Multi-grade Teaching and Teachers’ Competencies; Perceptions of Primary School Teachers

Abstract

The major target of this research work was to reconnoiter the capabilities of the public sectors educators educating in the multi-grade system of teaching in primary level educational institutions in Sheikhupura, one of the districts of the province of Punjab. This research study was descriptive in nature. 195 (male 119 and female 76) teachers from primary level public educational institutions from the district of Sheikupura, where a multi-grade style of teaching was being implemented were selected. purposively who are educating in multi-grade system of teaching classes. Sample data of 195 students was taken from teachers to determine the achievements of students. Self-developed questionnaire that consisted of 25 statements was administered to take teachers views on their competencies on handling multi-grade classes. Piloting was done before the final administration of the research tool, which was the self-developed questionnaire, and the reliability was 0.87 which was calculated by using the Cronbach’s alpha coefficient. The major findings of this research study uncovered that educators confronted troubles in planning and executing lessons in multi-grade classes. Teachers need training and capacity building to expand their competencies in lesson development and to implement a variety of teaching methodologies. Moreover, no significant difference was found in the academic achievement of students based on gender in multi-grade schools. Majority suggested of students in multigame classes should be reduced and frequent training for teachers should be arranged.