The Social Cognitive Context of Teaching in Public Sector Primary Schools of Punjab

Abstract

The aim of this research is to examine the application of social and cognitive approach in the teaching practices in public primary schools of Punjab. The social cognitive structure, established by Bandura, prioritizes the role of observational learning, in which kids pick up new behaviors and abilities by observing teachers and peers. The study emphasizes incorporation of modern instructional strategies to promote social, cognitive and emotional growth of kids. The setting is an urban district, Mandi Bahauddin, located in Punjab. Fifteen teachers from primary schools participated in semi-structured interviews to provide data for this qualitative study. The phenomenological approach has been used to examine the perceptions and experiences of primary school teachers regarding social and cognitive context of teaching.The research data is coded, evaluated, and compared with the concepts from the literature review and interview findings. The findings of this study show that teachers believe internal elements like motivation, attention, retention, and replication as well as observational learning have an impact on children's social and cognitive development. These learning aspects can be enhanced by incorporating modern tools and resources into teaching strategies. The study also recommends the need for regular updates in teacher training, curriculum and infrastructure for the improvement of educational outcomes in Punjab’s public primary schools.