School Teacher’s Perceptions about Equity Challenges and Features in Secondary School Education

Authors

  • Tahira Roohi PhD Scholar, Sarhad University of Science and Information Technology, Peshawar Pakistan
  • Pervez Aslam Shami Professor, Department of Education, Sarhad University of Science and Information Technology, Peshawar Pakistan

DOI:

https://doi.org/10.51239/nrjss.v0i0.66

Keywords:

Teachers, Equity, Fair and inclusive, Secondary school education

Abstract

This study was conducted to investigate the vision and surveillance of secondary school teachers regarding features and challenges that hinder equity in secondary school education. The study aims to explore effects of two dimensions of equity i.e. fair and inclusive at secondary school education in Khyber Pakhtunkhwa. The descriptive survey method was utilized in this study. The researcher – made instruments consisted of open-ended questions were administered to the 100 secondary school teachers of four districts i.e. Hangu, Karak, Peshawar and Haripur of Khyber Pakhtunkhwa. The study illustrate that the teachers preview the stipulation of fair and inclusive education system and design, resources, and curriculum are very crucial aspects that hinder the equity in secondary school education. To some extent, the features regarding secondary school teacher’s lesson planning, and students’ reward and punishment are encumbering the equity in education. Most of the teachers consider that Khyber Pakhtunkhwa Elementary and Secondary Education Department (KPESE) have a chief role in the provision of an equitable secondary school education. On the basis of finding the conclusion was drawn and possible recommendations were suggested.

Downloads

Published

2018-04-30

Issue

Section

Articles