School Teachers’ Promotion Policy in Khyber Pakhtunkhwa, Pakistan: Observations of School Heads, Union Leaders and School Teachers

Abstract

Recruitment and promotions of quality teachers is a key factor in improving academic outcomes of schools. School teachers in Khyber Pakhtunkhwa, Pakistan are promoted to higher grades on the basis of their experience in years beside the level of their academic and professional qualifications. The current qualitative study aimed at an evaluation of the current promotion criteria included in the 2012 provincial government education policy for the inservice school teachers. Data was collected through semi-structured interviews with school heads and leaders of the school teachers’ unions and through focus group discussions with school teachers. Data so obtained was analyzed using thematic analysis. Findings indicate that the criteria in the current school teachers’ promotion policy is not
adequate and so the process is in need of a more comprehensive criteria. Such criteria shall not only take into account seniority in school teaching, academic and professional qualifications but a well-structured and competitivepromotion-mechanism. In this way quality teachers may be promoted to higher teaching cadres that may have a positive impact on the quality of education in public sector schools. The study has important implications for policy makers in Khyber Pakhtunkhwa in devising competitive-promotion mechanism that is likely to improve the professional competence of teachers and school leaders