Teaching style involves students in the learning process and supports them to improve critical thinking abilities. Customary teaching styles have progressed with the arrival of distinguished teaching, stimulating teachers to modify their teaching styles towards pupils’ learning requirements. The present study was intended to compare teaching styles of teachers working in secondary schools in district Chiniot of Punjab.
There were three objectives which were probed by the respondents to discover and compare teaching styles of teachers working in public and private secondary schools. The sample of 240 teachers from 24 public and private secondary schools was selected randomly from district Chiniot. A questionnaire developed and used by Grasha (1996) in many countries, was used as research instrument to collect data. The responses were analyzed through SPSS (V-20) to find out Mean, Standard Deviation, and Frequency Distributions for the description of data. Values of t-test were also applied to measure significant difference among various variables related to research questions.
It was concluded by analysis that there were five teaching styles found in public and private school categories. It was revealed that in public and private school categories there was no significant difference observed on expert, facilitator and delegator teaching styles. Only significant difference was found on formal authority and personal model teaching styles in favour of public school category.
Table of Contents
CHAPTER 1
INTRODUCTION
1.1 Statement of the Problem
1.2 Objectives of the Study
1.3 Research Questions
1.4 Significance of the Study
1.5 Delimitations of the Study
CHAPTER 2
LITERATURE REVIEW
2.1 What is Education?
2.2 Importance of Education
2.3 Types of Education
2.4 Pakistani Education System
2.5 Levels of Education
2.6 The Concept of Teaching
2.7. What is Teaching Method?
2.8 What is Teaching Approach?
2.9 What is Teaching Technique?
2.10 What is Teaching Strategy?
2.11 What is Teaching Style?
2.12 Assessment System in Pakistan
2.13 Understanding our Teaching Styles
2.14 The Role Teachers Play
2.15 Relevant Research Studies on Teaching Styles
2.16 Summary of Literature Review
CHAPTER 3
MATERIALS AND METHODS
3.1 Research Design
3.2 Research Questions
3.3 Population of the Study
3.4 Sample of the Study
3.5 Instrumentation
3.6 Administration of the Instrument
3.7 Scoring Procedures
3.7 Data Collection
3.8 Data analysis
CHAPTER 4
ANALYSIS OF THE DATA
4.1 Presentation and Data Analysis
4.2 Demographic Presentation of Teachers
4.3 Analysis of Quantitative Statements
4.4 Teaching Style-wise Analysis
4.5 Discussions
CHAPTER 5
SUMMARY, FINDINGS, CONCLUSION AND RECOMMENDATIONS
5.1 Summary of the Study
5.2 Findings of the Study
5.3 Conclusions
5.4 Recommendations
Objectives and Research Themes
This study aims to investigate and compare the teaching styles of public and private school teachers at the secondary level in the Chiniot district, specifically exploring variations based on urban versus rural settings, gender, and subject discipline.
- Analysis of teacher teaching styles (Expert, Formal Authority, Personal Model, Facilitator, and Delegator).
- Comparative study between public and private school sectors.
- Evaluation of differences in teaching styles regarding urban vs. rural locality.
- Examination of teaching style variations between male and female educators.
- Assessment of differences between Science and Arts subject teachers.
Excerpt from the Book
2.15.1 Expert Type
Teachers with this teaching style have information and skill that students require. He or she attempts to sustain position as an expert between students by expressing detailed facts and by challenging students to improve their proficiency. The teacher is anxious with conveying information and ensuring that learners are well equipped.
Summary of Chapters
CHAPTER 1: Provides an introduction to the significance of education and teaching styles, establishing the study's research objectives and questions.
CHAPTER 2: Reviews existing literature on education systems, the concept of teaching, and various established teaching styles.
CHAPTER 3: Describes the research design, population, sampling techniques, and the instrumentation used for data collection.
CHAPTER 4: Presents the statistical analysis of the collected data, including demographic information and comparative analysis of teaching styles.
CHAPTER 5: Summarizes the study, presents the findings, draws conclusions, and offers recommendations for future educational practice.
Keywords
Teacher, Teaching style, Secondary level, District Chiniot, Education system, Public schools, Private schools, Teaching methods, Pedagogical strategies, Quantitative research, Academic qualification, Teaching experience, Gender differences, Urban and rural education, Teacher training.
Frequently Asked Questions
What is the primary focus of this research?
This research focuses on comparing the teaching styles employed by public and private secondary school teachers in the Chiniot district.
What are the central themes of this work?
The work explores five specific teaching styles (Expert, Formal Authority, Personal Model, Facilitator, and Delegator) in relation to institutional, demographic, and academic variables.
What is the main goal of this study?
The primary goal is to investigate existing teaching styles at the secondary level and identify if significant differences exist based on factors like school type, locality, gender, and subject area.
Which scientific method was used?
The study utilizes a descriptive research design, employing an integrated survey approach and quantitative statistical analysis, specifically using SPSS and t-tests.
What does the main body cover?
The main body covers a comprehensive literature review on teaching styles, detailed methodology regarding the Grasha-Riechmann survey instrument, and an extensive statistical analysis of the survey responses.
Which keywords characterize this work?
Key terms include teacher, teaching style, secondary level, educational training, and comparative pedagogical analysis.
What distinguishes public and private school teachers according to the findings?
The findings indicate significant differences in "Formal Authority" and "Personal Model" styles in favor of public school teachers compared to their private sector counterparts.
How do gender and locality impact teaching styles?
Research showed that female teachers are more likely to use the "Formal Authority" style, while urban teachers tend to favor "Personal Model" and "Facilitator" approaches more than rural teachers.
What recommendation does the author provide for teaching faculty?
The author recommends that pre-service training and orientation workshops should be mandatory before the recruitment of teaching faculty to improve teaching-learning outcomes.
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- Qaisar Abbas (Autor:in), 2015, Comparative study of teaching styles of various school groups at secondary level, München, GRIN Verlag, https://www.grin.com/document/480113
