PROBLEMS FACED BY FEMALE TEACHERS IN TEACHING

GEOGRAPHY AT SECONDRY LEVEL IN

DISTRICT PESHAWAR

BY
MUZDALFA
B.Ed. Student
Roll No.18019

KHYBER INSTITUTE OF EDUCATION

Affiliated With

UNIVERSITY OF PESHAWAR
Session 2019-2020
 PROBLEMS FACED BY FEMALE TEACHERS IN TEACHING
GEOGRAPHY AT SECONDRY LEVEL IN
DISTRICT PESHAWAR

Thesis submitted to Khyber Institute of Education affiliated with univresity of

Peshawar as partial fulfillment of requirement for the award of Bachelor of
Education (B.ED.) Degree.

Submitted To
DR. IRFAN ULLAH
Submitted By
MUZDALFA
B.Ed.Student
Roll No. 18019

KHYBER INSTITUTE OF EDUCATION

Affiliated with
UNIVERSITY OF PESHAWAR
Session: 2019-2020
 APPROVAL SHEET
The thesis entitled "PROBLEMS FACED BY FEMALE TEACHERS IN
TEACHING GEOGRAPHY AT SECONDARY LEVEL IN DISTRICT PESHAWAR"
Submitted by Muzdalfa Roll No.18019 in partial fulfillment of the
requirement for the degree of Bachelor of Education from Khyber
Institute of Education affiliated with University of Peshawar is hereby
accepted.

Internal Examiner:
______________________________
Dr, Irfan ullah

External Examiner:
______________________________

Director/principal
______________________________
Muhammad Imtiaz

Dated:
_______/________/2020_________

ACKNOWLEDGEMENT
We have no choice of words to express our deepest sense of gratitude to
Almighty Allah who gave us ability and courage to complete this research work
successfully. We are also thankful to MR. IRFAN ULLAH of K.I.E Peshawar.
For his kind supervision and support who very kindly suggested the topic and
guided us throughout our research work. He showed us a path with besides this
academic achievement would lead us to success in any direction we may have.
MUZDALFA

DEDICATION
The most precious assets in our lives are the prayers sacrifices and love from
our parents. Their crystal-clear sincerity to their children has no match. We
dedicate this humble work to our parents. Their prayers are always a source of
inspiration for us while achieving our inspirations. May Allah keep them
healthy and live long so they reap fruits of their endeavour and may Allah
enable us to do so.

ABSTRACT
The purpose of this thesis is to discuss, to find out and identify the
teaching problems of geography female teachers at secondary level in the
government schools of district Peshawar. The population of the study
comprised all the government girls high schools of district Peshawar. A
sample of 10 schools were selected from the population. A self
questionnaire was used for the collection of data. The questionnaire
contained 19 items and one open ended question. The questionnaire
covered the area of availability of classrooms, text books, participation of
the students, parents teachers cooperation, training of the teachers,
languageof text book, availability of science lab etc. The data was
analyzed by using statistical method of tabulation and percentage. The
major findings and conclusion of the study were that (1) some of the
teachers were not satisfied with their post, (2) combine science labs were
available in some schools while separate lab for geography is not
available, (3) there is deficiency of science teachers in schools, (4) A.V aids
are not available for proper teachings, (5) the necessary apparatus for
geography teaching are not available.
The major recommendations of the study are, (1) It is recommended to
provide geography posts in government schools for geography teaching,
(2) it is recommended that effered may be made for separate laboratory,
(3) it is recommended already existing apparatus should be made
workable, (4) it is recommwnded that teachers should be motivated to
use audio visual aids regulary, (5) it is recommended that provision
should be made for the required number of science teachers in the
budget.

LIST OF CONTENTS
Acknowledgement ………………………………………………………………………………. ⅰ
Abstract …………………………………………………………………………………………….. ⅱ

CHAPTER : 1 :- INTRODUCTION
………………………………………………. 1
1.1 BACKGROUND OF THE STUDY ……………………………………………………….. 1
1.2 TEACHER’S ROLE ……………………………………………………………………………. 2
1.3 STATEMENT OF THE PROBLEM………………………………………………………..
3
1.4 OBJECTIVES OF THE STUDY ……………………………………………………………
3
1.5 SIGNIFICANCE OF THE STUDY ………………………………………………………… 4
1.6 RESEARCH METHODOLOGY ……………………………………………………………
4
1.7 DELIMITATION OF THE STUDY ………………………………………………………. 5

CHAPTER : 2 :- LITERATURE REVIEW

…………………………………………. 6

CHAPTER : 3 :- RESEARCH METHODOLOGY

……………………………... 12
3.1 NATURE OF THE STUDY ……………………………………………………………………
12
3.2 DESIGN OF QUESTIONNAIRE …………………………………………………………... 12
3.3 ADMINISTRATION OF QUESTIONNAIRE ……………………………………………
12
3.4 TABULATION AND ANALYSIS …………………………………………………………..
12
3.5 CONCLUSION AND RECOMMENDATIONS ………………………………………..
12

CHAPTER : 4 :- DATA ANALYSIS

……………………………………………… 13

CHAPTER : 5 :- FINDING CONCLUSION AND

RECOMMENDATIONS 32
5.1 SUMMARY
……………………………………………………………………………………
… 32
5.2 FINDINGS
……………………………………………………………………………………
…... 32
5.3 CONCLUSION
………………………………………………………………………………….
33
5.4 RECOMMENDATIONS
……………………………………………………………………... 34
REFERENCES
……………………………………………………………………………………
…… 36
QUESTIONNAIRE
…………………………………………………………………………………...
38
CHAPTER: 1: -
INTRODUCTION
1.1 BACKGROUND OF THE STUDY
Hence the importance of every subject was included in the Greek curriculum
which was assessed in terms of its capacity to train body, mind and soul.
According to John Dewy. “Education is the process of living through
continuous reconstruction of experiences”. In this definition education is the
development of those capacities in the individual, which will enable him to
control his environment and fulfill his responsibilities. The word Science has its
origin from the Latin word, Scientia, which means “to know”.
“Science is a systematized body of knowledge “Science is nothing but
organized common sense”.
Science has affected every aspect of life and has revolutionized the society. On
the other hand, scientific knowledge is increasing with a great pace, never
experienced in the history of mankind. It is a recognized fact that modern
citizen over its existence to science and can be called as a scientific civilization.
Obviously, the rule of science and technology remains the most important factor
in the socio-economic of a society. It has been widely accepted that the
amicable survival of a nation in the 21st century depends upon scientific
development as scientifically literate society.
Pakistan is a development country and is continuously striving for respectable
status in the community of nation. Pakistan needs a strong base of science and
technology to solve its problems of food, shelter, energy, health and security,
the exploitation of natural resources and the boosting of agriculture and
industrial production. Pakistan has established itself as a member of global
nuclear power society.
Since independent in 1947, there has been growing consciousness about the role
of science in the development Pakistan, to become a modern state. The first
education conference 1947 set the direction of our education system. “Quaid-e-
Azam Muhammad Ali Jinnah in his massage to the conference emphasized the
importance of science education for the emerging nation. “The future of our
state will and must greatly depends upon the type of education we give to our
children, and the way we bring them up as the future citizens of Pakistan.
Education does not mean academic education; there is an immediate need of
scientific and technical education to our people in order to build up our future
economic life and to see that our people take science, commerce, trade and
particularly well-planned industries. We should not forget that we have to
complete with the world which is moving very fast. (Govt of Pakistan, 1947).
Science education at secondary level could not attract attention in terms of
effort and investment. With increased emphasis on quality of primary education
and renewed efforts to check high dropout rate in basic education, secondary
level education now needs to be developed for comparatively heavy influx of
students. The ESR, s included a reform in science education at the secondary
level by constructing science laboratories, provision of science equipment,
revision of science curricula and professional development of science subject In
English is also part of the reforms process.

1.2 TEACHER’S ROLE

It is an accepted reality that the only road leading to national development
passes through the area of education. One cannot name even a single profession
when role of education can be undermined. If education is viewed as the back
bone and energizing force for the national progress then how can the exalted
and pivotal position of the teacher can be ignored who has been assigned the
responsibility of education for the future generation.
The education standard and professional competence of the teacher would
always remain of primary concern and require top priority for having the fruit of
educational enterprise in its true spirit. Teachers are the torch bears in creating
social cohesion, nation integration and learning society. They not only
disseminate knowledge but also create and generate new knowledge. They are
responsible for agriculture role of education. No nation can marginally slacken
in efforts and along with that due status to their structure and profession.
The teacher is of paramount importance in the teaching learning process. He is a
pivot in the system of education. The whole education system revolves around
him, therefore he must always try to improve skills and motivate the pupil’
whole using various methods and techniques of teaching suitable for their
learning. Since the teacher has been assigned a task of being the building of
nation. So, he has to come up to fulfill the expectation of the parents, society
and students as well.
The prime aim of teachers to impart right education and remove the signs of
ignorance from all life style. Are doctors held accountable for not ending
disease, dentists for not ending tooth decay welfare agencies for not ending
poverty, police for not ending crime, lawyers for not ending all disputes, or
parliament for not ending who knows what? No, we will always have disease,
cavities, poverty, crime, disputes, and wasted resources. Yet teachers are
expected to end ignorance because this is the only way to prosperity and to
survive in dignified manner amongst the comity of nations.
The educational system of any country hinges on the teacher, who occupies a
pivotal position in its evolution as he has been assigned the responsibility of
educating the future generation it the growing number of students and reports
that are becoming available suggest that better education of teachers may be the
most crucial input for the development of human resources in the country.
Teachers play the most important and practical role in education. They are said
to be the builders or architect determine the quality of education. To develop an
individual as a scientist, we will have to develop a suitable science curriculum,
laboratories, for our educational institutions and that will be only possible that
we remove the problems faced by geography and as a whole science teacher at
secondary level.
1.3 STATEMENT OF THE PROBLEMS
The study was focused on finding out and identifies the teaching problems of
female teacher in teaching Geography at secondary schools’ level of District
Peshawar.
1.4 OBJECTIVES OF THE STUDY
Following are the objectives of the study:
1. To find out the teaching problems of female geography teachers of
secondary schools of District Peshawar.
2. To offer recommendation for the removal of the problems of
Geography teachers of government schools in District Peshawar.

1.5 SIGNIFICANCE OF STUDY

We are living in the age of science and technology. Science has influenced
every aspects of life. It has affected social, cultural, and economic walks of life
every society. New discoveries and inventions in the field of science have
created new needs for every country. Science must become an essential
component in any educational enterprise. Development of scientific literacy Is
one of the major purposes of our science technology. Geography is the branch
of science. without Geography the study of science is incomplete. Geography is
the study of places and the relationships between people and their environments.
Geographers explore both the physical properties of Earth's surface and the
human societies spread across it. So, the study of Geography is also important
as compared to the other branches of science. Due to limited time and resources
I have specifically selected Geography for my research topic. I am sure that this
study will be combinedly beneficial for the other branches of science too at
secondary level. Because in order to achieve our objectives in education, we
need improvement not only in method of teaching, curriculum and future
system of evaluation but also try to solve those problems which are faced by the
female teachers in teaching Geography. This study will help us to know about
the major problems faced by female teachers in teaching Geography in District
Peshawar, and also will help us to generalized the study to the other subjects of
science.
1.6 RESEARCH METHODOLOGY
The purpose of the study was to find out the problems faced by female teachers
in teaching Geography at secondary level in district Peshawar. Design of the
study was descriptive in nature. The researcher had to depend upon the
literature available and structured questionnaire administered to girl’s secondary
school Geography teachers working in the government schools of District
Peshawar.

1.7 DELIMITATION OF THE STUDY

Due to limited time and resources the study was delimited to the girl’s
secondary schools of Tehsil Peshawar:
CHAPTER: 2: -
LITERURE REVIEW
Teachers play vital role in the development of the personalities of the children.
Teacher’s attitude influences the personality of student. Their teaching style
causes effect on the results of students. The best example of the best teacher is
the Holy Prophet (P.B..U.H). Teacher’s function is to help the child construct
his own knowledge by guiding his own experiences. Teachers have a pivotal
role in society. Teacher is responsible to build the future generation. The
teacher’s role is to convey effectively the prescribed content to the learner and
he or she establishes the criteria for successful profession. Chaudhary (1980)
has discussed that the teacher has a number of ancillary roles in addition to that
of teaching, an important one being that of guidance counselor. The teacher
discovers the student’s interest, needs, strength and weakness and the reaction
of students to a wide variety of situations. The teacher varies the procedures for
guiding the students with different mental abilities. An effective teacher creates
a stimulating environment for intellectual, social and emotional development of
children. If there are good environment in the school, then teacher’s
performance will be better. The school job for the teachers is source of
attraction and satisfaction if the facilities are provided to the teachers. If there is
a lack of facilities then the teacher role will not be attractive. The qualification
of teacher is also related to teacher’s morale and teaching behavior. Highly
qualified teachers play a vital role in the school. Good, interesting teachers of
Biology, Physics, Geography, Chemistry or general science can help to increase
pupils.
Scientific literacy, enabling them to participate effectively in society. Teachers
are the real builders of the nations. They are the pillars to uphold the national
aspirations of progress. The teacher’s role in the growth development and
prosperity of the nation is undeniable. It is the teachers who mold the future
society and influence the coming generations towards successful achievement
of the national goals. If the teachers have to perform their duties with deduction
the sincerity, they must possess adequate mental health.
A mental healthy teacher is one who has confidence in himself and has pupils
one who expects much and gets much one who is concerned for the future
citizen of India.

Teacher are expected to be mentally healthy but the problems of teachers are
more then what It was in the past. In addition to the loss of special recognition,
the profession has been infested with a number of other problems, such as
enormous rise in the work load, lack of security of service too much domination
by the political bosses under local board bazar management growing
indiscipline among students, delayed promotion and poor school climate. The
teacher has to cope with so many stressful and frustrating situation which result
in mental ill health. A teacher, who is not mentally happy, will breed
discontentment and dissatisfaction which will have along term effect on the
pupils. Therefore, mental health of teachers is a crucial issue to be tackled by
educationists and all those concerned with the teaching profession.
According to Roschine (1993), for the teaching of reading writing in particular,
the attitude of teachers is most important. Another author kerliger (1978) also
indicates that learning, in real sense, needs conditioning by many influences.
Students need cooperation for new learning tasks for which many of them have
had little readiness. The social and physiological condition under which we all
live today have minimized the role of a teacher as national builder. It is of basic
importance that teacher should be good specimen of our culture. They should be
dividing the ideas effectively teachers must try to commitment to the
performance of specific type of role with in the structure of society. It goes
without saying that he/she is responsible for the transmission to has pupils of
technical component of scales, enable them to fulfill their future admit role in
work and other aspects of learning. Teachers are considered backbone for the
development of a nation. But this department is surrounded by community’s
problems. Perhaps teaching has been given last importance in every
government. In the following lines, I should like to through light on hidden
areas which are steel mocking on few self-compliment authorities.
Rap size that objectives of education although charming but it is very difficult
to achieve them because these are bound with several difficulties i.e.
1. Inadequate the preparation of science teachers
2. Lack of facilities
3. Defective pattern of science teaching
4. Ineffective supervision

PROBLEMS OF TEACHERS
The school teachers play a very important role in the society, as they are largely
responsible for molding the young and impressionable minds. There is growing
concern among educator about teacher’s mental health. Job-related stress is an
important factor in teacher’s motivation and retention. Teaching once was
considered a rather routine job; however, within the last decade it has become
an increasingly complex profession. Issues such as litigation, liability,
accountability, tenure, unions, along with increasing diverse responsibilities and
fast changing ideas have made teaching more stressful. Two of main
CHAPTER: 3: -
RESEARCH METHODOLOGY
3.1 NATURE OF THE STUDY
The problem under study was to make a research study of problems faced by
female teachers in teaching geography at secondary level in district Peshawar.
The government girl’s high schools of district Peshawar were taken as the
sample of the research study.
questionnaire was design for collection of the requisite information of the
problems.
The questionnaire was conducted through the sample secondary schools. The
number of sample school is 10.
The data was collected by the investigator through the questionnaire. The data
was organized, interpreted and items were worked out in percentage.
3.2 DESIGN OF QUESTIONNAIRE
A type of questionnaire was designed for the geography teachers of the
government schools to obtain their views about geography teaching and
problems
3.3 AMINISTRATION OF QUESTIONNAIRE
After preparation of the questionnaire it was rechecked and approved by
supervisor. The investigator personally administered the questionnaire and also
met with the teachers in order to listen their opinion about the problems.
3.4 TABULATION AND ANALYSIS
After the collection of data, it was arranged and tabulated. the data were
analyzed and interpreted.
3.5 CONCLUSION AND RECOMENDATIONS
On the basis of findings, the researcher drawn conclusion and then
recommendations were given for the improvement of present situation.
CHAPTER: 4: -
DATA ANALYSIS
1. Whether the post of teacher is according to their qualification?

S.NO Nature of responses Number of responses %age

1 Yes 0 0%
2 No 20 100%
Total 20 100%

Number of responses
25

20

15

10

0
Yes No

Number of responses

The above table shows that 0% of geography teachers have post according to
their qualification and 100% have post which is not according to their
qualification.
 2. Whether the teacher satisfied with their salaries or not?

S.NO Nature of responses Number of responses %AGE

1 Yes 8 40%
2 No 12 60%
Total 20 100%

Number of responses
25

20

15

10

0
Yes No Total

Number of responses

The above table shows that 6o% of geography teachers are not satisfied with
their salaries and only 40% of teachers are satisfied with their salaries.
 3. Whether government provide conveyance allowance to the geography
teachers not?

S.NO Nature of responses Number of responses %age

1 Yes 0 0%
2 No 20 100%
Total 20 100%

Number of responses
25

20

15

10

0
Yes No

Number of responses

The above table shows that there is no conveyance allowance provided to the
teacher by government.
4. Whether the facility of teachers guide book is provided to the geography
teachers or not?

S.NO Nature of responses Number of responses %age

1 Yes 0 0%
2 No 20 100%
Total 20 100%

Number of responses
25

20

15

10

0
Yes No

Number of responses

The above table shows that facility of teachers guide book is not available to
any teacher.
 5. Whether the first aid facility is provided to geography teachers or not?

S.NO Nature of responses Number of responses %age

1 Yes 0 0%
2 No 20 100%
Total 20 100%

Number of responses
25

20

15

10

0
Yes No

Number of responses

The above table shows that first aid facility is not available to single teacher.

6. Whether the geography teachers teach only geography in their school or

not?
 S.NO Nature of responses Number of responses %age
1 Yes 0 0%
2 No 20 100%
Total 20 100%

Number of responses
25

20

15

10

0
Yes No

Number of responses

The above table shows that 100% Geography teachers teach another subject
such as Pak Study not only Geography.

7. Whether they have any other teacher for geography in their school or not?

S.NO Nature of responses Number of responses %age

1 Yes 0 0%
 2 No 20 100%
Total 20 100%

Number of responses
25

20

15

10

0
Yes No

Number of responses

The above table shows that 100% schools have single teacher for Geography.

8. Whether students take interest in the teaching of Geography or not?

S.NO Nature of responses Number of responses %age

1 Yes 10 50%
2 No 10 50%
 Total 20 100%

Number of responses
25

20

15

10

0
Yes No Total

Number of responses

The above able shows that 50% students take interest in Geography while 50%
do not.

9. Weather the course contents of geography is according to the mental level

of students or not?

S.NO Nature of response Number of responses %age

1 Yes 14 70%
2 No 6 30%
Total 20 100%
 Number of responses
25

20

15

10

0
Yes No Total

Number of responses

The above table shows that 70% teachers said that course contents are according
to the mental level of the students while 30% said that it Is not according to the
mental level of the students.

10. Whether the strength of the students manageable by teachers or not?

S.NO Nature of responses Number of responses %age

1 Yes 12 60%
2 No 8 40%
Total 20 100%
 Number of responses
25

20

15

10

0
Yes No Total

Number of responses

The above table shows that for 60% teachers the strength is manageable
while for 40% the strength is not manageable.

11. Whether the schools have laboratory or not?

S.N Number of responses Nature of responses %age

O
1 Yes 8 40%
2 No 12 60%
Total 20 100%
 Nature of responses
25

20

15

10

0
Yes No Total

Nature of responses

The above table shows that only 40% schools have laboratories while 60%
schools have not.

12. Whether sufficient A.V aids facilities in schools or not?

S.NO Nature of responses Number of responses %age

1 Yes 0 0%
2 No 20 100%
Total 20 100%
 Number of responses
25

20

15

10

0
Yes No

Number of responses

The above table shows that A.V aids are not available in single government
school.

13. Whether sufficient charts and models are available for geography
teachings or not?
S.NO Nature of responses Number of responses %age
1 Yes 0 0%
2 No 20 100%
Total 20 100%
 Number of responses
25

20

15

10

0
Yes No

Number of responses

The above table shows that no charts and models are available for geography
teaching.

14. Whether all the necessary apparatus is available for geography teachers or
not?

S.NO Nature of responses Number of responses %age

1 Yes 0 0%
2 No 20 100%
Total 20 100%
 Number of responses
25

20

15

10

0
Yes No

Number of responses

The above table shows that necessary apparatus is not available for teaching
geography in government schools of district Peshawar.

15. Whether parents cooperate with teachers or not?

S.NO Nature of responses Number of responses %age

1 Yes 10 50%
2 No 10 50%
Total 20 100%
 Number of responses
25

20

15

10

0
Yes No Total

Number of responses

The table shows that in 50% schools parents cooperate with teachers while in
50% parents do not cooperate with teachers.

16. Whether schools hold parent’s teacher’s meetings are not?

S.NO Nature of responses Number of responses %age

1 Yes 6 30%
2 No 14 70%
Total 20 100%
 Chart Title
12

10

The above table shows that only 30% schools hold parent’s teacher’s
meeting while 70% schools did not.

Suggestions for improvement of geography education given by the

teachers of government schools.

S.NO Suggestions given by Number of respondents %age

geography teachers
1 Funds should be provided for 4 20%
geography educations
2 Sufficient geography 16 80%
teaching staff should be
provided
 Total 20 100%

Number of respondents
25

20

15

10

0
Funds should be provided Sufficient geography Total
for geography educations teaching staff should be
provided

Number of respondents

This table shows suggestions forward by teachers of schools for the

improvement of the geography education. 20% suggested that funds
should be provided for the teaching while 80% suggested that sufficient
geography staff should be appointed.

Appendi
x-A

LIST OF SCHOOLS
 GOVT GIRLS HIGH SCHOOL ISLAMIA COLLAGATE PESHAWAR,
PESHAWAR
 GOVT GIRLS HIGH AND HIGHER SECONDARY SCHOOL
UNIVERSITY TOWN PESHAWAR
 Appendix-B
QUESTIONNAIRE
Name ____________________________
Experience ________________________
General___________________________
Professional _______________________
School____________________________

Q.1.Is your post according to your qualification? Yes /

No
Q.2.Are you satisfied with the salary provided by government? Yes /
No
Q.3.Has govt provided conveyance allowance to you? Yes /
No
Q.4.Do you have facilities of teacher’s guide book? Yes /
No
Q.5.Do you have first aid facilities in your school?
Yes / No
Q.6.Do you teach only geography in your school? Yes /
No
Q.7.Do you have other teacher for geography in your school? Yes /
No
Q.8.Do your students take interest in your subject? Yes /
No
Q.9.Are the course contents of geography,
according to the mental level of the students? Yes /
No
Q.10.Is the strength of the students manageable by you? Yes /
No
Q.11.Do you have laboratory in your school? Yes /
No
Q.12.Are there sufficient number of A.V aids available? Yes /
No
Q.13.You have charts and models for teaching geography? Yes /
No
Q.14.Do you have all the necessary apparatus for teaching geography? Yes / No
Q.15.Do parents cooperate with teachers? Yes /
No
Q.16.Do you hold parent’s teacher’s meetings in your school? Yes /
No
Q.17.Give suggestion, if any for improvement. Yes
/ No