2019

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https://escholar.umt.edu.pk/handle/123456789/11419

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    Impact of teachers’ emotional intelligence on academic achievement of students
    (UMT.Lahore, 2019) Saima Nishat
    Emotional intelligence is a relatively innovative psychological thought in current years has been explore in the arena of education. While there are numerous researches depict students’ emotional intelligence is correlated with students’ academic achievement .The purpose of this study was to investigate the impact of teachers’ emotional intelligence on students’ academic achievement by using mediating role of students’ emotional intelligence in public secondary schools. For this purpose correlation research was conducted. The sample size comprised of 90 Secondary School Teacher’s (SST’s) and 1800 students’ from public schools. The tool to conduct this study was adopted closed ended questionnaire. TEIQue-SF (source: Petrides, K. V. 2009) for teachers’ and SREIT (source: Shutte.et.al.1998) for students to measure the emotional intelligence. Students’ academic achievement was measured by Gazette (2017-2018) taken from BISE Lahore. The Cronbach alpha shows reliability of TEIQue-S is α=0.764 and SREIT is α=0.775. In this research data was descriptive in nature .For data analysis independent t-test, one-way ANOVA, bivariate correlation, Post hock, Turkey HSD was applied to find out the differences of emotional intelligence of teachers’ and students’. Andrew F Hayes (2018) process was conducted for mediation. This study is showing significant relationship between teachers’ emotional intelligence and students’ academic achievement. It was concluded that teachers’ emotional intelligence enhanced the quality of working and academic achievement of students’. Keywords: Emotional Intelligence (EI), Teachers’ Emotional Intelligence, Students’ Academic Achievement
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    Impact of teacher’s self-efficacy on teacher’s adaptive performance
    (UMT.Lahore, 2019) ASMA JALIL
    In this era, of increasing accountability performance of teachers and school culture is considered as the basic factor in the progress and development of the schools (Black, Mendenhall, & Oddou, 2013). Different strategies were used to improve modern teaching effectiveness (Salas, 2015). Teachers were forced to become adaptable towards change to meet the increasing demand. Through the implementation of a promoting school environment, the schools can provide teachers the sense of self efficacy and adaptive performance. For the purpose of investigating the relationship between school culture, teachers self-efficacy and adaptive performance a correlational research study was conducted. The sample of 800 private school teachers was used. Three close ended questionnaires were used for the data collection through survey method. All instruments used to conduct this research were reliable. The Cronbach alpha reliability of the adaptive performance is α=.829, Teachers’ self-efficacy is α=0.736, school culture is α= 0.70. In this study data were analyzed using descriptive and inferential statistics. The frequency and percentage of teachers’ responses were calculated to find the distribution of responses. Further independent samples t-test, One-way ANOVA was conducted to find the significant difference in adaptive performance, self-efficacy and School Culture regarding different demographic variables. The Hayes A.F process (2017) was applied to find the mediating role of school culture in relationship of teachers’ self-efficacy and adaptive performance. The finding of the study revealed that the total effect of Self-efficacy on adaptive performance was significant. Key Words: Teachers, self-efficacy, adaptive performance, school culture.
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    Impact of teacher’s self-efficacy on teacher’s adaptive performance
    (UMT.Lahore, 2019) ASMA JALIL
    In this era, of increasing accountability performance of teachers and school culture is considered as the basic factor in the progress and development of the schools (Black, Mendenhall, & Oddou, 2013). Different strategies were used to improve modern teaching effectiveness (Salas, 2015). Teachers were forced to become adaptable towards change to meet the increasing demand. Through the implementation of a promoting school environment, the schools can provide teachers the sense of self efficacy and adaptive performance. For the purpose of investigating the relationship between school culture, teachers self-efficacy and adaptive performance a correlational research study was conducted. The sample of 800 private school teachers was used. Three close ended questionnaires were used for the data collection through survey method. All instruments used to conduct this research were reliable. The Cronbach alpha reliability of the adaptive performance is α=.829, Teachers’ self-efficacy is α=0.736, school culture is α= 0.70. In this study data were analyzed using descriptive and inferential statistics. The frequency and percentage of teachers’ responses were calculated to find the distribution of responses. Further independent samples t-test, One-way ANOVA was conducted to find the significant difference in adaptive performance, self-efficacy and School Culture regarding different demographic variables. The Hayes A.F process (2017) was applied to find the mediating role of school culture in relationship of teachers’ self-efficacy and adaptive performance. The finding of the study revealed that the total effect of Self-efficacy on adaptive performance was significant. Key Words: Teachers, self-efficacy, adaptive performance, school culture.
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    The effect of reflective teaching on students motivation and academic achievement
    (UMT.Lahore, 2019) Shaista Imtiaz
    Teachers play the most important role influencing students’ motivation and academic achievement. Reflective teaching seals the gaps in students’ learning through enhancing students’ motivation and academic achievement. The fundamental purpose of this study was to see whether there was a relationship between teachers’ reflectivity and their students’ academic achievement, and to find out the relationship between reflective teaching and student motivation. Six hundred and fifty teachers along with thirteen hundred students from one hundred and thirty public/private high schools of Lahore took part in the present study. Data were collected based on a questionnaire entitled “Reflective Teaching Questionnaire” and for student motivation “Questionnaire for Learning Strategies, Motivation and Self-related beliefs in Education”. The subsequent data analyses via correlation revealed that there was a significant relationship between reflective teaching and students’ motivation and academic achievement. Keywords: Reflective Teaching, Student Motivation, Academic Achievement.
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    The effect of reflective teaching on students motivation and academic achievement
    (UMT.Lahore, 2019) Shaista Imtiaz
    Teachers play the most important role influencing students’ motivation and academic achievement. Reflective teaching seals the gaps in students’ learning through enhancing students’ motivation and academic achievement. The fundamental purpose of this study was to see whether there was a relationship between teachers’ reflectivity and their students’ academic achievement, and to find out the relationship between reflective teaching and student motivation. Six hundred and fifty teachers along with thirteen hundred students from one hundred and thirty public/private high schools of Lahore took part in the present study. Data were collected based on a questionnaire entitled “Reflective Teaching Questionnaire” and for student motivation “Questionnaire for Learning Strategies, Motivation and Self-related beliefs in Education”.The subsequent data analyses via correlation revealed that there was a significant relationship between reflective teaching and students’ motivation and academic achievement. Keywords: Reflective Teaching, Student Motivation, Academic Achievement