Relationship between Teacher Educators’ Emotional Intelligence and their Teaching Practices

Abstract

The preparation of prospective teachers (PTs) significantly depends on teacher educators. Teacher educators’ responsibility is to teach studentcentered teaching practices to PTs and model those practices in their classrooms. Teachers having higher emotional intelligence (EI) usestudent-centered teaching practices in their classrooms. Using adescriptive approach, this study focused on two aspects (i) documenting the level of EI of teacher educators and their practices in the Pakistani context, and (ii) finding out the relationship between teacher educators’ EI and their teaching practices

Maleeha Hammad,Samina Naseem



The Assessment of Secondary School Teachers’ Performance: Perceptions of Teachers and Principals in Lahore, Pakistan

Abstract

In education responsibility and accountability [performance assessment] has an irrefutable relationship that affects the working of both the teachers, principals, and other stakeholders. The traditional context of accountability is external but now there is a need to rethink accountability in a democratic way. The study objective was to compare the eachers’ and principals of secondary schools for the performance assessments. Its objectives were to
compare the assessments of heads and teachers about academic qualifications, professional degrees, and performance of teachers. The study was based on a positivist paradigm.

Ummara Saher,Abida Nasreen,Shazia Ansari



Assessing the Impact of School Type, Gender and Age on Attitude and Mathematics Achievement of Senior Secondary School Students

Abstract

The current research explores politeness strategies employed by the teachers for successful elicitation of language from children with Autism Spectrum Disorder (ASD). Data of the study is collected from classroom interaction of 13 verbally autistic children having bilingual background. After building the corpus, data is transcribed and analyzed on the basis ofthe theoretical framework proposed by Brown and Levinson (1978).

Adekunle Thomas Olutola, Mayowa Olurotimi Ogunjimi, Dorcas Sola Daramola


Politeness Strategies Performed by Teachers: A Case of Assisting Elicitation in Children with Autism

Abstract

The focus of the study is to assess the impact of school type, gender and age on attitude and mathematics achievement of senior secondary school (SSS) students in Lagos State, Nigeria. A survey research design was used
in the study. Twenty-four randomly selected SSS comprised of twelve public and twelve private schools were used in the study. Randomlyselected seven hundred and twenty (720) SSS two students were involved in the study. ‘Mathematics Achievement Test’ (MAT) and ‘Students Attitude Scale’ (SAS) with Kuder Richardson (KR-20) and test-test
reliability coefficient of 0.85 and 0.87 respectively were used to obtaindata for the study. T-test and Analysis of Variance (ANOVA) statistics were used to analyse the data collected

Huma Batool,Tehmina Farrukh,Sadia Irshad

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