Effectiveness of Teachers’ Higher Qualification in Teaching-Learning Process

Abstract

The main objective of the study was to determine the effectiveness of teachers’ higher qualifications both academic and professional, in teaching-learning process at higher secondary level. The study followed descriptive quantitative research design. The sample size was 599 teachers, selected through a simple random sampling technique. A self-structured questionnaire consisted of 45 items was used. The data were analyzed using descriptive statistical techniques i.e., percentage, mean, standard deviation, independent sample t-test and ANOVA. Finding showed that teachers' perceptions of the effectiveness of highly qualified teachers in the teaching-learning process showed significant agreement on aspects such as expertise, knowledge sharing, teaching methodology, innovation, communication skills, and professional attributes. Similarly, teachers perceived that highly qualified teachers' roles are significant in increasing students’ academic performance. Moreover, highly qualified teachers successfully play various roles that contribute to maintaining an effective institutional climate. The study recommends that qualified teachers should be hired and also the existing faculty should make efforts to improve their academic as well as professional qualification.