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A Study of Teachers' Academic Qualification, Morale and
Their Teaching Behaviour

Muhammad Naseer Ud Din, Ph.D., Sajjad Hayat Akhtar, Ph.D.
Faridullah Khan, Ph.D. Scholar and Abdul Ghafoor Nasir, Ph.D. Scholar

Abstract

In this paper, the authors discuss the study of teacher's academic qualification, morale and their teaching behaviour. The main objectives of the study were: to find out the extent of teachers' morale in Government Schools, to investigate about the teaching behavior of teachers in Government school and to investigate about the teaching behavior and teachers' morale in semi Government schools.

Two questionnaires were developed with the help of the advisor; one questionnaire on teacher's morale had 20 items while the second questionnaire on teacher's behavior had 25 items The teacher morale questionnaire had 20 items with four options. These options were "much more", "more", "less" and "nil". The scoring procedures were 3, 2, 1 and 0. Similarly the teachers' behavior questionnaire had 25 items with three options. These options were "usually" "sometimes" and "never". The scoring procedure was 2, 1, and 0.

After the scoring of questionnaires, the mean score of every school regarding teachers' morale and the scores of highly qualified and low qualified teachers regarding morale were taken. A significant difference was found between the mean scores of teachers' morale of Government and semi Government school. A significant difference was also found between the mean scores of teachers' behavior of Government and semi Government school.

Keywords: Teacher's, Academic Qualification, Morale, Teaching behaviour, Government.

Introduction

Teachers play vital role in the development of the personalities of the children. Teacher's attitude influences the personality of student. Their teaching style causes effect on the results of students. The best example of the best teacher is the Holy Prophet (P.B.U.H). Teachers' function is to help the child construct his own knowledge by guiding his own experiences. Teachers have a pivotal role in society. Teacher is responsible to build the future generation. The teacher's role is to convey effectively the prescribed content to the learner and he or she establishes the criteria for successful performance.

Chaudhry (1980) has discussed that the teacher has a number of ancillary roles in addition to that of teaching, an important one being that of guidance counselor. The teacher discovers the students' interest, needs, strengths and weaknesses and the reaction of students to a wide variety of situations. The teacher varies the procedures for guiding the students with different mental abilities. An effective teacher creates a stimulating environment for intellectual, social and emotional development of children. If there are good facilities and good environment in the school, then teacher's performance will be better. The school job for the teachers is source of attraction and satisfaction if the facilities are provided to the teachers. If there is a lack of facilities then the teacher role will not be attractive. The qualification of teachers is also related to teacher's morale and teaching behavior. Highly qualified teachers play a vital role in the school.

According to Rosehine (1993), for the teaching of reading and writing in particular, the attitude of teachers is most important. Another author Kerliger (1978) also indicates that learning, in real sense, needs conditioning by many influences. Students need co-operation for new learning tasks for which many of them have had little readiness.

The successful teacher of reading will help the pupil learn rather than try to make him or her depressed through a particular method. A good reading teacher is flexible. Most successful teachers are honest in their approach to learner. They are critical when necessary, but they do not assault and damage the learner's confidence. They give prizes whenever it should be given, for they know that one successful step made the next one easier. They are generally patient and kind, and, most importantly, show a personal interest in each learner.

Kumar (1992) reporting on the role of a teacher stated that a good teacher is not simply discussing the transmission of ready-made knowledge to students. Teacher's function is to help the child construct his or her own knowledge by guiding his or her experiences. In the logic-mathematical realm, the role of a teacher is not to impose and to reinforce the "correct" answer but to strengthen the child's own process of reasoning.

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