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INTERDISCIPLINARY JOURNAL OF CONTEMPORARY RESEARCH IN BUSINESS
JUNE 2011
VOL 3, NO 2
Role of male Teachers’ Qualification in academic achievements of Students at
Grade Five (Multiple Subjects) Level
Dr. Asif Jamil 1 , Malik Amer Atta 2 , Jalil-Ur-Rehman Baloch 3 ,
Ehsanullah Danish 4 , Muhammad Younis 5 Saiqa Siddiq 6
1, 2
3
4
5
6
IER Gomal University Dera Ismail Khan KPK
PhD Scholar IER Gomal University Dera Ismail Khan KPK
Department of English Gomal University Dera Ismail Khan KPK
Govt Degree College , DIKhan KPK Pakistan
Statistics Department Gomal University Dera Ismail Khan KPK
Abstract
This study was undertaken to look into role of the qualification of teachers in academic
achievements of the students. Study was conducted in Dera Ismail Khan, a southern district of
Khyber Pakhtoonkhwa Province in Pakistan. At the primary levels of elementary education,
multiple subject system persists where a class teacher, formerly referred as the ‘Form Master’
deals with the entire set of subjects offered, hence grade five of the Primary leg of elementary
level of education was focused for determining the effects of the teachers’ qualification in raising
the achievements of students. It was found that at grade five of the elementary level of education
there has been no significant effect of the qualification of teachers on the achievements of
students, notwithstanding, it was perceived that a blend of experience, effective teaching
methodology and qualification can improve the achievements of students to a greater extent.
Keywords: Role ; Male Teachers’ ; Qualification ; Academic Achievements ; Students at Grade
Five (Multiple Subjects) Level
Introduction
Evaluation of the performance of teachers is exacted in almost all the societies and in this respect
there is a general inclination concerning evaluation of the performance and quality of teachers’
on basis of the academic achievements and outcomes of the students. It is generally agreed that
teachers differ in terms of caliber and quality and the students’ educational success and
achievement much depends upon the quality of the teachers. Prescriptive approach, bonding to
the ethical values of the society, social believes, psychological status, method of teaching and
qualification are the most pertinent determinants for valuation of the quality of teachers. In this
particular study the researchers took the qualification, for determining the quality of teachers in
terms of the academic achievements of students. In this context, Teachers’ effectiveness in view
of their qualification and its causal relationship with students’ academic achievements need
appropriate exploration and investigation. Teachers are by and large believed to play an agentive
role in creation of innovative and in this context adequate qualification is quite essential for
purposeful innovative drives. In many parts of the world teachers qualification is considered as
of quite significance and that’s why due emphasis is being given on education reforms.
Because of psychometric difficulties in assessing teachers by their normative attributes
i.e. the logical, the psychological, and (especially) the ethical, which are defined differently
across cultures (Alexander & fuller, 2004) the tendency to evaluate teacher qualities on the basis
of student performance is given even greater emphasis. With the increased demands for
accountability in line with performance standards and with the growing demand for evidencebased
policymaking, student achievement is considered an accurate measure of teacher
effectiveness and has become a basis for value-added teacher assessment systems (Braun, 2005).
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