Implementation of National Professional Standards for Teachers: A Comparative Analysis

Abstract

The study was undertaken to find the “Comparative analysis of implementation of the NPST by teachers between Urban and Rural schools in Islamabad”. The objectives of the study were to highlight the need of teacher professional development according to National professional standards for teachers, to compare the teachers of Urban and Rural schools according to National professional standards for teachers and to explore the challenges in the implementation of National professional standards for teachers. The population included FDE Secondary schools’ Principals/ Vice Principals of Urban and rural areas of Islamabad. The sample of the study includes 80 Principals/ vice principals from Urban schools and also 80 Principals/ vice principals from the Rural schools. Quantitative research was applied in the study. Study was comparative in nature. Descriptive research design was applied and the data was collected through survey method. Simple random sampling technique was used to the collect data. The research instrument was developed to analyze the implementation of NPST by teachers. Self-made questionnaire was used in this study. The data collected through the respondents and then analyzed and interpreted in to different tables then the findings were analyzed. The data were analyzed through SPSS. The reliability of the instrument was determined by calculating Cronbach’s Alpha Coefficient. The reliability of the instrument was 0.925. Descriptive statistics included frequencies and percentages. Inferential statistics included t-tests. Findings of the study revealed that a significant percentage, especially in remote schools, had not undergone NPST training, despite the fact that the majority of teachers and school administrators had gone through NPST training. It was also found that there was a lot of support for some NPST standards, particularly Subject Matter Knowledge and Islamic and Ethical Values. However, areas like Collaboration & Partnerships and Human Growth & Development showed less attention. This implies that even if most teachers agree with the NPST principles, some standards need more focus when it comes to implementation, which calls for organized assistance and training. In the majority of NPST domains including Instructional Planning, Assessment & Evaluation, Learning Environment, Effective Communication, Collaboration, Continuous Professional Development, and English Language Proficiency urban schools consistently better than rural ones.