A Comparison of Practitioners' Perceptions about Professional Identity at Higher Secondary Level

Autor/inn/en	Tabassum, Farkhanda; Malik, Sufiana Khatoon
Titel	A Comparison of Practitioners' Perceptions about Professional Identity at Higher Secondary Level
Quelle	In: Bulletin of Education and Research, 39 (2017) 3, S.221-236 (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0555-7747
Schlagwörter	Comparative Analysis; Professional Identity; College Faculty; Faculty Development; Foreign Countries; Teacher Attitudes; Teacher Role; Public Colleges; Private Colleges; Pakistan + Suchen Sie Ihr Suchwort? Fakultät; Ausland; Lehrerverhalten; Lehrerrolle; Privathochschule
Abstract	The study was conducted to compare practitioners' perception about professional identity at higher secondary level. The purpose of the study was to equate practitioners' perception about three components of professional identity (1) Who am I? (2) What is my role? (3) How I should be? The population of the study comprised male and female practitioners teaching at higher secondary level. Data was collected from 633 public and private sector college practitioners through disproportionate stratified sampling technique. Major findings of study were that there was no significant difference in professional identity of public and private sector practitioners; however, private sector college practitioners were found more concerned about improving themselves. It was concluded that the teachers from both sectors had same views about their description as a teachers and their role as a teacher but teachers of private sector were more concerned about how they should be. It was suggested that practitioners at higher secondary may be provided training for enhancing professional identity through collaboration with universities and international donor agencies which are interested to raise the quality of education in Pakistan. It can be made mandatory to promote the college teachers to next grade within training courses and professional development programs. (As Provided).
Anmerkungen	Institute of Education and Research. University of the Punjab Quaid-i-Azam Campus, Lahore, 54590 Pakistan. e-mail: ber.ier@pu.edu.pk; Web site: http://pu.edu.pk/home/journal/32
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01