Impact of Teachers’ Awareness About Teachers’ Evaluation System on Instructional Modification of Primary School Teachers

Abstract

This study surveyed the effectiveness of teachers’ evaluation system bearing awareness of teachers about teachers’ evaluation system, instructional modification at primary level in 70 male & female schools of both rural & urban areas in the province of the Punjab, Pakistan. Conceptual frame work comprises of four factors; lesson planning & implementation, class management, professional and student assessment was adopted.The study pursued to determine to what extent the teachers are aware of teachers’ evaluation system and how much teachers have modified the instructions. To date, there is no reported research on the extent to which the awareness of teachers about teachers’ evaluation system and as a result instructional modification was gauged in public school sector. This study included selected teachers teaching at primary school level (70) of tehsilLodhran (Multan Division). A quantitative research design was used to gather quantitative data (N=200) of teachers. Data were collected via two questionnaires having reliability 0.9&0.89 respectively. The findings show that teachers are aware about teachers’ evaluation system remarkably modified instructions.