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An Analysis of the Problems Faced by Female Primary School

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An Analysis of the Problems Faced by

Female Primary School Teachers in
District Muzaffarabad
Edited by: Dr. Muhammad Sabil Farooq

ISBN: 978-1-63278-008-9

DOI: 10.4172/978-1-63278-008-9-009

Published Date: November 2017

Printed Version: November 2017

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Preface

It is mandated in the Constitution of Pakistan to enhance adult literacy and quality education
at primary level through provide free and compulsory education to all children between the
ages of 5-16 years. Education related statistics coupled with Pakistan’s progress regarding
education targets set in Vision 2030 and Pakistan’s lagging behind in achieving EFA targets
and its Millennium Development Goals (MDGs) for education call for an analysis of the
education system of Pakistan and to look into the issues and problems it is facing so that
workable solutions could be recommended. The problems of female school teachers are
one of the main issues which effect quality of education at higher level. In this book the
problems of female school teachers were identified using the tools such as a questionnaire,
and an interview schedule. Conclusion of this study presents that most of teachers affected
due to their appointments, transfers, place of posting and individual promotions, rapid
rate of bribery, political affiliations and interference relatively high than the merit. In many
cases female teachers appointed in far flung areas where transportation is very pitiable. In
addition that female teachers are overburdened with extra classes due to lack of teaching
staff in primary schools, especially on one side female teachers face huge shortage of
teaching and learning resources in schools and on the other hand there are smaller amount
proficient development opportunities for all teachers especially for female teachers. These
few mentioned factors have very much affected the procedure of schooling and education
quality. The study recommends this problem could be resolved by considering some basic
measures e.g. system of accountability, schooling environment and education assets,
providing ongoing talented advancement opportunities and incentives, making transparent
appointments system and on merit promotions procedure, provide enough teaching and non-
teaching staff to female primary schools and control political interference and involvement.
The other side this book will help policy makers and administrators to understand the core
issues in the field and help them to overcome for future.

Dr. Muhammad Sabil Farooq

PhD Scholar, Department of Sociology and Anthropology
Nankai University Tianjin, P. R China.
Email: 1120146006@mail.nankai.edu.cn
Cell: +8613207697080
 OMICS eBooks
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About Author

Muhammad Sabil Farooq, PhD Sociology Nankai University P. R China also having Master’s
Degree in Sociology from University of Peshawar and another M. Phil degree in Islamic
studies and culture from AJK University Muzaffarabad Pakistan. He has huge experience
of different national and international developmental organizations from field working level
positions to the management level on different research projects. His interest includes
Quality Education, Primary Education, Comparative Education, Social Justice and Women
Development. His recent research focuses on Primary Quality Education and Comparative
Education differences. He has already published many papers on education development
related topics.
 OMICS eBooks
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Acknowledgement
The author is grateful to Almighty Allah, the most Gracious and the most Merciful who
enabled him to complete his book. Special thanks to his honorable supervisor Prof. Dr.
Yuan Ton Kai, Department of Sociology and Social Anthropology, for his kind guidance and
supervision. The author admires him and he will never forget his remarkable behavior. The
author would also say thanks to all his friends and well-wishers especially to Miss. Nazia
Feroze who helped him in the completion of this work. The author also wishes to express
the deepest gratitude to his parents who encouraged him and helped him to achieve this
task.
This research study is dedicated to my Family, Teachers and
Friends.

DR. Muhammad Sabil Farooq

 Introduction to the eBook
This book is special focused on primary school teacher’s problem in Pakistan that caused
the quality education problem. At one side researched present the sources of the problem
and the other side researcher extant the clarification of these problems with valuable
suggestions for policy makers and educationist.
Teacher is the most important component of the education system. Any education system
is only as good as the teacher. The study “An Analysis of the Problems Faced by Female
Primary school Teachers in District Muzaffarabad” was descriptive in nature. The major
objectives of the study were to find out the real problems and its causes of the primary
school teachers and to suggest reasonable solution to those problems. The key research
questions were: what are the problems faced by female primary school teachers? What are
the causes of the problems of primary school teachers? And what measures will be taken to
overcome all the problems?
Study was limited to 15 Government Girls Primary School Teachers at Muzaffarabad District
and sample is 40 Government Girls Primary School Teachers. Data was collected through
questionnaire and the major findings were: the female teacher faced selection problem,
lack of high level qualification, lack of professional/teaching training and Government
negligence regarding female teacher issues. The study made the recommendation: quota
system should be increased; promotion of female teachers can be made faster, professional
trainings, committee support and proper incentive.
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Table of Contents
Contents Pages
Introduction 1
Review of Related Literature 3
Method and Procedure 6
Data Analysis 7
Findings, Conclusions and Recommendations 12
References 13
OMICS eBooks
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An Analysis of the Problems Faced by

Female Primary School Teachers in District
Muzaffarabad
Muhammad Sabil Farooq*
Department of Sociology, Nankai University,94 Weijin Road, Tianjin City, P.R. China
300071.
*
Corresponding author: Muhammad Sabil Farooq*, Ph.D. Scholar, Department of
Sociology, Nankai University, 94 Weijin Road, Tianjin City, P.R. China 300071, Cell:
+8613102191727 Email: sabilfarooq@hotmail.com

Introduction
Teacher is the most important component of the education system. Any education
system is only as good as the teacher. In most countries all teacher decisions are left to
the teachers. The teachers are closest to their subjects and developments therein. They
must make curriculum, teaching methods and grading decisions which are at heart of the
education system. If this is adopted it would mean: Withdrawal of the system of centralized
curriculum decisions to allow the teacher more autonomy to determine what needs to be
taught. In all teaching decisions including hiring, working conditions, promotions and
salaries increase of teachers as well as school equipment requirements, it must be the
educators who are in charge. In current situation teachers are not seems to be happy with
their status and the way they are treated in the society. To them they are the only agents
of change and source of quality education. For this purpose the feel if they paid well and
should give them adequate prestige to make an attractive profession so that our best once
again start taking up the academic profession the entire education establishment should try
to create the product of quality education.
High literacy rate and quality education are directly related with primary school teachers
which lead to sensible generation production. Thus it promotes healthy democracy which
then leads to sensible generation production. Thus it promotes healthy democracy which
then leads to honest leadership. So teacher’s especially primary school teachers play pivotal
role in society because he is the principal agency for propagating education.
As Pakistan is an underdeveloped country so here the teachers especially the primary
school teachers are facing a lot of problems which needs prompt action for the solution both
on the part of government and also on the part of society.

Sample Study Area Introduction

Azad Jammu and Kashmir abbreviated as AJK and commonly known as Azad Kashmir,
administratively divided into ten districts, is a nominally self-governing polity administered

1
by Pakistan. The territory lies west of the Indian-administered state of Jammu and Kashmir,
and was previously part of the former princely state of Jammu and Kashmir, which ceased
to exist as a result of the first Kashmir war fought between India and Pakistan in 1947.
Azad Kashmir has a total area of 13,297 square kilometers (5,134 sq mi), with an estimated
population of around 4.6 million people.
Muzaffarabad is the capital and largest city of the Pakistani-administered territory of Azad
Jammu and Kashmir, and is the gateway of Neelum Valley. The city is located in Muzaffarabad
District on the banks of the Jhelum and Neelum rivers. The district is bounded by 
Khyber-Pakhtunkhwa in the west, by the Kupwara and Baramulla districts of Indian-
administered territory of Jammu and Kashmir in the east, and the Neelum District of Azad
Kashmir in the north.
According to the Pakistan District Education Rankings 2016, Muzaffarabad is ranked
37 in national rankings and 10th in provincial rankings with 73.09, 68.53, 54.35, 79.74
and 89.74 in Education Score, Enrollment Score, Learning Score, Retention Score and
Gender Parity Score respectively. Researcher pick this area as sample study and take 15
Government Primary Schools from the district Muzaffarabad equally from 5 Union Councils
and select 40 respondents for questionnaire.

Statement of the Problem

This study is designed to analyze the problem of Government Girls Primary School
teachers. It is universally accepted that teachers are the most potent factor for change.
Teacher is the backbone of teaching learning process. If teacher is financially on a better
position, he will be dedicated to his profession and if he is ignored by the Government and
society, then the whole education system will suffer. There a lot of teachers at primary level
who face many problems but the Government do not seem to take action against such
problems. That is why the researcher dared to conduct a research study and collect the data
from the field through which provide gateway to the Government towards the solution of
problems for the enhancement of literacy rate and quality education in the country.

Significance of the Study

This study is significant in the sense that; it will provide help to the administration, policy
makers and teachers themselves. This study will also provide help to Secretaries, Directors,
E.D.Os and other educational officers to know the problems of the primary teachers. It will
help to bring reforms for the improvement of educational system. Objectives of education
can be achieved and implemented in the best manner. Teachers will perform their services
well and to entire satisfaction. The study will provide basis for further researcher in the
field of education. So the standard of education can only be raised by solution of problems
of primary school teachers. It needs serious attention of the Government, society and other
Government related functionaries and agencies.

Objectives of the Study

The objectives of this research study are:
1. To find out the real problems of primary Female school teachers.
2. To find out the causes of the problems of the primary school teachers.
3. To suggest reasonable solution to those problems.

Research Questions
1. What are the problems faced by female primary school teachers?
2. What are the causes of the problems of female primary school teachers?
3. What measures will be taken to overcome all the problems?

2
Tools of the Study
Questionnaire
A questionnaire for Government Girls Primary School Teachers was developed and got
back the filled questionnaire by the researcher in person.
FGS’s (Focus Group Discussions)
Researcher use some FGD’s for collecting casual evidences and historical discussions

Review of Related Literature

According to educational policy (1972-1980) the following are the main objectives of
education: Ensuring the preservation and promotion and practice of the basic ideology of
Pakistan and making a code of individual and national life. Building of national cohesion
by promoting social and cultural harmony compatible with our basic ideology through the
conscious use of educational process. Building up and nurturing the total personality of the
individual, dynamic, creative and capable of facing the truth as it emerges from the objective
study of reality: an individual able to comprehend fully the nature of technical and social
change and having deep concern for the improvement of society. Providing academic freedom
and due autonomy to educational institutions within the framework of national objectives
and equipment. Schwab and Schwab (1975) stated that most of the suffered teachers are
facing problems like anxiety, insecurity, nightmares, fatigue, irritability, headache, ulcers,
hypertension and a number of other emotional and physical symptoms [1].
Fishman et al., concluded that one of the major aspect of teacher’s problems with
inadequate salaries and lack of promotional opportunities [2]. Although teacher’s salaries
are presently increasing as compared to past but they are still fall far short of those of many
other professional groups. Apart from this there is smoothing troublesome about a system
where you hold teachers in the same position for 20 to 30 years without a promotion.
Many are compelled to take second job after school time or during summer months or
other vacation periods. He has maintained that salaries of administrative personal are
typically high but much higher than the salaries of teachers and so teachers are tended
that administration is more important function and lucrative then teaching.
Yogesh explored the factors that promote the usefulness of education reached at a
valid conclusion to the effect that among various factors that influence the efficiency of
education, so very important for the growth and development of the societies, the ‘teacher’
factor alone contributed 68% whereas all other factors like infrastructure, finance, role of
leaders, political backing etc. altogether contributed only 32%. AERA, reported that there
is broad empirical evidence for the influence of teachers on the learning of their students
improving their teaching [3,4].
In a very broad based study by OECD Students’ learning gains were observed to be
several times higher when they were assigned to particularly well educated, trained and
professional teachers [5]. It had been claimed that, “differences among teachers explain up
to 23% in students’ test score performance”. The impact of teacher education on student
performance had been established through quite a few studies. Some had reflected a strong
linkage between well-educated teachers and better grades, sound concepts and refined
Behavioral patterns of students.
Imig and Imig in a study highlighted the crucial role of teachers in the development of a
country from different aspects [6]. They stated that “The desire for better change in teacher
education is everywhere. There is almost a universal quest for better teacher quality, and
with it, exists a demand for higher quality teacher education. In the developed world, the
quest for greater student learning and worker productivity has prompted much attention
to teaching and teacher education. There is a growing insistence that every facet of the
teacher preparation and professional development be improved. The presumption is that if
3
only students had better learning their societies would be more competitive economically.
For this, schooling needs to be changed and with it the way that teachers teach and the way
they are prepared to teach must also be improvised.
Watkins et al., observed that “Teaching is a profession and teacher education is essential
education for this profession [7]. The distinguishing characteristics of a professional developed
through comprehensive teacher education programmes are that s/he is well learned and
qualified to practice: s/he is not merely a learned person but one whose learning has been
directed towards the acquisition of certain skills, the practice of which calls for appropriate
knowledge. These qualities for sure can be developed through sound teacher education
programmes, to adequately develop teachers’ potentials for the forthcoming responsibilities
Darling gave evidence that fully prepared and certified teachers were generally better rated
and more successful at performance of students than teachers without this preparation [8].
Well educated teachers explained curriculum topics in a more elaborative manner as per
students’ age requirements, were more comfortable in handling problematic children and
used teaching resources more skillfully.
Iqbal and Zafar highlighted the significance of teachers and importance of comprehensive
teacher education programmes indicated that there is no denying the fact that the teacher
occupies the most crucial position in the entire spectrum of educational activities [9]. It is
nobody else except the teacher, who influences the future personal, social and economic
lives of people, hence needs to be educated with great care and expertise.
Henry encompassing the wide range of effectiveness of the contributions made by
teachers remarked that “A teacher affects eternity; s/he can never tell where her/his
influence stops [10]. The teacher plays an important role in positively shaping and molding
the habits, attitudes, beliefs, thoughts, manners and above all the character of students. S/
he is a social engineer, constructing social order, the values and beliefs. S/he acts as the
pivot for the transmission of intellectual traditions, and technical skills from generation to
generation and helps to keep the lamp of civilization burning.
Shelnutt stated that People come to teacher education with beliefs, values, commitments,
personalities and moral codes from their upbringing and schooling which affect who they are
as teachers and what they are able to learn in teacher education and in teaching [11]. Helping
teacher candidates examine critically their beliefs and values as they relate to teaching, learning
and subject matter and form a vision of good teaching to guide and inspire their learning and
their work is a central task of teacher education.
Black stated that Education has increasingly become important to success of both individuals
and nations [12]. Growing evidence demonstrates that, among all educational resources,
teachers abilities are especially critical contributors to students learning and consequently the
success of a nation to advance in its economic, social and political spheres.
Lockheed and Verspoor Primary education in Pakistan is faced with acute problem of lack of
learning resources [13]. This trend is more chronic in government schools where even schools
do not have boards, textbook, library and other related learning resources to help teacher and
student in the process of teaching and learning.
Rasheed argues that the process of supervision in the education system is more beautifully
mentioned in the policies but badly practiced in the fields [14]. The process of supervision in
primary schools is fraught with many weaknesses. The supervisors are professionally untrained.
Zafar stated that the primary system of education could not make progress due to many
factors such as parochial feudal and state politicians, corrupt bureaucracy, authoritarian
regimes, fragile civil society and weak democracy [15]. The system of primary education
was deliberately neglected in the country. Instead of developing the nation on the basis of
free and quality education, the system was hijacked by so-called monsters of democracy and
development.
4
 The National Academy of Education Committee‘s Report (2005) wrote that On a daily
basis, teachers confront complex decisions that rely on many different kinds of knowledge
and judgment and that can involve high stakes outcomes for students‘ future. To make good
decisions, teachers must be aware of the many ways in which student learning can unfold
in the context of development, learning differences, language and cultural influences, and
individual temperaments, interests and approaches to learning.
Shah stated that at the time of independence, Pakistan since its inception inherited
a poor education system which was already financially handicapped [16]. The primary
education system could not get enough monetary allocations from the government which
further weakened the system physically and academically.
Zafer stated that the system of checks and balance is very poor due to weak administration
and coordination. Primary teachers are at the bottom of the whole system of education.
Most of the time teachers remain uninformed about the policies and plans framed at the
governmental level due to poor communication. All this affects the quality of teaching and
learning in primary schools.
Shehzadi and Perveen stated that the poor teaching and learning standards, weak
management and supervision has led to increased drop outs at primary level [17].
Consequently the parents are reluctant to send their children to those schools.
Farber stated that in schools, teachers are likely feel to be distressed by the physical
condition of their schools [18]. Crumbling walls and ceilings graffiti inside and outside the
school building, classrooms with peeling paints, fixtures without light bulbs, windows are
not opened, and bathrooms absent or without privacy, asbestos problems, heating problems.
These are some of the complaints and problems that teachers make often futilely to their
principals, union representatives or any Government high ups. Poor working condition in
schools that are form inadequate supplies to a shortage of desk, black boards and books etc.
may wear down both teacher and students.
Sutton has asserted that many teachers complained that serve as a single teacher in
schools [19]. So teachers in such schools may have to teach several different subjects area
and prepare lesson for several different grades. The review of curriculum is another problem.
The curriculum is not harmonious to teachers training, to students’ mental level and also to
teacher’s level. The amount of curriculum should be as such which should be covered easily
within the specified time framework.
Gallup has asserted that real education is possible if parents constantly monitor what
occurs in school and classrooms and cooperate and assist the teachers [20].
Saltzman says that supervisor and administrators hide behind the bureaucratic hierarchy
[21]. The bureaucratic rules and regulations and attitudes undermine teacher’s authority
and effectiveness and thus no useful, supportive, inspiring or appropriate feedback is
provided to teachers.
Farber in his book “Crisis in Education” has stated the problems, stresses and issues
of teachers [22]. He describes low pay of teachers, urban social disintegration, lack of
parental community support, community and social apathy, lack of public support,
bureaucratic interferences, violent and miserable nature of schools, pressures over them,
lack of administrative support, lack of respect and appreciation, no teaching rewards and
incentives, lack of teachers rights, status, goals and work overload etc.
Ballou and Podgursky have estimated that a large number of teachers nationwide are
beaten, robbed and assaulted [23]. In primary schools they are mostly single teacher and
so overload.
Dutt stated that apart from lack of parental support, general public support is another
problem [24]. Without general public support teachers feel more alone and emotionally
drained and with this more and more teachers become distressed and burnout. A survey
5
conducted about the condition of teaching in 2008, 90% of all teachers nationwide reported the
lack of general public support.
The Government of Pakistan has set itself the target of achieving 68% literacy rate by the
year 2015 [25]. Pakistan cannot eradicate illiteracy without making primary education totally
free and compulsory and expanding investment on literacy and basic education programs.
Pakistan institute of Legislative Development and Transparency (PILDAT) in a paper
published in January 2008 opined a few strategies to solve the teacher’s problems and issues
[26].
The recommendations of the education policies were highlighted in the next five year plans
of the country and the targets were set accordingly, however, meager resources were generally
allocated to education and the education sector could not get a lion’s share in any of the budget
proposal [27].
The first National Education Conference was held in Karachi on 27th November to 1st
December 1947. It produced a strong philosophy of education as well as a number of ambitious
recommendations indicating the future goals of education in Pakistan. However, many of its
recommendations remained in documentary form only for the lack of institutional or economic
resources to pursue them. It had no corner for teacher’s welfare [28].
The National Education Commission 1959 (Sharif Commission) was presented on 26th
August 1959 consist of 350 pages but it also did not possess any workable package or incentive
for teachers [29].
The New National Educational Policy, 1970 does not possess any recommendations for
teachers as like previous conferences and commissions and also all government turned a deaf
ear to the problems of teachers especially primary school teachers [30].
The National Educational Policy (1972-1980) did somewhat for education and teachers. This
policy announced teachers training, salaries increase and other incentives for teachers. Indeed
it was not implemented as much as it was expected [31].
The National Educational Policy, 1979 emphasized universal primary education. Training
institutes for primary school teachers would be upgraded to elementary colleges. This policy
announced that 30,000 teachers would be recruited in the next five years.
However, this was also a good policy but its recommendations were not implemented as
much as it was expected [32].
The National Educational Policy, 1992 announced promoting education through a
combination of non-formal and distance education modes but announced nothing for the
welfare of teachers [33].
The National Educational Policy, (1998-2010) emphasized universalization of primary
education and increasing literacy rate. A package of intensives would be provided for the
teachers to attract better talent but its implementation is also looks a dream. It possesses no
specific direction and guideline for teachers. Due to lack of support and interest of government,
society, community and parents, the problems and issues of teachers are increasing day by day
which need the earliest solution to make Pakistan a developed and prosperous country in the
comity of nations [34].

Method and Procedure

Nature of the Study
The nature of study is descriptive. The data is collected by the researcher through
questionnaire (Appendix 1 & 2) from the female primary school teachers of district
Muzaffarabad.
6
Population
The population of the study is the Government Girls Primary School Teachers of District
Muzaffarabad. The total number of Government Primary School is 696. Out of this the
total number of girls’ primary school are 388. The total enrollments in primary school are
1,34,278. Out of this total number of girls enrollment is 44,841. The total number of teacher
in primary school is 3,600. Out of this total number of girls school teacher is 1,338.
Sample
The sample of 15 Government Girls Primary School will be selected. Total 40 Government
Primary School Teachers will include in the study.
Procedure of Data Collection
The researcher developed a questionnaire for the female teachers of primary schools of
and distributed to by person and got back the filled questionnaire written in the specific
time.

Data Analysis
This chapter is meant to give data analysis of the collect data for this study. So the
data obtained through the questionnaire has been presented, tabulated, interpreted and
analyzed in this chapter.
S. No. No. of Respondents Academic Qualification
1 07 Matric
2 13 F.A/F.Sc.
3 15 B.A/B.Sc.
4 05 M.A/M.Sc.
5 00 Higher Edu.
Total numbers of respondents are 40

Table 1: Academic qualifications of Government Girls Primary School teachers.

Figure 1: Teachers and their acadimic qualification.

Discussion
The above table (Table 1 & Figure 1) shows that 7 teachers are matriculate, 13 are
F.A/F.SC, 15 respondents are B.A/B.SC, and 5 are M.A/M.SC qualification respectively.
7
None of them has higher qualification. The above facts and figures can be observed from the
following graph also.
S. No. No. of Respondents Academic Qualification
1 25 C.T
2 15 B.ED
3 00 M.ED
4 00 OTHER
Total number of the respondents are 40

Table 2: Showing the professional qualification of the teachers.

Figure 2: Teachers and their professional qualification

Discussion
Table 2 & Figure 2 shows that 25 have C.T qualification, 15 have B.ED qualification
respectively.
The above fact and figures can be observed from the following graph also.
S. No. No. of Respondents Social Security Factors
1 25 Lack of Govt. Interest
2 00 Rules Non-availability
3 10 Inefficient teacher Union
4 05 Office Bureaucratic Attitude
5 00 Any other
Total number of respondent are 40

Table 3: Showing social security system for teachers.

Figure 3: Social security for teachers.

Discussion
Table 3 & Figure 3 shows that 62.5% girls Government Primary School teachers under
the study responded that Government has no intrest in the teacher affairs. Similarly 25%
primary school teachers opined inefficient teachers union while 12.5% primary school
teachers opined the officers bureaucratic attitude.
8
 S. No. No. of Respondents Status of schools
1 40 Govt. own Buildings
2 00 Rented
3 00 H/Mosque school
5 00 Any other
Total numbers of reapondents are 40

Table 4: Indicating the status of school.

Figure 4: Status of schools.

Discussion
Table 4 & Figure 4 indicates that 100% girl’s primary schools under the study have
government own building.
S. No. No. of Respondents Political interference in schools.
1 00 Positive
2 40 Negative
3 00 Non-Interference
4 00 Any other
Total number of respondents are 40

Table 5: Indicated political interference in school.

Figure 5: Political interference in schools.

Discussion
Table 5 & Figure 5 indecates that 100% girl’s primary school teachers under the study
are observing negative political interference in their schools.
S. No. No. of Respondents Leave permission
1 00 Once a Month
2 40 Twice a Month
3 00 Short Leave

9
 4 00 Not allow
Total number of respondents are 40
Table 6: Indicating whether head of school allows leave.

Figure 6: Teachers and their leave permission.

Discussion
Table 6 & Figure 6 indicates that 100% girl’s government primary school teachers
respondent that they availed their leave only twice a month. They donot allow short leave.
S. No. No. of Respondents Curriculum
1 40 Govt. not consult
2 00 Present curriculum….
3 00 Present curriculum….
4 00 Any other
Total number of respondents are 40
Table 7: Indicating whether teachers are satisfied with the present curriculum.

Figure 7: Teachers and curriculum.

Discussion
Table 7 & Figure 7 indicates that 100% Government girls primary school teachers
responded that Government did not consult them in designing and planning the curriculum.
All the teachers agreed that the curriculum is out dated and is not according to the needs
of the students and the society .
S. No. No. of Respondents Parents cooperation
1 04 Max.
2 06 To some…

10
 3 30 Not at all..
4 00 Treatment..
Total number of respondents are 40
Table 8: Showing the parents cooperation with teachers.

Figure 8: Showing the parents cooperation with teachers.

Discussion
Table 8 & Figure 8 indicates that 10% girl’s primary school teachers answered maximum
parents cooperation. 15% girl’s primary school teachers enjoy parents cooperation to some
extent while 75% girl’s primary school teachers enjoy no parents cooperation at all.
S. No. No. of Respondents Difficulties
1 30 Due to corrupt ….
2 00 Due to strict…
3 10 Nonsupport…
4 00 No following…
Total number of respondents are 40
Table 9: Indicating of teachers regarding their arrears and bills well in time.

Figure 9: Difficulties of teachers regarding their arrears and other bills well in time.

Discussion
Table 9 & Figure 9 indicates that 75% girl’s primary school teachers have difficulties
and problems in receiving their arrears and other bills well in time due to corrupt processing

11
system while 25% respondend that they did not get their arrears and other bills well in time
due to not supporting attitude of teachers unions.
S. No. No. of Respondents Attitude ….
1 04 Extreme cooperate
2 10 Extreme non cooperate …
3 00 Under pressure…
4 26 Ineffective..
Total number of respondents are 40
Table 10: Showing the attitude of school head towards teachers.

Figure 10: Attitude of school head towards teachers.

Discussion
Table 10 & Figure 10 shows that 10% girl’s primary school teachers answered that their
head of school were extremely cooperative, 25% extremely non cooperative while 65% girl’s
primary school teachers termed their head of school as ineffective respectively.

Findings, Conclusions and Recommendations

On the basis of analysis of data recorded in the previous chapter, the researcher arrives
at the following findings and conclusions.
Findings
1. 100% girls Government primary school teachers asserted that they were completely
deprived of selection grade due to non avalibility of service rules and service structure.
2. 8.75% girls Government primary school teachers possess metric qualification, 50%
inter, 28.75% bachelors degree, 12.5% master degree while none of them have M.phil
or Ph.D qualification.
3. Like wise 56.25% possess C.T qualification. 37.50% B.Ed and 6.25% have M.Ed
qualification.
4. About 70% primary school teachers regretted that Government has no interest in the
teachers affairs.
5. 100% girls primary schools under study have government own building.

Conclusions
The researcher came with the following conclution of the study:
• All primary school teachers have no special seats for appointment of teachers son/
offspring.
• No service structure exist for the rapid promotion of primary school teachers.
12
 • Majority of the parents and the community as a whole do not cooperate with teachers.
• All primary school teachers complained negative political interference in the schools.
• Majority heads of schools do not take serious and personal interest in solving their
teachers problems.
• Department head and officers are remained under pressured from politicians.
• Majority of primary school teachers complained that government has no interest in
teachers affairs, problems and issues.
Recommendations
In the light of the study conducted, the following recommendation are here by forwarded:
1. As special seats for appointment of teachers sons/offsprings were exist but then
sometimes cancelled by the government. So teachers sons qouta in the appointment may
be restored as before.
2. Service rules and service structure for the teachers may be frammed for their rapid
promotion.
3. In primary schools the head teachers are chosen which is a wrong and illegal procedure.
In such cases it is possible that they may not be honest, efficient, effective, intersted and
also not cooperative and supportive to their subordinates. Therefore heads of the primary
schools may be selected both on merit basis and seniority. Approches system and political
pressure may totally be avoided and prohibited.
4. Community and parents may taken keen interest in teachers affairs and fully cooperative
with them.
5. Negative political interference in the schools may be avided in order to run the schools
smoothly. The elected representatives only furnished recommendations ans suggestions to
government about teachers and institutions. They may not given the power and authority
to interrupt directly in the school matters and affairs.

References
1. Schwab J and Schwab R (1975) Social Psychiatry and Psychosomatics. Psychosomatics 16: 151-154.
2. Fishman J, Gilbert G, Ornstein J (1980) Problems in Applied Educational Sociolinguistics: Readings on Language and Culture
Problems of United States Ethnic Groups. International Migration Review 14: 428.
3. Yogesh (2007) the millennium Development goals: a cross-sectoral analysis and principles for Goal development.
4. AERA (2004) Dakar Framework for Action, Education for All: Meeting our collective commitments. Dakar, UNESCO April 2000.
5. OECD (2005) Education Policy and thematic review of tertiary education.
6. Imig and Imig (2007) Education and Public Safety.
7. Watkins W, Chou V, Lewis J (2001) Race and Education: The Roles of History and Society in Educating African American
Students.
8. Darling-Hammond L (2000) How Teacher Education Matters. Journal of Teacher Education, 51: 166-173.
9. Iqbal and Zafar (2006) the Impact of PEP-ILE: Teacher in service Training and Textbooks on Pupil Achievement and Teacher
Behavior.
10. Schneider, Karl H, Bergmann H (2002). The Impact of PEP-ILE: Teacher In-service Training and Textbooks on Pupil Achievement
and Teacher Behavior. Peshawar: GTZ.
11. Henry A (2003) Defining Education Quality. Improving educational Quality Project Publication 1, Biennial Report Arlington, VA:
Institute for International Research.
12. Shelnutt J and Buch K (1996) Using Total Quality Principles for Strategic Planning and Curriculum Revision. Journal of
Engineering Education 85: 201-207.
13. Black S (1999) Do Better Schools Matter? Parental Valuation of Elementary Education. The Quarterly Journal of Economics
114: 577-599.

14. Lockheed M and Verspoor A (1994) Improving primary education in developing countries. Oxford [u.a.]: Oxford University
Press.

13
15. Rasheed (2004) Pakistan Institute of Quality Control. Quality Review, JIbrahim Publisher, Lahore: 1.

16. Zafar (2003) Crisis in education, Jossey-Bass Publishers, San Francisco Oxford.

17. Shah (2003) Constructing 21st Century Teacher Education Boston, USA.

18. Shehzadi and Perveen (2002) Building a profession: Strengthening teacher preparation and induction (Report of the K-12
Teacher Education Task Force), Washington, D. C.

19. Farber (1983) Report on Higher Education: The Lesson of Experience.

20. Sutton (1984) Quality in higher education and universities. Paper presented at National Conference on Quality Assurance in
Education.

21. Gallup (1984) Human development report, Oxford University Press, New York.

22. Saltzman (1986) a critical study of burnout and distressed teachers, Elmsford, N.Y Pergamon press.

23. Farber (1991) Yale University research center 55 prospect ST New Heven CT 06511.

24. Ballou D and Podgursky M (2000) Reforming Teacher Preparation and Licensing: What Is the Evidence? Teachers College
Record 102: 5-27.

25. Dutt (1991) Quality assurance in education: An Overview. Paper presented at National Conference on Quality Assurance in
Education.

26. Sabil Farooq and Yuan Tong Kai (2015) MDGs and Quality Education Situation at Primary Level in Pakistan.

27. (www.google.com. 2014) 27-34. National Education Policy (1947-2010) Ministry of Education, Government of Pakistan,
Islamabad.

14
Appendix 1

Questionnaire for Teachers

1. Academic qualification of the Government girl’s primary school teachers.

a. Matric
b. F.A/F.Sc.
c. B.A/B.Sc.
d. Masters
e. M.Phil./Ph.D.

2. Professional qualification of the Government girl’s primary school teachers.

a. C.T
b. B.Ed.
c. M.Ed.
d. Others

3. Showing the social security system of the teachers.

a. Lack of the Government interest in teachers affairs
b. Non availability of rules
c. Inefficient teachers union
d. The officers bureaucratic attitude
e. Any one

4. Indicating the status of schools.

a. Government building
b. Rented
c. Hujra/mosque school
d. Any other

5. Indicating political interference in schools.

a. Positive
b. Negative
c. No interference
d. Any other
6. The attitude of school head towards teachers.

15
 a. Extremely cooperative
b. Extremely non cooperative
c. Under pressure from politicians

7. Indicating whether head of school allows leave.

a. Once a month
b. Twice a month
c. Allows only short leave
d. Not allow at all

8. Indicating difficulties of teachers regarding their arrears and bills well in

time.
a. Due to corrupt processing system
b. Due to strict department rules
c. Due to non-supporting attitude of teachers union
d. Due to not following it personality

9. The parent’s cooperation with teachers.

a. Maximum cooperation
b. To some extent
c. Not at all
d. I11 treatment

10. Indicating whether teachers are satisfied with the present curriculum.
a. Government does not consult primary school teachers in designing and
planning the curriculum
b. Present curriculum is not according to the students standard, mental level,
age and capacity
c. Present curriculum is not according to the need of students and society
d. Any other
e. 15522119693 Wang

16
Appendix 2
Sampling School District Muzaffarabad AJK
S. No. Union Council Name School Name
1 Kahorri GPS Mandal
2 Kahorri GPS Doba Parsacha
3 Kahorri GPS Naseer abad Pattika
4 Kahorri GPS Kohri
5 Kahorri GPS Bashash
6 Serlisacha GPS Minha
7 Serlisacha GPS Bandi Syedian Panjoor
8 Serlisacha GPS Somoth
9 Serlisacha GPS Konkan
10 Serlisacha GPS Palla Karshan
11 Behrri GPS Gorakha Khaiter
12 Behrri GPS Gali Khaiter NO 1
13 Behrri GPS Nulla Kalas
14 Behrri GPS Chamar Bheri
15 Behrri GPS Behrri

17
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