teachers

reached better levels of curriculum and knowledge management, student learning achievement

was high. In Niger research examined the impact of teachers’ credentials on pupils’ academic

progress. Findings confirmed the importance subject-matter expertise, academic achievement,

professional development, and academic experience; and Substantial connection between

academic achievement of students. In secondary schools in Dar es Salaam, Tanzania, Switbert

investigated the impact of teachers’ professional development on students’ academic

achievement. Results demonstrated that the performance of pupils in Tanzania is impacted by the
 11

implementation of teachers’ training and development programmers. The majority of the schools

under study did not have any procedures in place for the training and development of teachers,

according to findings. The subject matter is a crucial component of a teacher’s competency. A

subject gives a teacher a thorough understanding of the material they are teaching. The practical

and grammatical organization of ideas and information should be well understood by teachers

Jadam, . Neumann, Keller, and Modes: Neumann and Fischer examined the extent to which

pedagogical content knowledge predicts students’ achievement in Germany and Switzerland.

Findings revealed that teacher pedagogical content knowledge positively predicted students’

achievement. Teachers’ motivation predicted students’ interest which was mediated by

enthusiastic teaching as perceived by students conducted a study on the influence of teacher’s

competence on students’ academic performance in senior secondary schools in Nigeria. Findings

established a positive correlation between teacher competence and students’ academic

achievement. Students taught by competent teachers recorded better performance as compared to

students taught by incompetent teachers. Teygong examined the influence of teacher academic

experience on pupils’ academic performance in public primary schools in Neumann and Fischer

investigated how much educational content understanding predicts student performance

Achievement of German and Swiss students. The results showed that instructor mastery of

pedagogical content positively impacted students' achievement. Students' perceptions of

enthusiastic teaching served as a mediator between teachers' motivation and students' interest. In

senior secondary schools in Nigeria conducted a study on the impact of teachers' competence on

students' academic achievement. The results showed a strong relationship between kids'

academic progress and instructor proficiency. When compared to pupils taught by incompetent

teachers, those taught by competent teachers performed better investigated how academic
 12

experience of teachers affected students' academic performance in public primary schools in

Kenya. . The results showed that teachers' skill and knowledge in managing learning activities

have a big influence on active involvement of pupils in learning activities.

(Maisiba, W., & Azaliwa. (2021) university of Arusha Tanzania)

2.1 Teaching Factor affecting the classroom behavior.

These elements influence how students behave and learn in the classroom. Students are more

likely to exceed expectations when they see their teachers appreciate and applaud their work.

Students desire precise feedback regarding their performance that is Enhances students’ learning

everybody wants to succeed, and teachers work hard to find ways to help each student succeed

because they think they are all capable of achieving their educational objectives. According to

Graham assigning students difficult tasks that involve solving real-world issues is a credible

method to communicate high expectations. Language teachers can employ assessment as a

productive learning process, claims. They have access to a wide range of evaluation techniques,

unbiased research, and Process of learning. They can employ a range of evaluation techniques,

unbiased practice, and a reliable and equitable assessment system. Students are encouraged to

take better ownership of their own learning when they receive timely feedback. The pupils are

aware of the learning program’s goals and objectives, how those were evaluated, what decision

was made to achieve success, and how they might evaluate themselves. They learn more

effectively as a result of it. Learning environments, peer tutoring, group instruction, questioning

and summarizing techniques, and concerted reasoning are all beneficial to language learners.

These methods are also very good for language assessment. Meaningful cooperation among
 13

students is made possible by a well-planned discussion. The topic for the conversation in

language classes should be content planning is obligatory to ensure the success of the institution

2.2 Content planning is obligatory to ensure the success of the student’s academics:

Future goals, objectives, and vision are the main points. To clearly define objectives and the

ways to achieve those objectives, content organization and planning are essential. So, it lessens

the trial a trial-and-error method lowers the likelihood of disappointment and promotes

achievement.

2.3 Planning:

Planning help scrutinize the possibilities resources of substitute uses and optimum

Utilization of limited assets. Richardson explains the importance of the planning

And organization of the content for the language teachers. It ensures the success of the

Teacher and institute as well. It takes into consideration important issues, conditions,

Constraints and the factors in language learning. It focuses on the future objectives, vision

And goals of the language teaching learning process. It eliminates trail-and-error process,

Reduce chances of failure and ensure success. In other words provides intelligent direction

To the language teaching-learning process. Effective and efficient planning saves time,

Planning aids in examining potential resources for alternative purposes and ensuring the best

possible use of scarce resources. For language teachers, planning and organizing the content is

crucial, as Richardson says. It guarantees the outcome of the

Both the institute and the teacher. It takes into account crucial difficulties, circumstances,

limitations, and language learning-related elements. It concentrates on the long-term goals, aims,
 14

and vision of the language teaching and learning process. It gets rid of the trial-and-error method,

lowers the likelihood of failure, and guarantees success. In other words, gives the teaching-

learning of languages cognitive direction. Planning effectively and efficiently saves time,

2.4 Well-organized planning conserve time, energy

Planning and organizing content is a planned strategy for achieving pre-established goals

(Shulman) with an important lesson; worthwhile content knowledge is not valuable. The material

delivery is more thought-provoking and enlightening when the lesson is well-prepared. A well-

thought-out lesson plan enables the teacher to explain concepts in detail and offers pupils a

variety of resources to aid in their learning. It promotes students’ attention and participation by

being flexible, supplying guidelines, and assisting with the appropriate use of oral questioning.

Additionally, each of these teachers must use materials and methodology appropriate to the level

and subject matter they will be teaching. The content’s organization aids the instructor in

improving their own methods and the classroom’s learning environment.

2.5 Challenges in competency of teacher in modern era

With many challenges in their learning, professionally sound teachers can address these

challenges through their skills and Knowledge. Effective planning, implementation and proper

feedback system help Teachers’ professional developments which ensure the responses to the

learners’ needs. Student attainments are supported by teacher knowledge and classroom teaching

and Teachers’ professional development affects this process.

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2.6 Teacher’s collaborative action

Teachers’ collaborative actions have great impact on the improvement of the Student

achievement, and it changes the teacher perception as well. Collaborations allow teachers to get

benefit from the large number and Discrepancy of theories to check own expertise and especially

when the community has Diversified views and cultural change. Professional Learning of

teachers effects the students’ academic aspiration in the different way. Highly Inspired students

give more responses to teachers’ effort. They can complete their task on their own. Teachers play

a significant role in constructing positive teacher- student Relations this empower students to feel

safe and protected in their learning environment Collaboration among teachers has a significant

impact on raising student achievement and altering teachers’ perspectives . When teachers

collaborate, they can use the many and varied theories to test their own knowledge, especially

when the community has Varying perspectives and cultural change (Ladson-Billings & Gomez, .

I am Teachers’ professional development has a variety of implications on their pupils’ academic

aspirations. Students that are highly motivated respond more to teachers’ efforts. They are

capable of finishing the assignment on their own. Positive teacher-student relationships are a

result of the important role teachers play in enabling pupils to feel safe and protected in their

learning environment. Provides assistance with crucial academic and social skills . For their

societal and academic consequences as well as the long-term trajectory of institutions, it is

essential. The atmosphere of learning has a positive impact these range from very specialized

ones associated with their teaching specialty (is) to more general, transferrable ones like

communication, lesson preparation and organization, and managing an innovative learning

environment. A good teacher sets up their classroom in accordance with the guidelines and

standards for the pupils. It assists them in fostering a positive and welcoming learning
 16

atmosphere, which improves students' academic performance. The preparation of teaching and

learning, material understanding, teaching experience, and communicating information to

students in an understandable way are all considered to be professional abilities of instructors,

according to Hammond. The effectiveness of teachers is greatly influenced by their knowledge

of the subject matter. Teachers' abilities are bolstered and their teaching potential is increased

when they are knowledgeable about the subject. When teachers are adept at clearly expressing

their courses, there is a classroom environment is described by Smits and as: classroom

management, which seems to be a high priority for rookie and experienced teachers. But

management is not the same as following precise guidelines; in reality, management is to

encourage students' motivation, enthusiasm, and learning, create a suitable year plan, procedures,

activities, assessments, and evaluation ,

A., & Akbar, R. A. (2021). Relationship of Teachers' Professional Skills and Students'

Achievement in English at BA Level. Bulletin of Education and Research, 43(1), 31-44.

2.7 Teachers’ professional attitude

Teachers’ success in the teaching and learning process is significantly impacted by their

professional attitude. This study intends to investigate how instructors see the connection

between their performance and their professional attitude. Data was gathered via a questionnaire

from 250 instructors who were selected at random from 50 of the district’s high schools for

males. Data analysis showed there is a strong correlation between teachers’ performance and

professional demeanor. Teachers that have a positive professional attitude perform better in the

teaching and learning process, according to the study’s findings. They have greater motivation

for their line of work. They arrive to school on time. They value their coworkers and pupils.
 17

They gladly take part in the academic activities at school. Additionally, the study discovered that

teachers who exhibit a positive professional attitude treat their pupils, parents, and coworkers

with consideration. They have a strong desire to study. But the study found that the sample

schools’ instructors have fewer possibilities for professional development, which could result in

a serious gap in their existing practices. Therefore, it is suggested that teachers adopt a

professional approach as a result of this study.

H., Zeb, A., & ur Rehman, K. (2013). Effects of professional attitude of teachers on their

teaching performance: Case of government secondary school teachers in Malakand Region,

Khyber Pakhtunkhwa, Pakistan. Journal of Educational and Social Research, 3(1), 25-25.

2.8 Teachers’ personal attributes

The personalities, knowledge, values, and school-related attitudes of students have always been

greatly influenced by the teachers’ traits and actions (Gibson & Chase, 2002). Students believe

that instructors are important Individuals who have a crucial role in determining the school’s

culture, academic atmosphere, and discipline. According to theory, students’ pleasure with their

education is influenced by their sense of integration, academic success, and the personality and

conduct of their professors .The way teachers treat their pupils is crucial and may even be the

most significant factor influencing the growth of kids’ school experiences (Lai). Teachers who

offer a secure learning environment for their students, according to Smith et al. Students were

identified as being inspired and motivated by their supporting atmosphere. While kids mistrust

teachers whose methods are based on conventional ways and whose main goals are control and

punishment. As a result, teachers’ actions play a crucial role in the teaching-learning process

through influencing the learning environment state that the socioeconomic level, age, gender,
 18

and educational background of teachers are typically referred to as their personal characteristics.

Studies have also shown that teachers’ perspectives on the importance of personal qualities

including self-efficacy, tenacity, eloquence, compassion, humor, and resourcefulness for

students’ academic performance as according study, female teachers are more likely to be

encouraging, expressive, nurturing, and open to their students, which increases their motivation

in learning. female professors, as reported by Additionally, learners spend a significantly higher

percentage of their time promoting and allowing student participation, involving students in peer

collaboration, using flexible teaching techniques, asking more referential questions, offering

more compliments, using fewer directive forms, sharing authority, and maintaining control in the

classroom in a way that preserves their relationships with students. These qualities of the teacher

are thought to support learner-centered instructional strategies such as active and collaborative

learning among pupils. Additionally, educators who are committed to creating a relationship of

with all of the students. These qualities of the teacher are thought to support learner-centered

instructional strategies such as active and collaborative learning among pupils. Additionally,

educators who are committed to creating a relationship of Understanding their students allows

teachers to gauge the climate in the classroom and identify issues, making them approachable for

kids to talk to.

Their issues. The acceptance of guidance, inspiration, support, assistance, recommendations, and

directions for learning is made easier by the trusting relationship that exists between teachers and

pupils. The interaction between teachers and students has the potential to influence students’

social skills, their Attitudes toward adults and peers, school adaptability, academic success, and

learning capacity a positive student-teacher connection is difficult to establish and has few

disputes, a high degree of intimacy and support, as well as little noted in their study titled
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“Science Teacher Quality and Effectiveness: Gweru Urban Junior Secondary School Children’

Points of View” that students also appear to be aware of their instructors’ personal qualities,

what they value, etc.

Way they treat their students and the types of people they are. Students in this study highlighted

key behaviors they connected to their excellent professors. Sixty percent of the kids said their

effective science professors respected them, while the remaining pupils said they were fair and

kind. They clarified that teachers shouldn’t show favoritism and that respect for students fosters

curiosity and willingness to learn. And that they must regard all pupils favorably. The remaining

pupils noted that engaging instructors have a great sense of humor and are highly enthusiastic.

This act of humanism is a reference to the throughout a class presentation, the teacher’s vitality,

force, commitment, passion, and interest. The teachers’ eye contact, gestures, movement, use of

supporting and approbation behaviors, variety of teaching methods, and passion for science are

all signs of their enthusiasm.

Additionally, students wanted their teachers to show that they were interested in them, be

reachable both within and outside of class, and foster a calm learning environment. The study’s

conclusion is that students from these schools give their professors a great deal of thought and

are aware of how their views impact them.

2.9 Teachers professional competence

The caliber of teachers will undoubtedly be a key component of the educational system’s basis.

Teachers act as the pupils’ second parents and have always been the most moral people. Students

typically since they spend the most of their schooldays being guided by their teachers, they are

likely to be influenced by them. Teachers were referred to as professionals with professional

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training and certification to oversee and regulate the educational process in schools by . Teachers

are supposed to create lesson plans, instructional materials, and teach skills that will help

students learn in the teaching-learning process. Teachers must be prepared with the abilities and

dispositions necessary to support students’ learning in order to ensure an effective learning

process. Competence in the field of education involves abilities like instructors Professional

competence encompasses abilities including teachers’ command of the subject matter presented,

mastery of it, classroom management, and literacy in integrating technology into the curriculum.

In their article “Teacher Competencies,” Wing Institutes asserts that teachers’ methods of

delivering instruction are extremely important to students’ learning. To provide students with a

clear direction of their growth in the learning process, instructional planning entails arranging

learning activities, establishing general and specific learning goals, and making explicit of the

instructional methods. Instructional strategies are the means by which a teacher teaches students

concepts, behavior, and skills. Additionally, this is done to encourage the students and get them

involved in cultivating their intellectual curiosity, critical thinking skills, and interpersonal

relationships use of experiments, teaching model and specimen stimulates ideas and gives

students use of experiments, teaching model and specimen stimulates ideas and gives students’

active response while providing them enjoyment. It makes the lesson more alive and the students

grasp the major concepts easily. The objective of science education is to provide the students

with opportunities to acquire new skills through the interaction with the External world in the

laboratory. Learners achieve these if they are engaged in exploration, explanation and evaluation

through practical activities in science given by the teacher. In addition, claimed that science

teachers are required to have mastery in the depth of the material, in structure, concepts, and

methods in science that is coherent with the learning materials. Teachers are expected Utilizing
 21

experiments, teaching models, and specimens motivate students to participate actively while

stimulating their ideas. It brings the lesson to life and helps the kids understand the key ideas

quickly. Science instruction's goal is to provide the pupils with chances to learn new skills

through the laboratory's interactions with the outside world. If students participate in

investigation, explanation, and evaluation through teacher-led practical science activities, they

will achieve these goal further asserted that science teachers must possess a command of the

subject's depth as well as its structure, concepts, and scientific techniques, all of which must be

consistent with the teaching materials. There should be teacher active response while providing

them enjoyment. It makes the lesson more alive and the students grasp the major concepts easily.

The objective of science education is to provide the students with opportunities to acquire new

skills through the interaction with the external world in the laboratory. Learners achieve these if

they are engaged in exploration, explanation and evaluation through practical activities in

science given by the teacher. In addition, claimed that science teachers are required to have

mastery in the depth of the material, in structure, concepts, and methods in science that is

coherent with the learning materials. Teachers are expected Utilizing experiments, teaching

models, and specimens motivate students to participate actively while stimulating their ideas. It

brings the lesson to life and helps the kids understand the key ideas quickly. Science instruction's

goal is to provide the pupils with chances to learn new skills through the laboratory's interactions

with the outside world. If students participate in investigation, explanation, and evaluation

through teacher-led practical science activities, they will achieve these goals. Further asserted

that science teachers must possess a command of the subject's depth as well as its structure

concepts and scientific techniques all of which must be consistent with the teaching materials.

There should be teachers.to connect scientific ideas to other disciplines and give students the
 22

opportunity to use these ideas in real-world situations. The capacity to offer science lessons in a

way that suits the learning styles of the students demonstrates the professional competency

standards of science teachers in terms of comprehending the nature of science. In other words, it

pertains to how the instructor fosters in the students’ mindsets a love of science .Hashed

discovered in his study, “Effects of Subject Matter Knowledge in Teaching Biology and

Physics,” that knowledgeable teachers are better able to identify students’ assumptions, take

advantage of opportunities for useful digressions, and accurately interpret students’ perceptive

comments. If in physics If the instructor lacks information, he or she may support preconceived

notions, inaccurately critique students’ responses, and even accept falsified laboratory results

from the students. These situation Discourages students from actively participating in class

activities and debates. This also applies to biology classes and other scientific disciplines. In the

study of Shedreck and Mambanda, it was highlighted that learners identified various forms of

knowledge needed by effective teachers in teaching science. These are science knowledge and

pedagogy including knowledge of students’ abilities. Students noted that teachers need to have

knowledge and skills in topical issues related to the science subject. They believe that effective

science teachers must have studied the Subject. Students also said that science has to be taught

by qualified science teachers who know how to explain and teach the subject. Attila argued that

having science Teachers who know their content helps promote scientific literacy and foster It

was highlighted in the study by Shedreck and Mambanda that students identified distinct types of

expertise that good science teacher’s require. These include pedagogy, which includes

knowledge of students’ capacities, and science knowledge. Students pointed out that science

professors need to be knowledgeable about current events and have relevant abilities. They think

that qualified science teachers should have taken the course. Students also stated that skilled
 23

science teachers who are familiar with the subject’s teaching methods must teach it. Asserted

that having science instructors who are knowledgeable about their subject matter aids in

fostering scientific literacy and students of all ages have an appreciation for and grasp of science.

Additionally, instructors in the twenty-first century must acquire the abilities necessary to make

the most of technology as part of their expertise. As a teaching tool to advance students’ learning

and get them ready to grasp high-tech skills, where daily challenges to lifestyles, attitudes, and

abilities exist (Ministerial Advisory Council on Quality of Teaching, .Koehler asserts that in

order for students to participate actively in science and math classes, they must organize their

knowledge using technology-supported teaching about technology. Investigated the use of the e-

learning model that explains why students adopt it in academic settings. The results of the study

demonstrated that e-learning enhanced students’ academic achievement. Another study by

Lumadi et al. Found that employing e-learning techniques in the classroom improved student

performance and increased their interest in the teaching-learning process compared to using

traditional teaching methods. The study added that the use of technology in the classroom

promoted pupils to present a reliable and competent performance The study "Effect of Live

Simulation on Middle School Students' Attitudes and Learning about Science" by Chen and

Howard demonstrated the value of using technological simulation as a teaching strategy in

science education. Real-time simulation over time had an impact on pupils' attitudes about

science. The study also supports the use of simulation in the educational process for the

transmission of knowledge. One of the science-related attitudes that shown a substantial shift

was students' perceptions of scientists as common people. Such a high-tech, computer-assisted

cooperative simulation encouraged pupils to use their knowledge and sparked their awareness,

passions, and personal development. Additionally, the quality of teachers’ preparation as well
 24

as their instructional strategy affected the students’ attitude towards science. Teachers who spent

more time on science vocabulary had affected the students’ content knowledge and attitudes

towards science. This builds the students’ knowledge about the subject matter and supports self-

confidence so that they can participate effectively in the complex simulated learning

environment

(Chen & Howard, 2010) LUCIBELLE MARIE L. PEDRONA March( 2020

2.10 Professional standards:

For example, pedagogical competency is one area where professional standards expected of

instructors are specified and acknowledged, but they are not measurable. Clearly. As a result,

attaining high standards shows that rules and expectations have been internalized within the

learning environment of the classroom. Education standards enable students to evaluate

themselves in comparison to the notion of what is valuable as outlined. According to, who was

referenced by once when teachers stop evaluating their pedagogical ability and solely focus on

achieving predetermined outcomes, the value of their accomplishments declines? According to

Krauss et al., pedagogical competency, such as pedagogical knowledge, is essential to teaching

and learning. Constructivists have been compared to "reception/direct transmission" competency

in studies to determine their influence on teaching and learning. Pedagogical competence has on

academic achievement

2.11 In-depth knowledge of the curriculum

There is a strong correlation between the tutor’s subject expertise and the academic success of

primary teacher candidates. Therefore, it seemed that this research supported the findings of the
 25

current study. Although the designs and instruments are considerably different from the current

investigation ethodologically speaking. Classroom Management (CRM) is said to be associated

with discipline or control, which foresees reducing unwelcome student behavior but goes beyond

simply responding meritoriously when issues arise in the classroom. According to

Fenstermacher, a teacher’s classroom management skills have a good impact on students’

behavior and academic performance. According to guarding testimony, teacher’s most crucial

duties is classroom management because it affects how well the lesson is taught. While the When

they can manage and regulate the class’s affairs regardless of the students’ academic levels and

the class’s diversity, effective teachers give off the impression that they are professionals. As a

result, when establishing a curriculum, curriculum developers take the academic level and

achievement of each student into account. It has been decided that teachers must be able to gain

the knowledge, values, and competence required to grasp the variety of the pupils in order for the

designed curriculum to be applied effectively. Jones proposed that a proper classroom seating

arrangement would be beneficial due to this In the NTS classroom management is an intricate

task that takes time to be ensured by the teacher. That is to say, before the teaching and learning

process, the classroom Teacher feels overburdened and uncomfortable with the task of

Instructing. It is publicized that student’s academic Achievement did not significantly differ by

instructional Management style of teachers, while interactionism behavior Management

classrooms were significantly on student Achievement in the standardized tests of reading

(Navarro,Zervas, Gesa & Sampson, proposed that an effective classroom setup is the simplest

yet most important skill a teacher can possess.. (Jones, 2000).According to the NTS, maintaining

classroom control is a difficult undertaking that takes the instructor some time to accomplish.

That is to say, the classroom teacher feels overburdened and uneasy with the responsibility of
 26

instructing before the teaching and learning process even begins. While interactionism behavior

management classrooms were strongly associated with student accomplishment on the

standardized reading exams, academic achievement of students did not significantly differ by the

instructional management style of teachers (Navarro, Zervas, Gesa & Sampson, Therefore, the

persistent deterioration in the academic performance of Junior High School (JHS) students in

Ashaiman, Ghana is concerning since it has given the appearance that instructors are not doing

their jobs. Are at fault for their ineffective instructional skills, which may have improved these

students’ academic performance (GES-Ashman Education Directorate, 2018).Additionally, this

may have an impact on the nation’s efforts to achieve the Sustainable Development Goal. 4. The

steady decline in students’ academic achievement is draining parents and guardians who have

invested in their children’s education for their social and financial gains. It is crucial to look into

the pedagogical competence of teachers (teaching and classroom management) because when

pedagogical competency is not well demonstrated for effective instruction, it negatively affects

academic achievement. Academic accomplishment is therefore a crucial sign of a high-quality

education and the success of a school However, a student’s academic success has changed

A significant issue for many people involved in education in Ghana and around the world. This

assertion is supported by Dinsmore & Alexander, who note that teachers’ efforts resulted in

lower production. Or no outcome. For instance, the Chief Examiner’s report from 2015 to 2018

showed that student achievement was just slightly above average; as a result, teachers should

cover all topics on the syllabus, help students write their answers in meaningful sentences, and

be permitted to update their knowledge concurrently. Less than 40% of BECE candidates

obtained grades 1 through 6 between the academic years 2013/2014 and 2016/2017, reflecting a

drop in student achievement in the Ashman Municipality. Among the 1,856 candidates, only
 27

74% received grades 1 to 6 in only 74% out of the 1,856 candidates obtained grades 1 to 6 in the

2017 BECE. One is tempted to question if teacher pedagogical and classroom management

competencies directly/indirectly affect the inconsistency in the results. Several studies have

attempted to testify to this question both locally and globe. Based on the, it is prudent and

imperative to investigate the pedagogical competence of teachers with attention to the aspects of

teacher factors that contribute most to academic achievement. In the 2017 BECE, only 74% of

the 1,856 candidates received grades 1 through 6. It is tempting to wonder whether a teacher's

pedagogical and the inconsistent results are influenced either directly or indirectly by classroom

management skills. Numerous have sought to provide evidence for this question both locally

and globally. Based on the, it is wise and necessary to look at the pedagogical skills of

instructors, paying particular attention to the components of teacher factors that have the biggest

impacts on academic accomplishment. Teachers’ pedagogical competencies on the use of ICT

for enhancing learner-centered learning in secondary schools in Tanzania: the case of Bigamy

district (Doctoral dissertation, The University of Dodoma).

2.12 Subject Matter Knowledge

Subject matter knowledge is one variable that could be related to teacher effectiveness Egungun

Has shown strong correlation between the subject matter knowledge of the teacher and the

learning outcomes. A Study of middle school mathematics teachers, matched by years of

experience and school setting, found that Students of fully certified mathematics teachers

experienced significantly larger gains in achievements than those Taught by teachers not

certified in mathematics (Hawk, Coble, & Swanson, . Drava and Anderson found students’

science achievement was positively related to the teachers’ Course taking background in both
 28

education and in science. The relationship between teachers’ training in science and student

achievement was greater in higher level science courses, a result similar to that found by Hawk,

Coble, and Swanson in mathematics. However, studies of teachers’ scores on the subject matter

tests of the National Teacher Examinations (NTE) showed no consistent relationship between

this measure of subject matter knowledge and teacher Performance as measured by student

outcomes or supervisory ratings. Most studies show small, statistically insignificant

relationships, both positive and negative one factor that may be related to a teacher’s efficacy is

their subject matter knowledge. According to there is a significant association between the

students’ learning outcomes and the teacher’s subject-matter expertise? According to a study of

middle school math instructors who were matched by years of experience and educational

context, Compared to pupils taught by non-certified math teachers, students of fully certified

math teachers showed much greater advances in achievement .According to Drava and Ander

instructors’ course-taking experience in both education and science was favorably correlated

with their students’ achievement in science. Higher level scientific courses showed a stronger

correlation between teacher science training and student achievement, mirroring the findings of

Hawk, Coble, and Swanson (1985) Teacher Examinations (NTE) showed no consistent

relationship between this measure of subject matter knowledge and teacher performance as

measured by student outcomes or supervisory ratings. Most studies show small, statistically

significant relationships, both positive and negative

2.13 Teaching Experience

Another factor that is frequently used to gauge a teacher’s quality is experience. According to

Berliner the most important prerequisite for expertise is the accumulation of experience over
 29

time. The efficiency of teachers is correlated with their years of experience, according to

numerous researches (However, it is not usually a major one but the advantages of experience

seem to level off after around five years.

2.14 Participation in Professional Development Activities

Numerous organizations can carry out professional development programmers in and out of the

classroom, at work or while on sabbatical. On these occasions, working teachers refresh their

subject knowledge and instructional techniques to match the needs of new curriculum, take into

account new research. Learning theories, adjust to shifts in the needs of the student body, and

other such things. There has been criticism of the episodic nature of these activities as well as

concern about how little is understood about what these activities actually entail. There are

conflicting findings in the research about the link between instructors’ involvement in

professional development activities and student outcomes. There is no correlation between in-

service professional development and reading and math student progress, according to certain

studies. Other Higher levels of student achievement have been linked in studies to teachers’

involvement in professional development activities specifically related to the subject matter they

are teaching, such as mathematics and Angriest and Levy found a link between language and

mathematics. Wenglinsky (discovered a link between students’ higher-order science skills and

laboratory prowess and professional development programmers geared toward the needs of

special education pupils. More recently, in, Harris and Sass defined what they The greater impact

of teachers’ professional development on student results did not become apparent until three

years after the teachers had finished their courses, a phenomenon known as the “delayed effect of

professional development.” The evaluation of the beneficial results of involvement it is difficult

 30

to determine the exact relationship between teacher professional development activities and other

teacher characteristics because those who engage in these activities are also likely to be more

motivated and, typically, more specialized in the subjects they teach.

Abun, D., Menor, R. I., Catabagan, N. C., Magallanes, T., & Ranay, F. B. (2021).

Organizational climate and work engagement of employees of divine word colleges in Ilocos

Region, Philippines. International Journal of Research in Business and Social Science, 10(1),

107-121.

2.15 Education background of teacher

Numerous studies demonstrate that teachers’ effectiveness is crucial to students’ performance.

The most often asked questions on teaching qualities center on how teachers might improve the

caliber of their students. . The results of all of these studies are consistent: instructor

characteristics have a big impact on how well students do. The factors that the researcher pays

close attention to in regard to teacher characteristics are education background, experience,

certificate status, leadership experience, perseverance, teacher evaluation score, and

preparedness for class work The approach for evaluating a teacher’s effectiveness in providing

instruction in the classroom, however, is still up for debate among researchers. According to

certain research, teacher test scores can indicate a teacher’s effectiveness in raising student

success. According to Malinowski, an appropriate teacher evaluation test can Utilized as

indicators of student performance a teacher licensing test was utilized by Gold Haber to forecast

a teacher’s efficacy in relation to student achievement. The findings of this study provide proof

for the claim that the correlation between student achievement and the teacher licensure test is

real. Among other variables, including teacher degree, teacher certification and license, student
 31

achievement was found to be most strongly predicted by teacher quality Salary, and level of

spending who used teacher evaluation scores to predict student gains, support the idea that these

scores are strongly related to those of the students. The Tennessee Value-Added Assessment

System (TVAAS) longitudinal database utilized by assessment of teachers’ effects on students’

performance, effective teachers have a positive impact on students’ scores. Despite numerous

research that backed the claim that good teachers help students learn, some academics disagreed

found no connection between a teacher’s characteristics, such as passing a test for teacher

licensure, and students’ success in the classroom. Similar studies assert that a teacher’s

characteristics, as measured by their teacher rating and their certification, are unrelated to

students’ test scores discovered that teacher certification is unrelated to student achievement in

related studies on teacher characteristics in Indonesia. Achievement. Socioeconomic status

(SES) has been linked to student achievement; those from wealthy families typically perform

better than students from less wealthy families. Low achievement is related to inadequate

physical, spiritual, and educational resources that prevent students from succeeding in their

studies. The demographics of the school are also proven to affect student learning.

Sirait, S. (2016). Does teacher quality affect student achievement? An empirical study in

Indonesia. Journal of Education and Practice, 7(27).

2.16 Professional Development Characteristics of teacher linked to student

improvement

What can educators and decision-makers do to improve their professional development

consumption? Additionally, what traits do professional development offerings have? Most

closely correlated to improved student learning and what must schools do1to help increase the
 32

chances that this training will actually lead to improved student achievement? Although we are

aware that a teacher’s satisfaction rating is the least reliable indication for forecasting student

results, there are still other factors we may and ought to take into account. For instance, Barry

Fishman and his associates I’ve discovered that school culture is crucial to boosting effective

learning. Crucial role in boosting any faculty training program’s efficacy. Fishman and his

coworkers argue that the system’s culture and norms Or school are connected to the

environments in which the innovation will be implemented. For instance, does the curriculum

have the endorsement of the school principal? These elements will affect how teachers feel about

the innovation. A teacher may believe, “This is essential to him/her, I should find a way to make

this work,” if the principal attends the summer work session. (4). As a result, the leadership of

the school is crucial in establishing the tone and elevating training to a priority in the classroom.

Holloway, J. H. (2006). Connecting professional development to student learning gains. Science

educator, 15(1), 37-43.

2.17 Teacher’s Abilities

According to numerous studies, teachers’ traits strongly influence pupils’ academic achievement.

Teachers’ aptitudes are better Achievements of students are directly impacted by qualifications,

further course certification, experience, and training. While instructional strategies assist students

in selecting a study strategy, which in turn affects their learning behavior and outcomes?

Additionally, students are inspired to work hard and receive higher grades by their teachers’

passion and interactions with them, as well as by their prompt and encouraging feedback,

encouragement, and high expectations. Determinants of student performance have been a hot

topic in research studies for many years and are usually thought to play a significant effect.
 33

Achievement of the institute’s management, parents, and the students themselves were interested

in this subject because of its many consequences. Features of teachers directly Institutions,

educators, and decision-makers’ focus. Influence how kids learn. Effective instruction knowing

the factors that affect students’ performance can assist establish a thorough approach to learning

(conceptual support for teachers to change their teaching strategies and methods of instruction),

leading to higher learning outcomes while allocating their resources appropriately. It could aid in

encouraging surface policymakers to develop and implement measures to promote learning in

which students just try to memorize the effectiveness of education, which is a poor approach to

teaching. Function in boosting individual productivity as well as in demonstrating improved

academic performance. Additionally to economic expansion. Increasing student pleasure and

behavior in the classroom, there is a tone of study investigating how effective teaching affects

factors that determine students’ performance in developed as well as developing nations, as well

as boosting students’ quantitative academic outcomes. Prior research concentrated on. Therefore,

boosting teacher quality can be a way for endogenous factors to be significant for kids’ growth in

academic accomplishment. Performance. Gender instructors’ skills and students’ performance

commonly used ethnicity students’ aptitude, attendance , and hard only teachers’ qualification as

a proxy for teachers’ abilities are among the factors of students that are thought to have a

substantial impact on their performance Employment prior performance etc. While numerous

recent research highlighted various external factors as being significant This could be a potential

explanation for some of the factors affecting students’ performance, such as the caliber of their

teachers, whether or not school studies have shown any evidence of the impact of resources, the

size of the class, family background, etc. . The impact of this teacher’s skills on pupil’s

performance Like these the study focuses on the relationship between institutional outcomes,
 34

which were considerably different from general impressions of surroundings, student work

ethics, instructor abilities, and researchers’ assessments of student performance in later years.

Skills that have been shown to be statistically important in academic success and perform better

in professional settings are increasing students’ performance. Life of teacher. It is commonly

acknowledged that there is a correlation between study effort and the traits of pupils that affect

their achievement. Instructors’ training, teaching style or approach, and academic activity are

now seen as outcomes of teachers’ qualifications, experience, and study effort. Students with

high standards of ethics dedication to subjects and a positive attitude toward students favor work

over other pursuits. They grow accustomed to instructional materials, etc. constant study; even

on the weekends Because of numerous studies have shown that students tend to work long hours

and in a challenging environment in order to attain their academic goals. Their academic success

increases them. Devoted, accountable, and focused were the main topics of some studies.

Therefore, having a strong physical environment to influence students' performance can help

students improve their work ethics, while others have highlighted the significance of (working

behavior) and quantitative (higher grades) psychological or social environment on students'

academic achievements. Researchers studying the impact of teacher quality on things like class

size, internet access, and libraries included Darling-Hammond and them. Other elements deemed

crucial to students’ achievement also led to the conclusion that teacher’s quality Day lighting

helps with academic progress and benefits to the health and safety of pupils. Ventilation,

cleanliness, regulation of the temperature and noise reduction. Study Teachers’ institutes with

these amenities, according to Darling-Hammond and Sykes, offer comfort and superior

communication skills, topic knowledge, and teaching understanding, which affect students’

learning strategies, adaptation of teaching methods, and final results. Based on the requirements
 35

of the students as crucial elements of Psychological or social environment refers to the teacher

quality. Wiseman and Brown concluded that interaction between students and their teachers as

well as teacher’s qualification has a positive impact on students’ peers. An interactive

environment encourages performance. Student tendency of achieving higher and discussion of

the students in the course grades increases with the increasing level of their and enhances their

creative skills. An environment in teacher’s qualification. Which students are appreciated to ask

questions, given Teaching approach is related to students’ selection the freedom to choose tasks,

supported for unusual ideas, of study approach. Ramsden studied the impact of the instructor

quality is referred to as the psychological or social environment. Wiseman and Brown came to

the conclusion that both student-teacher interaction and teacher expertise have a favorable effect

on students' classmates. Performance is encouraged in an interactive setting. Students' propensity

to achieve more Students’ participation in class discussions improves their creative talents and

raises their grades as their level of understanding rises. A setting that influences instructor’s

qualifications. Which questions from students are valued, given the choice of assignments,

supported for unconventional ideas, and study methodology are related to the teaching strategy.

Ramsden investigated the effects of Students' decision-making skills are improved when they are

encouraged to participate in varied instructional methods and taught how to learn from mistakes.

Effective instruction, he concluded, is. Such a stimulating environment promotes learning and is

reached through greater dedication and a positive outlook. Success of students. Students that are

creative tend to build deeper study habits. Strongly influenced by how well kids achieve in many

whereas a poor teaching strategy encourages pupils to conduct research impact of students' work

ethics on content replication by students Performance is a more recent idea. Work ethics relates

to the study of Fuchs and Woman, who looked at how moral conduct and seeing work as a
 36

pleasant activity affected students' performance. Instead than being a burden. People with strong

work ethics feel more strongly about their work, the level of education, and the performance of

their students. They also perceive a positive and significant relationship between teachers and

students. Shafted job satisfaction than their contemporaries. They valued the inclusion of the

teacher's competency in his study as an external component and concluded that successful

instruction required all of their efforts and longer working hours to finish .Organizations

nowadays have realized the significance of Demir in his study about Turkish urban poor

explored the Work ethics and some have started training programs to factor affecting academic

achievement. He concluded Develop work habits of people. This leads to creativity, that

students’ perception about teachers’ attitude hard work, commitment and competition among

towards them has a significant impact on their academic Individuals resulting in better

performance achievement. He suggested that teachers should be Engine Companies nowadays

are aware of the importance of Demir’s study on the work ethics of Turkish urban poor, which he

conducted, and some have launched training initiatives to address this issue. Develop people’s

work habits, he said in conclusion. This encourages innovation, and pupils’ opinions of

professors’ attitudes they perform better academically as a result of their commitment, hard

work, and friendly rivalry among themselves achievement. He advocated for teachers to be

Institutes are now concentrating on creating solid job training in a way that they enable their

students build a working ethic mindset to help them succeed with students who are economically

disadvantaged .Volkwein and Strauss came to the conclusion that professors Bowers and Burkett

researched the effect of the attitude of well-prepared lectures and creating assignments that

students deem important for them. Is thought to have the biggest impact on how well pupils do.

According to Pascarella and Terenzini’s summary, teachers’ qualities that are crucial for
 37

students’ success include their subject-matter expertise, their excitement for and engagement

with students, their prompt and encouraging comments to them, their encouragement of

discussion, and more. Evaluations of teachers and the quality of their lesson plans also

significantly and favorably affect students’ academic performance. Voss and Gruber conducted a

study to examine the qualities of teachers that pupils want and the underlying advantages they

seek.at a prestigious German institution employing the laddering approach (A method of data

collection where respondents are To create ladders or provide solutions in a manner that reflects

increasing levels of abstraction). Students admire teachers’ expertise, approach, attitude, and

passion as well as their ability to adjust to their requirements and their communication abilities.

Students desire high-quality instruction to help them succeed academically and professionally.

Their main area of emphasis is the professional component of their courses. A body of literature

exists that finds little evidence of a substantial association between teacher traits and student

performance, in contrast to these studies that describe teacher attributes as essential to student

performance. Hanushek provided a summary of 147 studies on the factors influencing children’

academic achievement and discovered Student achievement and school characteristics, such as

teacher qualifications, have a minimal correlation , and these findings are consistent with

Numerous earlier research gave the notion that increased teacher qualifications weren’t really

important. In their study, Rivkin, Hanushek, and Kain found no proof that teacher effectiveness

increased with higher levels of qualification, as evaluated by a master’s degree. When these

qualities are compared to student improvements, Kane, Rockoff, and Staiger also discovered that

higher teacher qualification and training have not been consistently shown to make a

difference .bowers and bucket studied the effect of Environmental factors on students’

performance and found a strong correlation between the physical school environment and student
 38

achievement. Execution of Students performed substantially better in schools with newer

facilities than in those with older ones. The infrastructure of schools is influenced by parental

participation, which in turn affects student accomplishment. The performance of students is

positively correlated with the school environment indicating that improving the physical

environment of schools can boost student achievement. Building age is thought to be the most

important factor in determining students’ achievement, according to Oates’ investigation of

various school resources and student performance According to Darling-Hammond and Snyder,

a smaller class size (student-teacher ratio) improves student learning. Teaching changes the

quality of a student's results (learning behavior) and academic performance in terms of grades

may be influenced by their environment. The achievement of pupils is significantly impacted by

better tools and instructional materials. Little is known about the effect of class size on student

achievement. Academic attainment is significantly influenced by school features, such as the

teacher-student ratio, and school resources, such as physical infrastructure and instructional

materials. An analysis of the literature was recently conducted to evaluate the connection

between classroom amenities and student achievement in Malaysia. According to the study's

findings, a poor physical environment has a negative impact on students' attendance and

academic performance. The factors that influence student performance at the university level

were investigated by Karameros and his colleagues. In addition to the usual indicators of pupils’

effort, the study covered a number of environmental and background-related variables. The study

came to the conclusion that factors such as contentment with the academic atmosphere, library

services, an engaging learning environment in the classroom, and extracurricular activities had a

big impact on students’ performance. In order to gauge students’ happiness at Liverpool John

Moors University’s Faculty of Business and Law, Douglas and his co-researcher undertook a
 39

study. This study made use of a service-product bundle that divided university services and

resources into three categories: physical resources, such as buildings and educational materials,

explicit services comprising of teaching quality, work load, hypothesize a positive relationship

between teachers ‘the extent of course complexity etc. implicit services abilities and students’

performance in UOG. Consist of student’s perception of the friendliness of environment, respect

for students’ opinions, the degree H1: There is a positive relationship between teachers ‘to which

lectures convey a sense of professionalism, staff competence and satisfaction of evaluation

systems. The study concluded that physical resources are important when students have to

choose a university and when they are in the institute, services related to learning and teaching

i.e. faculty competence and teaching material become important. An interactive environment

enhances creative skill of students which has a significant impact on students’ performance

specified services include teaching caliber, workload, and a positive correlation between

teachers' level of course difficulty, among other things. The students' opinion of the friendliness

of the implicit services capabilities and their success in UOG the setting, consideration for

students' viewpoints, and the degree H1: There is a correlation between staff competence, the

professionalism of teachers' lectures, and students' satisfaction with evaluation processes.

According to the study's findings, students should consider physical resources while selecting a

university, and once enrolled, services connected to learning and teaching—such as the quality

of the staff and the availability of instructional materials—become crucial. An interactive setting

helps pupils become more creative, which has a big impact on their performance. There are a few

research studies that found that school quality had little to no impact on students’ performance,

in contrast to the overwhelming body of literature that holds that school resources and

atmosphere are very successful in influencing student achievement. In his analysis, Handshake
 40

examined over 400 papers on student performance and came to the conclusion that, after family

characteristics were taken into account, there was little correlation between school quality and

student achievement .The effect of academic ethics on students’ grades was investigated by Rau

and Durand. They suggested that there are distinct mindsets among pupils that set them apart.

The absence of strong ethics from those who do. Academic integrity is a trait that people learn

from their families, instructors, peers, and organizations rather than something that comes

naturally to them. Strong academic integrity requires students to set high standards and make

every effort to achieve them. The study came to the conclusion that students who practice

academic ethics get better scores than their colleagues because they study more frequently and

soberly, commit longer hours, and work harder.

Abbasi, A. S., & Mir, G. M. (2012). Impact of Teacher’s Ability, Student’s Work Ethics and

Institutiona.l Environment on Student Performance of University of Gujrat. Middle-East Journal

of Scientific Research, 12(4), 572-579

2.18 Teachers’ Knowledge of their Subject Matter

The experiences, activities, and events that take place in a setting intended to promote children’s

learning and development are collectively referred to as a curriculum. A curriculum definition

that is so wide Because it emphasizes the learning environment and children’s experiences rather

than teachers’ and children’s knowledge, it might not provide instructors with adequate

instructions for content. Teachers are unsure of what kind of conceptual information is

appropriate for young children, how to teach it, and what knowledge they themselves need to

facilitate children’s learning due to the absence of direction and integrated, holistic approach.

Subject-matter expertise concerns the value of becoming an expert in a field. How can students
 41

learn and how will a teacher’s teaching style be the optimal instructional strategy if he or she

lacks first-hand experience of the subject matter asserts that families also influence children’s

learning through the social and cultural interactions they engage in on a daily basis. Parents’

opinions are shaped by a variety of cultural and personal experiences, including their own

educational backgrounds. According to several research, parents may exert pressure on teachers

to provide an organized, subject-focused curriculum. According to Bascia , subject matter is

what teachers need to thoroughly and flexibly understand in order to teach all students in

accordance with today’s standards. This will allow them to assist students in developing useful

cognitive maps, connecting disparate ideas, and addressing misconceptions’ to Jadama teachers

are able to apply a variety of approaches that are best suited to convey the subject matter since

they have a thorough understanding of it teacher. Must understand how concepts relate to other

disciplines and to daily life. Teachers can make concepts understandable to others by building

their subject expertise on this kind of understanding further explanation of subject matter

knowledge refers to it as a requirement for efficient classroom education. An educator’s

knowledge of the material’s facts, principles, methodology, and significant generalizations

determines his or her pedagogical judgment and thought. By giving students the opportunity to

engage in their own activities, explanations, and inquiry-based inquiries, teachers can enrich

their lessons. According to Pakistan's professional standards, subject matter expertise is:

Teachers' perceptions of the key ideas, methods of inquiry, discipline designs—particularly as

they related to the national content/curriculum criterion—and the creation of enriched,

appropriate learning experiences help make the subject matter comprehensible and pertinent for

all students. Researchers discovered from numerous studies, according to Arlington Public

Schools , that instructors’ subject-matter expertise has a significant impact on the methods
 42

utilized to deliver lessons and, as a result, on the academic accomplishment of pupils. It gives

teachers assurance and More popular among pupils. Less experienced teachers are less effective

at their jobs because they are unable to meet the learning needs of their students. Early exposure

to formal reading and writing by preschool teachers lowers students’ academic success in later

years. One must abandon the notion that children can acquire abilities that are not appropriate for

their age in order to fully comprehend how children learn. Children are prevented from

developing to their full potential when they are under pressure to live up to society’s

expectations and standards .The first step in helping kids learn and develop properly is realizing

that kids learn best via play and that play is what leads to learning. .The concept of pedagogical

knowledge also tends to be used with the meaning of Minimum professional requirements,

frequently outlined by law that should elevate a person in assuming a specific responsibility

within the teaching profession. The curriculum and methodology that are provided to children

are influenced by instructors’ ideas, which also operate as a mediator between their performance

and knowledge. Beliefs are, according to Bandura, Beliefs are unique, complicated, prone to self-

fulfillment, not necessarily internally consistent, and—most importantly—unlikely to alter unless

they are contradicted. It is assumed that preschool teachers need a number of professional

competencies and Skills to offer high quality learning opportunities for young children. Thus,

professional Competencies of Preschool teachers also affect pedagogy. Current theoretical

frameworks describing the professional competencies of preschool teachers consider different

dimensions to be important, but they generally include: professional knowledge, pedagogical

beliefs and Orientations, emotional attitudes as well as motivational aspects Pedagogical Beliefs

and orientations of preschool teachers are discussed as one dimension of quality as Well as facets

of preschool teachers ‘competence. It is believed that in order to provide young children with
 43

high-quality learning opportunities, preschool teachers need a number of professional

competences and skills. As a result, pedagogy is also impacted by preschool instructors’

professional competencies. Theoretical frameworks in use today while there are many factors to

consider when describing the professional abilities of preschool instructors, they often include:

specialized knowledge, educational views and orientations, emotional attitudes, and motivating

elements Anders, . As one aspect of quality and as dimensions of preschool teachers’

competency, pedagogical beliefs and orientations are examined. It is widely accepted that early

childhood experiences have a significant impact on human development. Children’s early

learning experiences are most important in shaping their destiny, according to longitudinal and

neuroscience research. Education advancement and ensuing success in life .Their academic

performance and opportunities in life are significantly and permanently impacted by the quality

of ECE. Young children need consistent, receptive careers with the right pedagogical skills in

stimulating environments with an abundance of playthings and other opportunities for interaction

in order to develop at their best entering the classroom, planning takes place as the very first step

in teaching. The effectiveness of teaching depends on teachers’ expertise of pedagogy. Mostly

relies on how well the preparation was done. Teachers should be well-versed on national

objectives, educational goals, and curriculum objectives in order to plan effectively. However,

notes that preparation for teaching is a part of instructional planning. Learning activities, the

creation of broad and detailed objectives the explanation of the instructional tactics and

assessment methods to determine whether the objectives have been met. Students can

concentrate more readily on learning activities if they are clear about their learning objective. If

teachers are aware of their goals, they may effectively utilize time, the course, facilities, and

resources, giving their efforts a clear direction. Teachers as well as planning lessons for pupils
 44

have advantages. According to Knight instructional planning entails the instructor understanding

the concept, creating both long- and short-term plans that include ideas for the subject matter,

curriculum objectives, and student and societal needs. The teacher use a variety of effective

techniques to encourage each student’s analytical reasoning, problem-solving, and practical

skills. The planning process is crucial and cyclical in nature. Its quality determines how effective

the teaching and learning process is overall. Teachers design play-based activities, select tactics,

put them into practice in the classroom, and evaluate students’ success. And then make new

plans to address the issues or make greater advancements. The process of instructional planning

typically entails three steps, according to Gardner first, it entails planning of general and specific

objectives, selection of appropriate teaching (play way) material to achieve these objectives, and

organization of the learning (play way) activities. The second step entails delivering the prepared

lessons in a real classroom. In the third step, pupils are evaluated in order to determine the

degree to which the intended goals have been met. The three steps are related to one another in

Sequence. The following are some ways that instructional preparation benefits teachers: teaching

at any level necessitates that students experience some kind of simulation. Defines instructional

materials as tools or artifacts that assist teachers in giving students lessons purpose. Education

inputs, or instructional resources, are crucial to the teaching of every subject in the school

curriculum. Wales , opined that the use of instructional materials would make discovered Facts

glued firmly to the memory of students. A teacher who makes use of appropriate Instructional

materials to supplement his teaching will help enhance student‘s innovative and Creative

thinking as well as help them become enthusiastic. Manipulative are concrete objects used as

tools that allow students to experiment and Explore different concepts Burns. States that

manipulates have been used for many years and from several different civilizations solve
 45

problems that children have encountered every day. When children employ manipulates in long-

term use during early elementary level, they have greater achievement than students who have

not used manipulative. Materials that resemble everyday day items should assist According to

Wale, the utilization of instructional materials would help pupils retain newly learned facts.

When a teacher uses the right teaching resources to augment his education, students’ creative and

critical thinking skills will improve. Encourage their imaginative thinking and

enthusiasm .Concrete objects called manipulative are utilized as teaching aids that let students

experiment and explore various ideas. According to Bagg, manipulative have been utilized for

many years and by many different cultures to address issues that kids face on a daily basis.

Children who utilize manipulative consistently during the early elementary level achieve more

than pupils who do not use manipulative Materials that imitate common objects should help.
 46

Chapter No: 3

Research Methodology/ Instrumentation

3.1 Methodology

This chapter will be discussing about the research design and methodology used in the study

including method, research design, instruments, population, sampling technique and sample size.

The Methodology was applied to conduct the research study on the topic “‘‘Effects of teachers’

professional competence on students’ academic achievements at secondary school level in

District Muzaffarabad

“And describes the various phases in detail through which the study has undergone.

3.2 Research Design

The descriptive research design was used in this research. The approach of this study is

quantitative to go inside the phenomenon. The research is conducted from the secondary level

students of public sectors. So the survey technique was selected to gather intended information

by the Questionnaire. The reason for choosing this survey method, convenient sampling, and

numerical statistical survey method is a large number of people and short time.

3.3 Research Method

Quantitative research is taken to collect the data by simple random sampling technique; data is

collected from students to know the ‘‘Effects of teachers’ professional competence on students’

academic achievements at secondary school level in District Muzaffarabad

 47

3.4 Population
The study population was the students of secondary school level of private Sector in

Muzaffarabad city. In short time, the population for this study consisted of selected three

government schools at secondary level at district Muzaffarabad.

3.5 Sampling Technique

The sample contains large representative population. The researcher used a convenient sampling

technique for the study as it was the most appropriate way to gather data in limited time and

resources.

3.6 Sample Size

A sample of 220 respondents was selected using a convenience sampling technique. Where

males were in the majority and females were in the minority. Mostly population belongs to the

public schools because more population was available in public schools, conveniently.

3.7 Instrumentation—Instruments/ Tools Used for the Data Collection

The selection of the instrument depends on the nature of the problem to study. Based on the

literature review, a self-developed Questionnaire was planned to determine the ‘‘Effects of

teachers’ professional competence on students’ academic achievements at secondary school

level in District Muzaffarabad. The instrument used for data collection in this study was a close

ended Questionnaire. The Questionnaire consisted of two parts. One of them was the

demographic part, and the other one was the part of statements. The demographic part consists of

5 items: Name of the respondents that was optional, gender of respondent, age of respondent,

grade of the respondent, and school sector. The other part is a Questionnaire is composed of 15

questions provided with five numeric choices. The provided rating for each view is as follows:
 48

5(Strongly Agree), 4(Agree), 3(Neutral), 2(Disagree) and 1(strongly disagree).The rating

average for each categorized factor is computed. The categorized factor with the highest rating

average is the factor that greatly affects the role of ICT at academic performance for the students

and teachers.

3.8 Validity and Reliability of the Tools/ Questionnaires

Instruments are validated by expert opinion. Reliability process applied for that kind of research.

The questions are standardized. All respondents are asked exactly the same Questions in the

same order. This means that the checklist can be replicated easily to check for reliability.

3.9 Time frame

It will take students about 6 days to direct the questionnaires. Data will be collected by using

online Google forms. Questionnaire/survey will be developed via links. Links of the

questionnaire will be shared with respondents’ by using social apps (whatsapp, facebook, msgs

etc.).
 49

Chapter no: 04:

Data analysis and interpretation

4.1 Data collection
Data collection was done using a spreadsheet linked to an online Google form questionnaire.

4.2 Statistical analysis

Data were exported and analyzed using SPSS. Descriptive statistics were presented as counts and

parentages to summarize the collected data. Frequency distribution, mean, standard deviation,

and percentage were determined for the sample SPSS statistics V-25 was used for data analysis

which gave me result and analysis

4.3 Descriptive statistical for demographic variable

Together demographic variables of respondents I collected the data on the basis of age, gender,

grade, send up test marks the results is given below

Table 4.1

Students Demographic Data (Age)

Demographic Variable Type Frequency Percentage

13-15 Years 51 23.1

Age 15-18 Years 170 76.9

Total 221 100.0

This table shows that there were 23.1% respondents age 13-15 and 76.9% respondent’s age 15-

18years. The majority of the students selected for the study are 15-18years of age
 50

Table 4.2

Students Demographic Data (Gender)

Demographic Variable Type Frequency Percentage

Male 126 57.0

Gender Female 95 43.0

Total 221 100.0

This table shows that 57% respondents were male while 43% respondents were female

Table 4.3

Students Demographic Data (Grade)

Demographic Variable Type Frequency Percentage

Class 9th 60 27.1

Grade Class 10th 161 72.9

Total 221 100.0

This table shows that 27.1% respondents were selected from class 9th while 72.9 % were selected

from class 10th. Majority of the students selected from class 10th

Table 4.4

Students Demographic Data (Subject Discipline)

Demographic Variable Type Frequency Percentage

 51

Science 209 94.6

Subject Discipline Arts 12 5.4

Total 221 100.0

This table shows that 94.6% students from science group while 5.4% from arts group

Table 4.5

Students Demographic Data (Send Up Marks)

Demographic Variable Type Frequency Percentage

50-75 % 24 10.9

Send Up Marks 75-100 % 197 89.1

Total 221 100.0

The above table show that 10.9% respondents marks between 50-70% while 89.1% students

marks between 75-100%

4.4 Descriptive statistics for statement

Together statements of respondents I collected the data on the basis of different 21 statement on

the basis of their opinion as strongly agree, agree, neutral , disagree, strongly disagree so the

result are given below

Table 4.7

Statement No: 1 she/he maintains an objective and respectful position with the students.

Type Frequency Percentage Mean Std. Deviation

 52

Strongly Agree 51 23.1 . .

Agree 99 44.8 . .

Neutral 64 29.0 . .

Disagree 4 1.8 . .

Strongly Disagree 3 1.4 . .

Total 221 100.0 2.77 .884

23.1 % respondents are strongly agreed to the statement and 44.8 % are agreed “She/he

maintains an objective and respectful position with the students”. While 29 % are undecided

and 1.8 % disagreed to the statement “She/he maintains an objective and respectful position

with the students”.

Table 4.8

Statement No: 2

Teacher should presents the contents following a clear and logical

framework, highlighting the important aspects

Type Frequency Percentage Mean Std. Deviation

Strongly Agree 90 40.7 . .

Agree 118 53.4 . .

Neutral 9 4.1 . .
 53

Disagree 2 .9 . .

Strongly Disagree 2 .9 . .

Total 221 100.0 1.68 .682

40.7 % respondents are strongly agreed to the statement and 53.4 % are agreed “Teacher should

present the contents following a clear and logical framework, highlighting the important

aspects”. While 4.1 % are undecided and 0.9 % disagreed to the statement “Teacher should

present the contents following a clear and logical framework, highlighting the important aspects

Table 4.9

Statement No: 3 Mentioning of teacher professional standards, the elements of teaching

ability is Professional knowledge.

Type Frequency Percentage Mean Std. Deviation

Strongly Agree 91 41.2 . .

Agree 108 48.9 . .

Neutral 16 7.2 . .

Disagree 6 2.7 . .

Strongly Disagree 221 100.0 . .

Total 91 41.2 1.71 .717

 54

41.2 % respondents are strongly agreed to the statement and 48.9% are agreed “Mentioning of

teacher professional standards, the elements of teaching ability is Professional knowledge”.

While 7.2 % are undecided and 2.7 % disagreed to the statement “Mentioning of teacher

professional standards, the elements of teaching ability is Professional knowledge

Table 4.10

Statement No: 4 To take part in promoting the quality of education, a teaching staff need to

be equipped:.

Type Frequency Percentage Mean Std. Deviation

Strongly Agree 114 51.6 . .

Agree 96 43.4 . .

Neutral 8 3.6 . .

Disagree 3 1.4 . .

Strongly Disagree 221 100.0 . .

Total 114 51.6 1.77 .422

51.6% respondents are strongly agreed to the statement and 43.4% are agreed to take part in

promoting the quality of education, a teaching staff need to be equipped”. While 3.6 % are

undecided and 1.4 % disagreed to the statement “To take part in promoting the quality of

education, a teaching staff needs to be equipped

Table 4.11

Statement No: 5 To ensure teacher‘s capacity, the important issues to consider conduction

of teacher training.
 55

Type Frequency Percentage Mean Std. Deviation

Strongly Agree 84 38.0 . .

Agree 120 54.3 . .

Neutral 16 7.2 . .

Disagree 1 .5 . .

Strongly Disagree 221 100.0 . .

Total 84 38.0 1.70 .619

38% respondents are strongly agreed to the statement and 54.3% are agreed To ensure teacher‘s

capacity, the important issues to consider conduction of teacher training”. While 7.2 % are

undecided and 0.5 % disagreed to the statement “To ensure teacher‘s capacity, the important

issues to consider conduction of teacher training

Table 4.12

Statement No: 6 Teacher needs to be equipped with ability for To have enthusiasm,

creativity and commitment to students’ success.

Type Frequency Percentage Mean Std. Deviation

Strongly Agree 124 56.1 . .

Agree 78 35.3 . .

Neutral 12 5.4 . .

Disagree 7 3.2 . .
 56

Strongly Disagree 221 100.0 . .

Total 124 56.1 1.56 .740

56.1% respondents are strongly agreed to the statement and 35.3% are agreed Teacher needs to

be equipped with ability for to have enthusiasm, creativity and commitment to students’

success”. While 5.4 % are undecided and 3.2 % disagreed to the statement “Teacher needs to

be equipped with ability for to have enthusiasm, creativity and commitment to students’ success

Table 4.13

Statement No: 7 For ensuring teacher‘s quality and competence, it is demanded to have

Strong passion for teaching.

Type Frequency Percentage Mean Std. Deviation

Strongly Agree 110 49.8 . .

Agree 91 41.2 . .

Neutral 19 8.6 . .

Disagree 1 .5 . .

Strongly Disagree 221 100.0 . .

Total 110 49.8 1.60 .665

49.8% respondents are strongly agreed to the statement and 41.2% are agreed For ensuring

teacher‘s quality and competence, it is demanded to have Strong passion for teaching”. While
 57

8.6 % are undecided and 0.5 % disagreed to the statement “For ensuring teacher‘s quality and

competence, it is demanded to have Strong passion for teaching

Table 4.14

Statement No: 8 In-service teacher trainings are important for teachers.

Type Frequency Percentage Mean Std. Deviation

Strongly Agree 34 15.4 . .

Agree 95 43.0 . .

Neutral 53 24.0 . .

Disagree 3 1.4 . .

Strongly Disagree 36 16.3 . .

Total 221 100.0 2.60 1.249

15.4% respondents are strongly agreed to the statement and 43% are agreed In-service teacher

trainings are important for teachers”. While 24% are undecided and 1.4 % disagreed and 16.3

were strongly disagreed to the statement “In-service teacher trainings are important for teachers

Table 4.15

Statement No: 9 Teacher should allow and encourages student participation.

Type Frequency Percentage Mean Std. Deviation

Strongly Agree 91 41.2 . .

 58

Agree 109 49.3 . .

Neutral 15 6.8 . .

Disagree 3 1.4 . .

Strongly Disagree 3 1.4 . .

Total 221 100.0 1.50 .637

41.2% respondents are strongly agreed to the statement and49.3% are agreed Teacher should

allow and encourages student participation”. While 6.8% are undecided and 1.4 % disagreed

and 1.4 was strongly disagreed to the statement “Teacher should allow and encourages student

participation

Table 4.16

Statement No: 10 She/he interweaves the content of the subject matter with other courses.

Type Frequency Percentage Mean Std. Deviation

Strongly Agree 13 5.9 . .

Agree 86 38.9 . .

Neutral 85 38.5 . .

Disagree 12 5.4 . .
 59

Strongly Disagree 25 11.3 . .

Total 221 100.0 1.99 .884

5.9% respondents are strongly agreed to the statement and 38.9% are agreed she/he interweaves

the content of the subject matter with other courses”. While 38.8% are undecided and 5.4 %

disagreed and 11.3 were strongly disagreed to the statement “He/She interweaves the content of

the subject matter with other courses

Table 4.17

Statement No: 11 She/he allows the student to organize and distribute part of the

assignments to be performed in the course.

Type Frequency Percentage Mean Std. Deviation

Strongly Agree 64 29.0 . .

Agree 118 53.4 . .

Neutral 32 14.5 . .

Disagree 6 2.7 . .

Strongly Disagree 1 .5 . .

Total 221 100.0 1.92 .762

29% respondents are strongly agreed to the statement and 53.4% are agreed she/he allows the

student to organize and distribute part of the assignments to be performed in the course”. While
 60

14.5% are undecided and 2.7 % disagreed and 2.7 were disagreed to the statement “He/She

allows the student to organize and distribute part of the assignments to be performed in the

course

Table 4.18

Statement No: 12 Teacher fosters research and a critical spirit in students.

Type Frequency Percentage Mean Std. Deviation

Strongly Agree 91 41.2 . .

Agree 101 45.7 . .

Neutral 26 11.8 . .

Disagree 3 1.4 . .

Strongly Disagree 221 100.0 . .

Total 91 41.2 1.72 .763

41.2% respondents are strongly agreed to the statement and 45.7% are agreed Teacher fosters

research and a critical spirit in students”. While 11.8% are undecided and 0 % disagreed and

1.4% was strongly disagreed to the statement “Teacher fosters research and a critical spirit in

students

Table 4.19

Statement No: 13 He/She has a good command of the contents of the course.

Type Frequency Percentage Mean Std. Deviation

 61

Strongly Agree 79 35.7 . .

Agree 124 56.1 . .

Neutral 15 6.8 . .

Disagree 2 .9 . .

Strongly Disagree 1 .5 . .

Total 221 100.0 1.75 .768

35.7% respondents are strongly agreed to the statement and 56.1% are agreed she/he has a good

command of the contents of the course”. While 6.8% are undecided and 0.9 % disagreed and

0% was strongly disagreed to the statement “He/She has a good command of the contents of the

course

Table 4.20

Statement No: 14 She/he maintains an objective and respectful position with the students.

Type Frequency Percentage Mean Std. Deviation

Strongly Agree 92 41.6 . .

Agree 95 43.0 . .

Neutral 18 8.1 . .

Disagree 11 5.0 . .

Strongly Disagree 5 2.3 . .

 62

Total 221 100.0 1.60 .791

41.6% respondents are strongly agreed to the statement and 43% are agreed she/he maintains an

objective and respectful position with the students”. While 8.1% are undecided and 5%

disagreed and 2.3% was strongly disagreed to the statement “He/She maintains an objective and

respectful position with the students

Table 4.21

Statement No: 15 He/she applies the assessment criteria of the activities as established in the

subject's curriculum.

Type Frequency Percentage Mean Std. Deviation

Strongly Agree 16 7.2 . .

Agree 98 44.3 . .

Neutral 79 35.7 . .

Disagree 8 3.6 . .

Strongly Disagree 20 9.0 . .

Total 221 100.0 1.83 .936

7.2% respondents are strongly agreed to the statement and 44.3% are agreed He/she applies the

assessment criteria of the activities as established in the subject's curriculum”. While 35.7% are

undecided and 3.6% disagreed and 9% was strongly disagreed to the statement “He/she applies

the assessment criteria of the activities as established in the subject's curriculum

Table 4.22
 63

Statement No: 16 she/he designs the content and develops the course to promote the

acquisition of professional competencies

Type Frequency Percentage Mean Std. Deviation

Strongly Agree 85 38.5 . .

Agree 110 49.8 . .

Neutral 22 10.0 . .

Disagree 2 .9 . .

Strongly Disagree 2 .9 . .

Total 221 100.0 1.88 .914

38.5% respondents are strongly agreed to the statement and 49.8% are agreed she/he designs

the content and develops the course to promote the acquisition of professional competencies”.

While 10% are undecided and 0.9% disagreed and 0.9% was strongly disagreed to the statement

“He/She designs the content and develops the course to promote the acquisition of professional

competencies

Table 4.23

Statement No: 17

She/he promotes individual work

Type Frequency Percentage Mean Std. Deviation

Strongly Agree 55 24.9 . .

 64

Agree 120 54.3 . .

Neutral 30 13.6 . .

Disagree 14 6.3 . .

Strongly Disagree 2 .9 . .

Total 221 100.0 1.76 .739

24.9% respondents are strongly agreed to the statement and 54.3% are agreed she/he promotes

individual work”. While 13.6% are undecided and 6.3% disagreed and 0.9% was strongly

disagreed to the statement “He/She promotes individual work

Table 4.24

Statement No: 18 She/he relates the teachings to the professional environment.

Type Frequency Percentage Mean Std. Deviation

Strongly Agree 72 32.6 . .

Agree 113 51.1 . .

Neutral 29 13.1 . .

Disagree 4 1.8 . .

Strongly Disagree 3 1.4 . .

Total 221 100.0 2.04 .849

32.6% respondents are strongly agreed to the statement and 51.1% are agreed she/he relates the

teachings to the professional environment”. While 13.1% are undecided and 1.8% disagreed
 65

and 1.4% was strongly disagreed to the statement “He/She relates the teachings to the

professional environment

Table 4.25

Statement No: 19 She/he provides me with scientific information that allows me to gain a

better and deeper understanding of the subject matter.

Type Frequency Percentage Mean Std. Deviation

Strongly Agree 79 35.7 . .

Agree 107 48.4 . .

Neutral 28 12.7 . .

Disagree 5 2.3 . .

Strongly Disagree 2 .9 . .

Total 221 100.0 1.88 .800

35.7% respondents are strongly agreed to the statement and 48.4% are agreed she/he provides

me with scientific information that allows me to gain a better and deeper understanding of the

subject matter”. While 12.7% are undecided and 2.3% disagreed and 0.9% was strongly

disagreed to the statement “He/She provides me with scientific information that allows me to

gain a better and deeper understanding of the subject matter

Table 4.26

Statement No: 20 She/he uses material resources that facilitate learning.

Type Frequency Percentage Mean Std. Deviation

 66

Strongly Agree 64 29.0 . .

Agree 111 50.2 . .

Neutral 37 16.7 . .

Disagree 2 .9 . .

Strongly Disagree 7 3.2 . .

Total 221 100.0 1.84 1.042

29% respondents are strongly agreed to the statement and 50.2% are agrees she/he uses material

resources that facilitate learning”. While 16.7% are undecided and 0.9% urces that facilitate

learning

Table 4.27

Mean and Std. Deviation of the all statements

No. Item Mean Std.

Deviati0n

1 To take part in promoting the quality of 1.77 .422

education, a teaching staff need to be equipped:

2 To ensure teacher‘s capacity, the important issues 1.55 .635

to consider conduction of teacher training

3 To ensure teacher‘s capacity, the important issues 1.70 .619

 67

to consider conduction of teacher training

4 For ensuring teacher‘s quality and competence, it 1.60 .665

is demanded to have Strong passion for teaching

5 Mentioning of teacher professional standards, the 1.71 .717

elements of teaching ability is Professional

knowledge

6 Teacher needs to be equipped with ability for To 1.56 .740

have enthusiasm, creativity and commitment to

students’ success

7 In-service teacher trainings are important for 2.60 1.249

teachers

8 Teacher should presents the contents following a 1.68 .682

clear and logical framework, highlighting the

important aspects

9 Teacher fosters research and a critical spirit in 1.72 .763

students

10 She/he has a good command of the contents of 1.75 .768

the course

11 She/he maintains an objective and respectful 1.74 .662

position with the students

 68

12 He/she applies the assessment criteria of the 1.83 .936

activities as established in the subject's

curriculum

13 She/he designs the content and develops the 2.63 .999

course to promote the acquisition of professional

competencies

14 She/he promotes individual work 1.76 .739

15 She/he relates the teachings to the professional 2.04 .849

environment

16 She/he provides me with scientific information 1.88 .800

that allows me to gain a better and deeper

understanding of the subject matter

17 She/he uses material resources that facilitate 1.84 1.042

learning

18 She/he interweaves the content of the subject 1.99 .884

matter with other courses

19 She/he maintains an objective and respectful 2.77 .884

position with the students

20 She/he maintains an objective and respectful 2.14 .836

position with the students

 69

21 She/he allows the student to organize and 1.92 .762

distribute part of the assignments to be performed

in the course

This table shows that mean and standard deviation of all statements of problem of the study

4.5 Inferential statistics for demographic variables

Table 4.28

Independent sample t-test on the role of teacher competency on the academic of students age.

Variable Categories M S.D df t p

13-15 Years 1.8588 .32229

Age 1.9397 .33148 219 -1.538 0.126

15-18 Years 1.8588 .32229

Table showed the p value is .126 which is greater than .05, so there is no difference between the

age 13-15 years and 15-18 years is insignificant.

Table 4.29

Independent sample t-test on the role of teacher competency on the academic of student’s

gender.

Variable Categories M S.D df t p

 70

Male 1.90 .286

Gender 219 -1.049 0.296

Female 1.94 .381

Table showed the p value is .296 which is greater than .05, so there is no difference between the

gender male and female so it is insignificant.

Table 4.30

Independent sample t-test on the role of teacher competency on the academic of student’s grade.

Variable Categories M S.D df t p

Class 9th 1.904 .409

Grade 219 -.400 0.690

Class10th 1.927 .296

Table showed the p value is .690 which is greater than .05, so there is no difference between the

grade class 9th and 10th so it is insignificant.

Table 4.31
 71

Independent sample t-test on the role of teacher competency on the academic of student’s subject

discipline.

Variable Categories M S.D df t p

Science 1.9026 .310

Subject 219 -3.546 0.000

Arts 2.2417 .494

Table showed the p value is .00 which is less than .05, so there is difference between the subject

science and arts it is significant.

Table 4.32

Independent sample t-test on the role of teacher competency on the academic of student’s send

up marks.

Variable Categories M S.D df t p

50-70 % 1.968 .510

Send Up Marks 219 .748 0.455

75-100 % 1.915 .302

 72

Table showed the p value is .455 which is greater than .05, so there is no difference between the

send up marks 50-70% and 75-100% it is insignificant. Disagreed and 3.2% was strongly

disagreed to the statement “He/She uses material resources

 73

Chapter No:-5

Summary, Findings, Discussion, Conclusion and Recommendation

5.1 Summary
This study was conducted in Virtual university of Pakistan in Muzaffarabad campus, total of 220

respondents were selected to collect data from the school from three different public schools of

district Muzaffarabad randomly from class 9 and 10.The main research of the study was on the

role of teacher competency on the academic achievement of students, the researcher used a 5

points grading questionnaire via a Google form survey in which 1: Strongly Agree, 2: Agree, 3:

Neutral, 4: Disagree and 5: Strongly Disagree were used in order to know the relationship

between the variables.

My methodology of study survey was done on students to know what they think of the

role of teacher competency on the academic achievement of students, in this way I got to know

about students learning, their interest and their opinions about teacher competency.

The main objectives of my research were:

1. To determine the rate of mathematics teacher’s Professional competency in secondary Schools

in Muzaffarabad

2. to finds out the rate of students’ academic Achievement in mathematics in secondary Schools

in Muzaffarabad

3. To examine whether there is a significant Relationship between professional Competence and

students’ academic Achievement in mathematics in secondary Schools in Muzaffarabad

 74

The main problem was conducted to determine the factors and the role of teacher

competency on the academic achievement of student, this research main aim was to find the

appropriate answer to the following questions:

I. Is there any significant role of affective teacher?

II. What are the components of affective teacher?

III. To explain the relationship between two variables?

IV. To what extent affective teacher teaching show positive change in students

achievement?

In this study we got a clear concept that teacher competency on the academic achievements

of students improves engagement and knowledge retention.

5.2:Findings

23.1 % respondents are strongly agreed to the statement and 44.8 % are agreed “She/he

maintains an objective and respectful position with the students”. While 29 % are undecided

and 1.8 % disagreed to the statement “She/he maintains an objective and respectful position with

the students”.

40.7 % respondents are strongly agreed to the statement and 53.4 % are agreed “Teacher should

present the contents following a clear and logical framework, highlighting the important

aspects”. While 4.1 % are undecided and 0.9 % disagreed to the statement “Teacher should

present the contents following a clear and logical framework, highlighting the important aspects
 75

41.2 % respondents are strongly agreed to the statement and 48.9% are agreed “Mentioning of

teacher professional standards, the elements of teaching ability is Professional knowledge”.

While 7.2 % are undecided and 2.7 % disagreed to the statement “Mentioning of teacher

professional standards, the elements of teaching ability is Professional knowledge

51.6% respondents are strongly agreed to the statement and 43.4% are agreed to take part in

promoting the quality of education, a teaching staff need to be equipped”. While 3.6 % are

undecided and 1.4 % disagreed to the statement “To take part in promoting the quality of

education, a teaching staff needs to be equipped

38% respondents are strongly agreed to the statement and 54.3% are agreed To ensure teacher‘s

capacity, the important issues to consider conduction of teacher training”. While 7.2 % are

undecided and 0.5 % disagreed to the statement “To ensure teacher‘s capacity, the important

issues to consider conduction of teacher training

56.1% respondents are strongly agreed to the statement and 35.3% are agreed Teacher

needs to be equipped with ability for To have enthusiasm, creativity and commitment to

students’ success”. While 5.4 % are undecided and 3.2 % disagreed to the statement “Teacher

needs to be equipped with ability for To have enthusiasm, creativity and commitment to

students’ success

49.8% respondents are strongly agreed to the statement and 41.2% are agreed For

ensuring teacher‘s quality and competence, it is demanded to have Strong passion for teaching”.

While 8.6 % are undecided and 0.5 % disagreed to the statement “For ensuring teacher‘s quality

and competence, it is demanded to have Strong passion for teaching

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15.4% respondents are strongly agreed to the statement and 43% are agreed In-service teacher

trainings are important for teachers”. While 24% are undecided and 1.4 % disagreed and 16.3

were strongly disagreed to the statement “In-service teacher trainings are important for teachers

41.2% respondents are strongly agreed to the statement and49.3% are agreed Teacher

should allow and encourages student participation”. While 6.8% are undecided and 1.4 %

disagreed and 1.4 was strongly disagreed to the statement “Teacher should allow and

encourages student participation

5.9% respondents are strongly agreed to the statement and 38.9% are agreed she/he

interweaves the content of the subject matter with other courses”. While 38.8% are undecided

and 5.4 % disagreed and 11.3 were strongly disagreed to the statement “He/She interweaves the

content of the subject matter with other courses

29% respondents are strongly agreed to the statement and 53.4% are agreed she/he

allows the student to organize and distribute part of the assignments to be performed in the

course”. While 14.5% are undecided and 2.7 % disagreed and 2.7 were disagreed to the

statement “He/She allows the student to organize and distribute part of the assignments to be

performed in the course

41.2% respondents are strongly agreed to the statement and 45.7% are agreed Teacher

fosters research and a critical spirit in students”. While 11.8% are undecided and 0 % disagreed

and 1.4% was strongly disagreed to the statement “Teacher fosters research and a critical spirit

in students

35.7% respondents are strongly agreed to the statement and 56.1% are agreed she/he has

a good command of the contents of the course”. While 6.8% are undecided and 0.9 %
 77

disagreed and 0% was strongly disagreed to the statement “He/She has a good command of the

contents of the course

41.6% respondents are strongly agreed to the statement and 43% are agreed she/he

maintains an objective and respectful position with the students”. While 8.1% are undecided

and 5% disagreed and 2.3% was strongly disagreed to the statement “He/She maintains an

objective and respectful position with the students

7.2% respondents are strongly agreed to the statement and 44.3% are agreed He/she

applies the assessment criteria of the activities as established in the subject's curriculum”. While

35.7% are undecided and 3.6% disagreed and 9% was strongly disagreed to the statement

“He/she applies the assessment criteria of the activities as established in the subject's curriculum

38.5% respondents are strongly agreed to the statement and 49.8% are agreed she/he

designs the content and develops the course to promote the acquisition of professional

competencies”. While 10% are undecided and 0.9% disagreed and 0.9% was strongly disagreed

to the statement “He/She designs the content and develops the course to promote the acquisition

of professional competencies

24.9% respondents are strongly agreed to the statement and 54.3% are agreed she/he promotes

individual work”. While 13.6% are undecided and 6.3% disagreed and 0.9% was strongly

disagreed to the statement “He/She promotes individual work

32.6% respondents are strongly agreed to the statement and 51.1% are agreed she/he

relates the teachings to the professional environment”. While 13.1% are undecided and 1.8%

disagreed and 1.4% was strongly disagreed to the statement “He/She relates the teachings to the

professional environment
 78

35.7% respondents are strongly agreed to the statement and 48.4% are agreed she/he

provides me with scientific information that allows me to gain a better and deeper

understanding of the subject matter”. While 12.7% are undecided and 2.3% disagreed and

0.9% was strongly disagreed to the statement “He/She provides me with scientific information

that allows me to gain a better and deeper understanding of the subject matter

5.2 Discussion
The effect of a teacher's competency on student academic performance is significant. An

effective teacher understands how to present the material in a way that is both engaging and

informative. In addition, they have the ability to motivate students to stay focused on the

objectives of the class. A competent teacher is also able to diagnose learning issues and come up

with creative solutions to help their students learn. Students who are taught by competent

teachers not only learn the material better but are more enticed to stay engaged in class activities.

This helps to create an environment that allows students to reach their full potential and perform

better academically. It is clear that having a competent teacher can have a positive impact on

student academic performance.

5.3 Conclusion

The purpose of this study was to identify the of teacher competency on academic achievement of

student . The study was conducted using primary data. The data was collected from randomly

selected 221 respondents which include both male and female students of grade 9 and 10 from

three different public schools of district muzaffarabad. The demographic variables that have been

identified are age, gender, grade and subject discipline also send up marks etc. of respondents. It

is also identified that majority were female and most of the respondents grade percentage was

above 75%, which means, Students are now more interested to engage in the meaning of teacher
 79

competency on academic achievement of student to enhance the quality of education at the

secondary level in District muzaffarabad by providing access to a range of digital resources and

tools that can support and enhance student learning..

5.5 Recommendation

This study gives complete picture of important role of teacher competency on academic

achievement of student in education for students in classroom and as well as their learning time

because it shows the positive effect on students learning and understanding.

1. Improving teacher competency should be a key focus in order to ensure that students can reach

their full potential. Schools should provide professional development programs and training

opportunities to help teacher refine their skills and stay up-to-date on best practices.

2. Teachers need to focus on using effective instructional techniques, such as scaffolding,

cooperative learning, and a variety of assessment tools, to meet each student's individual learning

needs.

3. Educators should strive to create an environment that flavors creativity, curiosity, and self-

expression so that students can feel safe to explore their ideas and reach their potential.

4. Teachers should develop curriculum that is engaging, challenging, and relevant to their

students' lives and interests. They should differentiate instruction and individualize coaching to

meet the needs of all students.

5. Supporting teachers' professional learning and providing mentoring and feedback needs to be

a priority. This can range from peer-mentoring, shared decision-

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Questionnaire
Dear Friends,

I am a student of B.Ed. (Secondary) in Virtual University of Pakistan and working on this

research topic titled: ‘‘Effects of teachers’ professional competence on students’ academic
achievements at secondary school level in District Muzaffarabad

”. Your opinions will only be used for research purpose.

Name of the Respondent: ______________________.

Google form link:

https://docs.google.com/forms/d/e/
1FAIpQLSc3_5L0zddgD49iramsNxKGtH9e2z58BiD9KVuVrs1rugF3gw/viewform?
usp=sf_link

Part I: Demographic Information

Information (A) (B)

Age 12-15 15-18
Gender Male Female
Grade 9th 10th
Subject discipline Science arts
Subject test marks 50-70% 75-100%

Part: II Questionnaire Statement for study

1. To take part in promoting the quality of education, a teaching staff need to be equipped:
Strongly Agree Agree Neutral (3) Strongly Disagree (2) Disagree (1)
(5) (4)
2. For ensuring teacher‘s quality and competence, it is demanded to have Strong passion for
teaching
Strongly Agree Agree Neutral (3) Strongly Disagree (2) Disagree (1)
 81

(5) (4)
3. To ensure teacher‘s capacity, the important issues to consider conduction of teacher
training
Strongly Agree Agree Neutral (3) Strongly Disagree (2) Disagree (1)
(5) (4)
4. Mentioning of teacher professional standards, the elements of teaching ability is
Professional knowledge
Strongly Agree Agree Neutral (3) Strongly Disagree (2) Disagree (1)
(5) (4)
5. Teacher needs to be equipped with ability for To have enthusiasm, creativity and
commitment to students’ success
Strongly Agree (5) Agree Neutral (3) Strongly Disagree (2) Disagree (1)
(4)
6. In-service teacher trainings are important for teachers
Strongly Agree Agree Neutral (3) Strongly Disagree (2) Disagree (1)
(5) (4)
7. Teacher should presents the contents following a clear and logical framework, highlighting
the important aspects
Strongly Agree Agree Neutral (3) Strongly Disagree (2) Disagree (1)
(5) (4)
8. Teacher should allow and encourages student participation
Strongly Agree Agree Neutral (3) Strongly Disagree (2) Disagree (1)
(5) (4)
9. Teacher fosters research and a critical spirit in students
Strongly Agree Agree Neutral (3) Strongly Disagree (2) Disagree (1)
(5) (4)
10. He/She has a good command of the contents of the course
Strongly Agree Agree Neutral (3) Strongly Disagree (2) Disagree (1)
(5) (4)
11. He/She maintains an objective and respectful position with the students
Strongly Agree Agree Neutral (3) Strongly Disagree (2) Disagree (1)
 82

(5) (4)
12. He/she applies the assessment criteria of the activities as established in the subject's
curriculum
Strongly Agree Agree Neutral (3) Strongly Disagree (2) Disagree (1)
(5) (4)
13. He/She designs the content and develops the course to promote the acquisition of
professional competencies
Strongly Agree Agree Neutral (3) Strongly Disagree (2) Disagree (1)
(5) (4)
14. He/She promotes individual work
Strongly Agree Agree Neutral (3) Strongly Disagree (2) Disagree (1)
(5) (4)
15. He/She relates the teachings to the professional environment
Strongly Agree Agree Neutral (3) Strongly Disagree (2) Disagree (1)
(5) (4)
16 He/She provides me with scientific information that allows me to gain a better and deeper
understanding of the subject matter
Strongly Agree Agree Neutral (3) Strongly Disagree (2) Disagree (1)
(5) (4)
17. He/She uses material resources that facilitate learning
Strongly Agree Agree (4) Neutral (3) Strongly Disagree (2) Disagree (1)
(5)
18. He/She interweaves the content of the subject matter with other courses
Strongly Agree Agree Neutral (3) Disagree (1) Disagree (1)
(5) (4)
19. He/She maintains an objective and respectful position with the students
Strongly Agree Agree Neutral (3) Disagree (1) Disagree (1)
(5) (4)
20. He/She allows the student to organize and distribute part of the assignments to be
performed in the course
Strongly Agree Agree Neutral (3) Disagree (1) Disagree (1)
 83

(5) (4)

References:

1. (Maisiba, W., & Azaliwa, .(2021) university of Arusha Tanzania ) A., & Akbar, R. A. (2021).
2. Relationship of Teachers' Professional Skills and Students' Achievement in English at BA Level.
Bulletin of Education and Research, 43(1), 31-44.
3. H., Zeb, A., & ur Rehman, K. (2013). Effects of professional attitude of teachers on their
teaching performance: Case of government secondary school teachers in Malakand Region,
Khyber Pakhtunkhwa, Pakistan. Journal of Educational and Social Research, 3(1), 25-25.
4. (Chen & Howard, 2010) LUCIBELLE MARIE L. PEDRONA March( 2020
5. Abun, D., Menor, R. I., Catabagan, N. C., Magallanes, T., & Ranay, F. B. (2021). Organizational
climate and work engagement of employees of divine word colleges in Ilocos Region, Philippines.
International Journal of Research in Business and Social Science, 10(1), 107-121.
6. Sirait, S. (2016). Does teacher quality affect student achievement? An empirical study in
Indonesia. Journal of Education and Practice, 7(27). Holloway, J. H. (2006). Connecting
professional development to student learning gains. Science educator, 15(1), 37-43
7. Abbasi, A. S., & Mir, G. M. (2012). Impact of Teacher’s Ability, Student’s Work Ethics and
Institutiona.l Environment on Student Performance of University of Gujrat. Middle-East Journal
of Scientific Research, 12(4), 572-5
8. Saleema, p.(2019) Teachers competence and use of play pedagogy in nursery schools :a school of
Kampala central division , (Doctoral dissertation , kyambogo university (un published work)).