THE IMPACT OF PEDAGOGICAL KNOWLEDGE AND TEACHING PRACTICES OF TEACHERS ON STUDENTS' ACHIEVEMENT IN PUBLIC SCHOOLS OF PAKISTAN

Authors

  • Dur Jan Department of Education University of Gawader, Balochistan.
  • Adnan Riaz Department of English Literature University of Turbat, Balochistan.
  • Mohammad Yaseen Department of Sociology University of Turbat, Balochistan

DOI:

https://doi.org/10.52567/pjsr.v5i02.1098

Abstract

This study explores the impact of teachers' content knowledge, pedagogical knowledge, student-centered approach, and teacher-centered approach on student achievement perceptions. Data were collected from seven public secondary schools in Pakistan using an adapted self-report instrument of five Likert scales. Partial Least Square Structural Equation Modelling (PLS-SEM) was employed as an estimation technique by SMART PLS software. The results obtained from the testing model using structural equation modelling (SEM) were interpreted and discussed in tables. The study found that teachers' content knowledge, pedagogical knowledge, and teaching practices significantly predict student achievement. These findings highlight the crucial role of teachers' content knowledge, pedagogical knowledge, and teaching practices in achieving learning goals and outcomes.

Keywords: Pedagogical-Knowledge, Teaching-Practices, Teachers' perceptions, Teaching effects, Students’ achievement

 

Author Biographies

Dur Jan, Department of Education University of Gawader, Balochistan.

Lecturer

Adnan Riaz , Department of English Literature University of Turbat, Balochistan.

Assistant Prof.

Mohammad Yaseen, Department of Sociology University of Turbat, Balochistan

Assistant Prof.

Additional Files

Published

2023-05-24