An Analysis of Selection Process of Teachers at Primary Level As a Parameter for Quality Management

AN ANALYSIS OF SELECTION PROCESS OF TEACHERS AT PRIMARY LEVEL AS A PARAMETER FOR QUALITY MANAGEMENT

By ZULFIQAR AHMED

NATIONAL UNIVERSITY OF MODERN LANGUAGES ISLAMABAD

November, 2013

AN ANALYSIS OF SELECTION PROCESS OF TEACHERS AT PRIMARY LEVEL AS A PARAMETER FOR QUALITY MANAGEMENT

Zulfiqar Ahmed

M.Phil (Education), Allama Iqbal Open University, 2010

A THESIS SUBMITTED IN PARTIAL FULFILMENT OF

THE REQUIREMENT FOR THE DEGREE OF

DOCTOR OF PHILOSOPHY

In Education

FACULTY OF HIGHER STUDIES

(EDUCATION)

NATIONAL UNIVERSITY OF MODERN LANGUAGES ISLAMABAD

November, 2013

NATIONAL UNIVERSITY OF MODERN LANGUAGES FACULTY OF HIGHER STUDIES © Zulfiqar Ahmed, 2013

THESIS AND DEFENCE APPROVAL FORM

The undersigned certify that they have read the following thesis, examined the defense, are satisfied with the overall exam performance, and recommend the thesis to the Faculty of Higher Studies:-

Thesis Title: AN ANALYSIS OF SELECTION PROCESS OF TEACHERS AT PRIMARY LEVEL AS A PARAMETER FOR QUALITY MANAGEMENT

Submitted By: Zulfiqar Ahmed Registration #: 387-PhD/Edu/Aug 11 Name of Student

Doctor of Philosophy Degree Name in full

Education Name of Discipline

Dr. Marium Din Name of Supervisor ______(Signature of Research Supervisor)

Dr. Shazra Munnawer Name of Dean (FHS)

______(Signature of Dean (FHS)

Maj Gen. ® Masood Hassan Name of Rector ______(Signature of Rector)

______Date

CANDIDATE DECLARATION FORM

I, Zulfiqar Ahmed

Son of Muhammad Rahim Khan

Registration # 387-PhD/Edu/Aug 11 Discipline Education

Candidate of Doctor of Philosophy at the National University of Modern Languages do hereby declare that the thesis ‘An Analysis of Selection Process of Teachers at Primary Level as a Parameter for Quality Management’

Submitted by me in partial fulfillment of PhD degree, is my original work, and has not been submitted or published earlier. I also solemnly declare that it shall not, in future, be submitted by me for obtaining any other degree from this or any other university or institution.

I also understand that if evidence of plagiarism is found in my thesis/dissertation at any stage, even after the award of a degree, the work may be cancelled and the degree revoked.

______Signature of Candidate Date

Zulfiqar Ahmed Name of Candidate

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ABSTRACT

Thesis Title: An Analysis of Selection Process of Teachers at Primary Level as a Parameter for Quality Management

The study endeavored to analyze recruitment and selection process of primary teachers in view of Quality Management (QM) in AJ&K. The study involved triangulation method by using analysis of policy documents and collection of quantitative data through survey instrument from primary teachers and their selectors. Study was delimited to primary teachers of high schools and their selectors in all public sector ten school districts of AJ&K. Major objectives of study were to analyze existing selection process, find criteria of recruitment, subject knowledge competencies, professional knowledge competencies, personality traits, prior experience of teaching and various selection methods for primary teachers. Relationship of existing and proposed recruitment and selection was also determined with Quality Management. Sample of study comprised 122 selectors and 850 primary teachers of both male and female categories. Data was collected both by postages and personal visits of respective high schools. Eight parameters of Quality Management (PQM) were determined for this study which were analysis of existing system, finding recruitment criteria, recruitment process, selection process, subject knowledge competencies,, professional knowledge competencies, personality traits and prior experience of teaching. Data was analyzed through SPSS by using Kruskal Wallis H-test and Mann Whitney U-test to meet the objectives. Findings revealed that there were diversed views of selectors and teachers for existing as well as future selection. There was a significant correlation among all PQM except existing selection with future recruitment and personality traits. All PQM has a strong correlation with one another. Future recommendations were proposed as to establish a separate human resource department or delegation of power to National Testing Service (NTS) or Public Service Commission (PSC), de-politicization of complete system, extinction of all types of biases, 21-25 years age, Bachelors educational qualification, B.Ed professional qualification, minimum 1-3 years of teaching experience, 25 years retiring age and training and monitoring of already selected primary teachers. A framework of Quality Management for recruitment and selection in future and a model of selection were also proposed on the basis of study.

TABLE OF CONTENTS

Chapters Page

THESIS DEFENCE APPROVAL FORM ii CANDIDATE DECLARATION FORM iii ABSTRACT iv TABLE OF CONTENTS v LIST OF TABLES xiii LIST OF FIGURES xv LIST OF APPENDICES xii LIST OF ACRONYMS xvi DEDICATION xix ACKNOWLEDGEMENT xx

I INTRODUCTION 1.1 Background of the study...... 1 1.2 Statement of the problem…………………………………………………... 8 1.3 Research Questions………………………………………………………… 8 1.4 Objectives of the study…………………………………………………….. 9 1.5 Null Hypotheses……………………………………………………………. 9 1.6 Significance of the study……………………………………………...... 10 1.7 Delimitations of the study…………………………………………………. 11 1.8 Procedure of the Study…………………………………………………….. 11 1.8.1 Design of the study………………………………………………… 12 1.8.2 Research instrument………………………………………………... 12 1.8.3 Population of the study…………………………………………….. 12 1.8.4 Sample of the study………………………………………………… 13 1.8.5 Administration of the tool…………………………………………. 13 1.8.6 Collection, analysis and tabulation of data………………… ……... 13 1.8.7 Analysis of data…………………………………………………… 14 1.8.8 Document analysis………………………………………………… 14

1.9 Conceptual framework of the study………………………………………... 14 1.10 Definitions of the terms……………………………………………………. 18

II REVIEW OF RELATED LITERATURE 2.1 Introduction………………………………………………………...... 19 2.2 Recruitment Process in Human Resource Planning (HRP)………………... 22 2.2.1 Job Description…………………………………………………….. 23 2.2.2 Job Specification……………………………………………...... 23 2.3 Selection Process in Human Resource Management (HRM)……………… 24 2.4 Demand-Supply Process of Recruitment of Primary Teachers……...... 26 2.5 Recruitment and Selection of Primary Teachers in Pakistan……………… 29 2.6 Approaches for Selection of Primary Teachers……………………………. 31 2.7 Concept of Competency…………………………………………………… 34 2.7.1 Core Competencies………………………………………………….. 35 2.7.2 Job Specific Competencies…………………………………………... 35 2.8 Teaching Competencies-…………………………………………………… 35 2.8.1 Teaching Competencies of a Primary Teacher…………………….. 37 2.8.2 Types of Teaching Competencies at Primary level………………... 38 2.8.2.1 Knowledge Competencies…………………………...... 39 2.8.2.2 Content Knowledge……………………………………….. 39 2.8.2.3 Pedagogical Knowledge……………………………………39 2.8.2.6 Professional Knowledge…………………………………... 39 2.8.2.5 Contemporary Knowledge…………………………...... 40 2.9 Skills Competencies of a Primary Teacher………………………………… 40 2.9.1 Practical Skills……………………………………………………... 40 2.9.2 Mental Skills……………………………………………………….. 40 2.9.3 Pedagogical Skills…………………………………………………. 40 2.9.4 Life Skills………………………………………………………….. 41 2.9.5 Leadership and Management Skills…………………………...... 41 2.9.6 Research and reflection Skills……………………………………… 41 2.9.7 Social Skills…………………………………………………...... 41

2.9.8 Values, Attitudes and professional Ethics…………………………. 41 2.10 Major Competencies of an Islamic Teacher………………………………. 43 2.11 Competency Model (CM)…………………………………………………. 44 2.11.1 Organizational approach model……………………………………. 45 2.11.2 HR system approach model…………………………………...... 45 2.11.3 Team approach model……………………………………………… 45 2.11.4 Individualistic model………………………………………………. 45 2.12 Ice berg Model of Competency in Staff Selection…………………………. 46 2.12.1 Implication of Ice berg Model in Teaching ……………………….. 49 2.13 Methods of Recruitment…………………………………………………… 51 2.13.1 Internal Recruitment………………………………………………... 51 2.13.2 External Recruitment……………………………………………….. 52 2.13.3 The Emerging Trends of E-Recruitment…………………………….54 2.14 Methods of Selecting the Employees………………………………………. 55 2.14.1 Screening Process…………………………………………………... 55 2.14.2 Preliminary Interviews……………………………………………… 55 2.14.3 Selection Tests……………………………………………………… 56 2.14.4 Aptitude Tests………………………………………………………. 56 2.14.5 Psychomotor Tests………………………………………………….. 56 2.14.6 Job Knowledge Tests……………………………………………….. 56 2.14.7 Interest Tests………………………………………………………... 56 2.14.8 Personality Tests……………………………………………………. 56 2.14.9 Polygraph Tests…………………………………………………….. 57 2.15 Types of Interviews…………………………………………………………57 2.15.1 Structured Interview…………………………………………………57 2.15.2 Unstructured Interview……………………………………………... 57 2.15.3 Semi-structured Interview…………………………………………... 57 2.15.4 Stress Interview…………………………………………………….. 57 2.15.5 Board/Panel Interview……………………………………………… 57 2.15.6 Behavioral/Situational Interview…………………………………… 57 2.15.7 Telephonic Interview and Video Conferencing…………………….. 58

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2.16 Major tools of teacher’s selection…………………………………. 59 2.16.1 Gallup Teacher Perceiver Interview (TPI)…………………..59 2.16.2 Gallup Teacher Insight Interview (TII)……………………... 60 2.16.3 Interactive Computer Interview System (ICIS)…………….. 60 2.16.4 Star Teacher Interview (STI)……………………………….. 60 2.16.5 The Urban Teacher Selection Interview (UISI)…………….. 61 2.16.6 Star Teacher On-Line Pre-Screening……………………….. 61 2.16.7 Teacher Quality Index (TQI)……………………………….. 61 2.16.8 Five factor Model or Big five Personality Test ……………. 62 2.17 Concept of Quality……...... 64 2.17.1 Brief history of International Standards Organization (ISO)………. 65 2.17.2 Quality Management?...... 66 2.17.3 Quality Management System (QMS)……………………………….69 2.17.4 Quality Planning……….…………………………………………... 69 2.17.5 Quality Control……………………………………………………... 70 2.17.6 Quality Inspection…………………………………………………... 70 2.17.7 Quality Assurance…………………………………………………... 70 2.17.8 Quality Improvement……………………………………………….. 71 2.17.9 Total Quality Management (TQM)…………………………………. 71 2.17.10 Quality Management Principles…………………………………... 71 2.18 Quality of a Primary Teacher……………………………………………… 72 2.19 Process of Accreditation for Quality Education in Schools……………….. 74 2.20 Certification and Licensing for Quality Education………………………… 76 2.21 National Professional Standards of Teachers in Pakistan………………….. 78 2.21.1 Standards for Initial preparation of Teachers in Pakistan………….. 82 2.21.1.1 Subject Matter Knowledge………….……………………. 82 2.21.1.2 Human growth and Development………………………... 83 2.21.1.3 Knowledge of Islamic Ethical Values/Social Life Skills…84 2.21.1.4 Instructional Planning and Strategies……………………. 84 2.21.1.5 Assessment………………………………………………. 85 2.21.1.6 Learning Environment…………………………………… 86

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2.21.1.7 Effective Communication and Proficient Use of ICT…….86 2.21.1.8 Collaboration and Partnership…………………………… 87 2.21.1.9 Continuous Professional Development and Code of Conduct………………………………...... 87 2.21.1.10 Teaching of English as a Foreign Language……………. 88 2.19 Summary & Conclusion …………………….……………………………...89

III RESEARCH METHODS AND PROCEDURES 3.1 Introduction………………………………………………………… ……... 92 3.2 Geographic profile and nature of Study……………………………………. 92 3.3 Design of Study……………………………………………………………. 93 3.4 Population of Study………………………………………………………... 94 3.5 Sample of Study…………………………………………………………… 94 3.6 Development of Research Instrument……………………………………… 97 3.6.1 Questionnaire variables and item construction…………………….. 98 3.6.2 Factor analysis……………………………………………... 100 3.6.3 Validation and Pre-testing of Instrument…………………... 103 3.6.4 Analysis of Policy and Selection Documents…………….... 104 3.6.5 Preparation of Cover Letter for Instrument………………... 105 3.6.6 Approval for Conduct of Survey Study……………………. 105 3.7 Data collection procedures………………………………………... 106 3.7.1 Arrangement of Postage Tickets and Relevant material…… 107 3.7.2 Preparation of Questionnaire packages and their delivery… 107 3.7.3 Follow up procedures………………………………………. 108 3.7.3.1 Written reminders………………………………….. 108 3.7.3.2 Telephone calls…………………………………….. 108 3.7.3.3 Personal liaison…..………………………………… 109 3.7.3.4 Visits to schools……………………………………. 109 3.7.3.5 Restrictions and hurdles……………………………. 109

IV DATA ANALYSIS 4.1 Introduction………………………………………………………… 112 4.2 Demographic Characteristics of respondents……………………... 113 4.3 Analysis of data……………………………………………………. 117 4.4 Descriptive statistics……………………………………...………... 117 4.4.1 Descriptive statistics (Kruskal-Wallis H-test)……………... 118 4.4.2 Mann-Whitney U-test alternative to T-test………………… 120 4.4.3 Inferential statistics (Spearman Rho for correlation analysis).121

4.5 Analysis of Qualitative data (Open ended responses)...…………... 153 4.5.1 Dominance and Victimization of politics………….……… 154 4.5.2 Independent, Impartial and Autonomous Commission……. 155 4.5.3 National Testing Service & Public Service Commission…. 156 4.5.4 Pitfalls of Existing System of Recruitment and Selection…. 156 4.5.5 Nepotism, favoritism, tribalism, racism and political interests………………………………. 157 4.5.6 Personality, Medical, Aptitude Tests and Teaching Experience………………………………………. 157 4.5.7 Professional Ethics, Code of Conduct and Professional Spirit……………………………………... 158 4.5.8 Privilege to Female Teachers in Primary Classes………….. 159 4.5.9 Display of Merit, Advertisement of Posts and Role of Panel…………………………… 159 4.5.10 Other Aspects for Improvement of System…………… 160 4.6 Document Analysis of Existing Recruitment and Selection Procedure at AJ&K…………………………………. 161 4.6.1 Selection Authorities and Jurisdiction of Selection……….. 163 4.6.2 Appointing Authorities…..……………………………….. 164 4.7 An overview of existing system of recruitment, selection and appointment of primary teacher in AJ&K…………… 164 4.7.1 Federal Education Policy as a Central guideline……………………………………… 164 4.7.2 Process of written Tests……………………………………. 165 4.7.3 Marks Allocation of Educational

and Professional Certificates/Degrees……………………... 165 4.7.4 The Interview Process and Its Marks Distribution………… 166 4.7.5 Personality Tests………………………………………… 166 4.7.6 Composition of Selection Panel……………………………. 167 4.7.7 Appointments to Various Basic Pay Scales in Primary Education in AJ&K………………………………..167 4.7.8 Methods of Recruitment, Minimum Qualification 4.7.9 Criteria & Age Limits………………… …………...... 167 4.7.10 Condition of Previous Teaching Experience for Primary Teachers……………………………………………………168 4.7.11 Work Samples or Teaching Practices…………………... 168 4.7.12 The Process of Screening of Applicants…………………... 169 4.7.13 Validity and reliability of selection tests & Interviews……. 169 4.8 Conclusion of data analysis…………………………..….……… 170 4.8.1 Literature review…………………………………………… 171 4.8.2 Document analysis………………………………..………... 172 4.8.3 Descriptive analysis………………………..………………. 173 4.8.4 Correlation analysis……………………………..…………. 173 4.8.5 Results of qualitative data……………………………..…… 173

V SUMMARY, FINDINGS, DISCUSSION, CONCLUSION, AND RECOMMENDATIONS 5.1 Introduction………………………………………………………… 175 5.2 Summary…………………………………………………………… 175 5.3 Findings……………………………………………………………. 178 5.3.1 Findings from Literature Review…………………………. 178 5.3.2 Findings from Document Analysis..……………………….. 180 5.3.3 Findings from Descriptive Analysis………………..……… 182 5.3.4 Findings from Inferential Analysis……...…………………. 184 5.3.4.1 Findings from Correlation Analysis…..…………………….184 5.4 Findings from Qualitative data (open ended views)……………….. 189 5.5 Discussion………………………………………………………….. 191 5.6 Conclusion…………………………………………………………. 204

5.6.1 Conclusion from Literature Review.……………………….. 205 5.6.2 Conclusion from Document Analysis.…………………….. 206 5.6.3 Conclusion from Descriptive Analysis…..……………….. 207 5.6.4 Conclusion from Inferential Statistics (Correlation analysis)……………………….……..……… 208 5.6.5 Conclusion from Qualitative data………………………….. 211 5.7 Recommendations…………………………………………………. 213 5.7.1 Limitations of Study…...…………………………………... 215 5.7.2 Recommendations for Future researchers……………… 216 5.7.3 Quality Management parameters framework for selection of future teachers………………………………………………………………218 5.7 REFERENCES………………………………………………………226 5.8 APPENDICES………………………………………………………… Appendix-A…………………………Dean’s Letter to Secretary Appendix-B………………………… Supervisor’s Letter Appendix-C………………………… Questionnaire in English Appendix-D…………………………Questionnaire in Urdu Appendix-E………………………… Letter to School Heads Appendix-F………………………… Reminder for Questionnaires Appendix-G…………………………Letter to DEOs Appendix-H…………..……………. List of Selectors designation wise Appendix-I…………..…………...... List of High schools gender wise Appendix-J…………………..…...... Researcher’s application Appendix-K……………………...... District wise teachers by designation Appendix-L………………………… District wise number of institution by gender Appendix-M………………………... District wise number of teachers by location and institutions Appendix-N………………….…….. Certificate of translation from Urdu expert Appendix-O…………………………Policy Documents Appendix-P………………………… Certificates for checking of Research tool Appendix Q………………………… Statement wise Mean/SD

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LIST OF TABLES Title Page No Table 3.1 Population of study……………………………………………… 94 Table 3.2 District wise distribution of sample……………………………. 96 Table 3.3 Designation wise distribution of selectors…………………….… 97 Table 3.4 Distribution of items with major dimensions …………..……… 93 Table 3.5 Factor analysis of research instrument …...... 101 Table 3.6 Reliability analysis of all PQM………………………………….. 104 Table 3.7 Response rate of questionnaires in view of sample…………... 110 Table 4.1 Distribution of sample by……………………………………….. 114 age gender district, designation and experience Table 4.2 Distribution of sample by education, professional qualification 116 worked with selectors and total applicants tested Table 4.3 Proposed recruitment criteria for selection of future primary teachers……………………… 123 Table 4.4 Significance of sample according to districts………………….. 125 Table 4.5 Significance of sample by gender……………………………….. 127 Table 4.6 Significance by age groups…………………….……………... 129 Table 4.7 Significance by education qualification…………………………. 131 Table 4.8 Significance by professional qualification………………………. 133 Table 4.9 Significance by designation…………………………………….. 135 Table 4.10 Significance by experience…………………………………….. 137 Table 4.11 Significance by participation in selection……………………… 139 Table 4.12 Significance by total applicants tested…………………...... 141 Table 4.13 Correlation matrix of all types of PQM………………………... 143 Table 4.14 Correlation matrix of existing selection system……………….. 144 Table 4.15 Correlation matrix for process of future recruitment…………... 145 Table 4.16 Correlation matrix for process of future selection……………... 146 Table 4.17 Correlation matrix of subject knowledge competencies………. 147 Table 4.18 Correlation matrix of professional knowledge competencies.…. 149 Table 4.19 Correlation matrix of required personality traits………………. .151 Table 4.20 Correlation matrix of prior experience of teaching……………. .153 Table 4.21 Distribution of marks in existing selection system…………….. 162

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Table 4.22 Distribution of marks according to subjects…………………… 162 Table 4.23 Marks distribution for acquired degrees……………………….. 163 Table 4.24 Marks distribution for interview……………………………….. 163 Table 5.1 Marks distribution for professional degrees…………………….. 181

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LIST OF FIGURES

Title Page No

Figure 1.1 Model of Study on Eight Parameters of Quality Management ………... 16 Figure 1.2 Theoretical and conceptual framework of study……………………….. 17 Figure 2.1 Teachers demand and supply process…………..……………… ……... 28 Figure 2.2 Iceberg model of competencies………………………………………… 46 Figure 2.3 Iceberg model of teaching competencies………………………………. 50 Figure 2.4 Recruitment process flowchart…………………………………………. 63 Figure 2.5 Quality Management System…………………………………………... 67 Figure 2.6 Major dimensions of Quality Management ……………………………. 68 for recruitment and selection of future primary teachers Figure 4.1 District wise comparison of PQM……………………………… 126 Figure 4.2 Gender wise comparison of PQM……………………………… 128 Figure 4.3 Age wise comparison of PQM…………………………………. 130 Figure 4.4 Education qualification wise comparison of PQM…………….. 132 Figure 4.5 Professional qualification wise comparison of PQM…………... 134 Figure 4.6 Design wise comparison of PQM……………………………... 136 Figure 4.7 Comparison of PQM in view of experience……………………. 138 Figure 4.8 Comparison in view of participation in selection process……… 140 Figure 4.9 Comparison of PQM in view of total applicants tested………… 142 Figure 4.10 Data analysis process………………………………………….. 171 Figure 5.1 Quality Management Framework for recruitment of prospective primary teachers……………………………………. 221 Figure 5.2 Proposed models for recruitment and selection………………. 224 of prospective primary teachers

LIST OF ACRONYMS

Assistant Director AD

Assistant District Education Officers ADEOs

Assistant District Officers ADOs

Assistant Education Officers AEOs

Allama Iqbal Open University AIOU

Azad Jammu & Kashmir AJ&K/AJK

Bachelor of Arts B.A

Bachelor of Education B.Ed

Bachelor of Science B.Sc

Basic Pay Scale BPS

Competency Model CM

Certificate of Teaching CT

Curriculum Vitae CV

Degree Awarding Institution DAI

Divisional Director Schools DDS

Directorate of Education Management & Information System DEMIS

District Education Officers DEOs

Director Public Instruction DPI

Deputy District Education Officer Dy DEO

Deputy Director Dy Dir

Executive District Officers EDOs

Hypotheses H/Ho

Gallup Teacher Insight Assessment Gallup TIA

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Government College of Elementary Education GCEE

Grade Point Average GPA

General Post Officer GPO

Human Resource Management HRM

Information Communication Technology ICT

Interactive Computer Interview System ICIS

Institute of Education and Research IER

International Institute of Education Planning IIEP

International Standards Organization ISO

Intermediate Inter

Knowledge, Skills, Attitude KSA

Master of Education M.Ed

Multiple Choice Questions MCQs

Micro Finance Industry in Human Resource MFIHR

National Board of Professional Teaching Standards NBPTS

National Council for Accreditation of Teacher Education NCATE

Net Enrollment Ratio NER

National Testing Service NTS

National University of Modern Languages NUML

Organization of Economic Cooperation &Development OECD

Plan, Do , Check, Act PDCA

Primary Education for All PEFA

Physical Education Teacher PET

Parameters of Quality Management PQM

Primary Teaching Certificate PTC

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Primary Teacher P/ Teacher

Question 1, 2, 3 Q 1,2,3

Quality Management QM

Qualified Teacher Status QTS

Star Teacher Interview STI

Technical Committee TC

Total Quality Management TQM

Teacher Perceiver Interview TPI

Teacher Insight Interview TII

Teacher Quality Index TQI

United Nations Education , Scientific and Cultural Organization UNESCO

Universal Primary Education UPE

Urban Teacher Selection Interview UTSI

World Trade Organization WTO

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DEDICATED TO

MY MOST LOVING MOTHER, ELDER BROTHER AND & life companion

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ACKNOWLEDGEMENT

In the name of Allah, the beneficent and the most merciful, the noble of universe and lord of his creatures. First of all I am thankful the Almighty Allah (Creator) who gave me the physical and intellectual capacities to complete this challenging research task. It’s the Almighty Allah who guides to strive for the best in our life.

After this I convey my gratitude to my mother and family whose prayers were always with me for my success in life. I am also grateful to my wife and cute kid (Saliha Zulfiqar) who suffered when I remained away from my family for completion of my study. My life partner (Sajida Zulfiqar) always remained helping me when I was alongwith extra family responsibilities and strain of my official tasks.

I convey my deepest thanks to my supervisor Dr. Marium Din who stood not only as my teacher and supervisor but she was beyond the sympathy and cooperation that of an ordinary teacher. She was always constructive, motivating, guiding and loving to me as a student and came ahead as and when I needed her help. This was her given environment to me in the sphere of my research where I felt always comfortable.

In these writing moments I cannot forget Dr. Allah Baksh Malik, who came as a moon among stars in all of motivation and served as a watchman of whole session. His in depth experience has the prismatic quality to enlighten his students. His leadership in department of education has always been inspiring and constructive to the forthcoming educational leaders.

On this occasion I would also be thankful to my dearest teachers, Dr. Fauzia Khursheed, Dr. Sufiana Khatoon and Dr. Azher Mehmood who directed me on the right lines of work when I was completing my course work as a doctoral student.

I am thankful to Secretary Education (Schools) Azad Jammu & Kashmir Mr. Muhammad Sadiq Dar who despite of confidential nature of study accorded permission in AJK for the benefit of education. I also convey thanks to all District Education Officers (DEOs), Assistant Education Officers (AEOs) and Headmasters/Headmistresses, and primary teachers of 172 randomly selected schools who cooperated with me while gathering research data when the nature of study was much critical and confidential.

I am thankful to my senior in profession Lieutenant Colonel Muhammad Nadeem Khan (Chief Instructor) Garrison Human Resource Development Center Peshawar, whom I would call the supporter of all branches of knowledge; he helped in sparing me from busy routines of my professional duties. His motivation for knowledge acquisition was a leading source for me.

My brother Mr. Mumtaz Hussain always remained on behalf of my father in my life. He actually sparkled to me right from matriculation when I took the bronze medal. He always remained on my back to reach at the highest peak of my life. I am always grateful to him and remember him in my prayers.

In my closing words I am thankful to all of those who helped me in any capacity to furnish this work. In my colleagues there were many who supported me in package, postage and recovery of data from the field. I would also expect and pray that may this work be fruitful and helpful in brining the real quality of primary education in the territory of Azad Jammu & Kashmir. (Amen)

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CHAPTER 1

INTRODUCTION

1.1 Background of study

The world in 21st century is moving fast with competence to achieve quality education. The countries in all over the world endeavor to reach maximum climax of development in their educational sectors. Primary education is a level which is given a heed attention to develop potential base lines for the futuristic needs. Education at primary level stands as a pillar in eradicating ignorance, increasing literacy rate and developing sound basis at gross root level. Most of the developing countries are struggling hard to bring significant changes in primary education sector through maximum financial allocations in their primary education budgets.

The concept of Human Resource Management (HRM) is prevailing in the field of education from the last many years rapidly. Teaching workforce has a leading responsibility to build up their nations. To accomplish the fast growing demands of educational sectors, forces of teachers have to play dynamic roles. One of the prime objectives of HRM in education sector is to recruit, hire and select the best people for profession of teaching. Primary teachers play a vital role in changing face of primary education from the very beginning. It needs much more potential and the individuals with enthusiastic professionalism to build up its major pillars. Teaching at primary level needs a more capable individual who may lead the students in a diverse knowledge, social values, cultural norms and universal ethics.

In modern economic system primary education plays a multiplier role in developing economy of any country. In 1980s the concept of Quality Management and quality assurance took its place in organizational environment. Osanna , Durakbasa, Hornikova & Gabko (2010) describes the ranking of educational process at the end of year 2000. Major emphasis was laid on quality of educational process and its growing importance for academic institutions and organizations. Quality management in education system must be seen as a continual examination of students’ knowledge and evaluation of teaching. Students’ satisfaction has the main relation with the Quality Management in an educational production.

Quality management (QM) in HRM as defined by EN ISO 9000 means “coordinated activities to direct and control the organization with regard to quality, direction and control”. Quality generally includes establishment of quality policy, quality control, quality assurance and quality improvement. Four components of quality management framework as conceived by Walter Shewhart are Plan, Do, Check and Act (PDCA). ‘Plan’ means setting objectives and targets necessary for results and outcomes, ‘Do’ means implementing the whole process truly, ‘Check’ denotes monitoring and evaluating of the results in view of objectives while ‘Act’ means taking necessary steps for improvements of quality or standards. (Wiltschk & Kauffmann, 2002).

Pakistan being a developing country has not yet overcome most of quality primary education issues; therefore plight of public sector primary education is deplorable in view of qualified teachers and provision of basic education facilities. On the other hand the competency of primary school teacher in public sector has continuously been very poor. According to Karacolgue (2008) in the age of 21st century role and responsibilities of a teacher are not just to teach and finish the task. Teacher in this century has to be equipped with many competencies both in subject knowledge and professional knowledge. Teaching is a multidimensional profession and teacher of current age must be competent in planning and practicing teaching, keeping knowledge of distance education, peace education, gender education, environmental education and knowledge of information communication technology (ICT).

In ongoing century of technological revolution, the workforce of teachers must be capable enough to produce quality education at primary grades. Every year a lot of teachers leave their jobs due to various reasons and new teachers replace their positions. Hammond & Berry (2010) highlighted some of the issues regarding creation of new vacancies for prospective teachers. New teachers are enrolled due to high rates of attrition, rural locations, problems of salaries, and support etc. In all of the conditions only knowledgeable and skillful teachers may be placed in their jobs that may deal effectively with diverse students, think critically, create and master the subject matter in order to accommodate the challenging needs for learning of children and society.

If primary education has to be served in an outstanding manner then the issues relevant to recruitment and selection of primary teachers may require to be addressed in a sophisticated manner. Hence students will be served well, class rooms will be managed effectively and teachers will stay over their career for long times. Unfortunately the dilemma of Pakistan in view of public primary school teacher’s recruitment and selection has been much pathetical and injusticed from the last many decades. These reasons in public sector primary schools have become a source of burden on public sector education and its financial allocation in terms of returns to the nation. There is no concept of quality education due to incompetence, lack of professionalism and undue favoritism. Ahmed (2012) describes that as compared to the budget allocation for higher education, primary education in Pakistan is falling much short in view of its essential educational needs. The idea of primary education for all (PEFA) as compared to other countries has not yet been fulfilled.

One major cause of provision of low quality education in public primary schools is recruitment and selection of incompetent teachers from various channels of selection. Teacher is considered a change agent but the process of selection is never reviewed, secured and strengthened with the passage of time. Unclear power distribution between provinces and districts, uncontrolled monitoring and poor quality assurance results in exploitation of official powers alongwith financial resources. In the growing demand of competence for course curriculum, libraries, computers, transport and co-curricular activities public sector primary school teachers have been failed to produce professional responsibilities.

There is no fair system in recruitment and selection of primary teachers and as a result corruption is widely seen in recruitment, selection and placement of these teachers. All the teachers selected through discriminated channels or unfair means indulge in absenteeism and other unproductive activities. They have lack of subject knowledge, poor leadership quality and lack of pedagogy. Schools in the private sector on the other way are selecting and hiring many competent and qualified teachers, therefore most of the public is inclined towards sending their children to private sector as they take it as a source of charm and quality education.

The process of recruitment and selection is needed to be disciplined, transparent, valid and free from all discriminations. French & Rees (2012) describes

3 that process of recruitment and selection if observed on its merit is not a one way process. From recruitment or attracting the job applicants to the selection and employment decision it involves many stages. Selection decisions for the various jobs are based on a range of methods and tools of selection. In all of the cases validity and reliability of selection methods and different tools is important with a purpose to select the best candidate for the job fit.

The recruitment and selection of teachers both are separate processes. According to Micro Finance Industry in Human Resource (MFIHR) (2010) selection means identifying the individuals for relevant skills, experiences and qualification, while recruitment means attracting the pool of individuals or applicants for the required job posts. The purpose of selection of primary teachers in a best process is to assess their competencies, skills and experiences in order to select best of them for teaching and learning process. To accomplish this purpose some key areas like competencies of behavioral skills, knowledge of duties, subject knowledge, right attitude and prior experience of work is considered very important.

The process of recruitment and selection according to Accountability Modules (1993) is systematic in view of job objectives. The process generally involves planning staff requirements, attracting job applicants, screening, interviewing, testing, verifying information, extending job offers, review, assess and report on the process.

Unfortunately countries like Pakistan are still far away in taking all systematic steps of recruitment and selection for public sector primary teachers. Shift of the powers from provincial to district governments has handed over most of the selection decisions to District Education Officer (DEOs) and Assistant District Education Officers (ADEOs) alongwith members of union councils. In most of the cases normal interviews are conducted without any real judgmental decisions or assessment procedures. In some of the cases teachers are appointed just after screening of applications directly on basis of their educational records or posts of various districts are filled unadvertised keeping them unnoticed. All of such measures take place without any systematic, valid and reliable tools of job assessment in view of professional needs of public primary schools.

Policies and their fluctuation have a greater impact on development of primary education. Handa (2001) describes that primary education has a greater input in social and economic development of less developed countries. Household income has a powerful impact on schooling but it is up to policy makers that how they develop their policies for benefits in less developed countries. They should target the areas where there is a dire need for primary education. Education policy has also an effect on school enrollment in view of supply and demand of primary teachers. Realistic intervention strategies to target specific regions and poor households for better picture and benefits are needed at the level of policy makers.

Describing role, responsibilities and capabilities of various authorities dealing the system of primary education in Pakistan Masroor & Shah (2011) states that most of our policies and steps for primary education are as of old British government. In administration of primary education due to devolution of powers to districts government at various school districts, Executive district officer (EDOs) & Assistant district officers (ADOs) look after and monitor the activities of primary education in public sector.

The process of Quality Management and monitoring is not as effective as it may be in view of sluggish results of primary education. Most of the activities are controlled by the districts in primary and elementary education and powers have completely been decentralized. In all of such conditions need of a competent primary teacher is much more important who has to be the only changing force behind this scene. On a few occasions good material, aids and equipments all go in ruin due to dealing of teaching in a non professional and untrained manner. Keeping in view all this there is a great heed to pay to recruitment and selection of primary teachers in near future.

Quality of primary education is directly attached with primary school teachers. To fulfill the dire need of primary education both personal and professional skills of the teachers may be examined through valid and reliable tools and selection methodologies. Only those teachers should be preferred who are highly motivated, competent and courageous to their profession. Valid and reliable tools and methods should be applied while recruiting and selecting these primary teachers. Sometimes

5 tools are developed according to local needs as the system of primary education differs in every country.

The competency of primary teachers may be examined in view of knowledge, skills and attitudes or disposition as major domains and further job specific and general skills may be measured under these domains. Rockoff, Jacob , Kane & Staiger (2011) described some of the core attributes while selecting teachers. They stated that because of continuous changes in increase of students assigned to different teachers’ recruitment policy in most of the school districts should be changed. Instead of spending more and more on initial training of teachers’ more should be expended for recruitment of effective teaching workforce. A few of major qualities like cognitive abilities, content knowledge, personality traits and personal beliefs about self efficacy should be examined. There are also a variety of instruments which are used by the various international schools for selection of teachers.

Haberman star teacher evaluation pre screener is used to know the effectiveness of a particular teacher candidate in urban class room setting as a future predictor. To assess the subject or content knowledge various selectors develop different instruments for different levels. Most of schools use five factors model or big five as teacher’s personality has a significant effect on student's performance. It assesses teacher in agreeableness, conscientiousness, emotional stability, extraversion and openness to experiences. Likewise for teacher’s beliefs and values about general and personal efficacy a ten item instrument of Hoy & Woolfok is used. Two commercially available and widely used instruments of teachers selection are Haberman star teachers evaluation pre-screener and Gallup Teacher Insight Assessment (Gallup TIA). The instrument comprises multiple choice items and assesses a number of teacher’s attributes for higher level teacher effectiveness. Teachers experience is never considered as an only predictor of effectiveness.

Selection process of primary school teacher demands some of the major variables to be tested like gender, professional qualification, extensive teaching experience, personality traits and adaptation to new environment. IIEP (International Institute of Educational Planning) described some certain standards of teacher’s selection and recruitment. These standards include job description (stating roles and

6 responsibilities), experience, educational qualification, professional qualification, unbiased selection, equity, developing code of conduct for teacher, ratio of pupil- class, pupil-teacher and reference checks etc. Similarly gender and ethnic consideration for justice based teachers selection should be carried out. A careful equity in view of ethnicity, political affiliation, regional distribution and distinction between migrants and non migrants should be observed while selection to monitor Quality Management.

Distinction on the basis of gender or sexual orientation may be avoided during selection of the teacher. A free and fair system should come under clear guidance and required criteria of selection. In selection of teacher at primary level, extent to weightage will be given to a variable like prior experience, specific qualification, professional knowledge, personality traits, planning of teaching, application of teaching techniques or methods etc should be prioritized while recruitment and selection. Cultural diversity has risen as an issue in teaching and learning which should be taken into consideration. Disparity on the basis of languages, social class and ethnicity may be avoided as one of the major hindrances in selection and recruitment.

Review system of whole recruitment and selection should be conducted carefully in each step. French and Rees (2010) described that recruitment and selection process neither takes place at once, nor will a single phase yield effective selection of primary teachers. The process should be systematic and every activity should be attached to another activity linking it to a product result. All stages should be linked and real measures be drawn from the complete process.

In view of all stated essentials of recruitment and selection for primary teachers, the system of selection for primary teachers in Pakistan for public sector primary schools do not meet required standard in selection measures as followed by the advanced countries. Testing and measurement for the effective selection of primary teachers has not been found anywhere. Delegation of powers to the district governments, lack of monitoring and non availability of clear guidelines results in poor performance of primary teachers.

Hence most of masses in our elementary and primary teaching are not led and dealt according to the needs of our national educational interests. As a result NER

(Net Enrollment Ratio) is hardly 68%. Drop out ratio is increasing year after year and dream of UPE (Universal Primary Education) looks to be unseen. Public sectors schools at primary level have been facing a lot of challenges in recruitment and selection to maintain the quality parameters. Primary schools are not fulfilling demands of quality education due to these major issues. Poor and ineffective procedures are adopted by different panels of recruitment and selection for primary teachers. Teachers are selected under no systematic procedures and most of the human resources in the primary education sector are proved to be ineffective and unproductive. Teachers for primary grades are not selected in view of their competencies or inborn capabilities.

Although National Commission on the Government Reforms (2007) has clearly stated selection and recruitment of primary teachers by the district education board in a transparent manner in order to recruit, promote and contract teachers on positive routes, but still no efforts in true spirit are seen and condition is becoming of inferior quality. Further efforts and measures in future would be needed keeping in mind process of recruitment and selection as one of the major issues of Quality Management in Pakistan. These steps would be needed in selecting and hiring competent workforce for educational challenges of 21st century.

1.2 Statement of the Problem The present study attempted to analyze the selection process of teachers at primary level as a parameter for Quality Management therefore the study under exploration was entitled “An analysis of selection process of teachers at primary level as a parameter for Quality Management”

1.3 Research Questions In view of the objectives of study following research questions were developed.

1. What is the relationship of existing recruitment and selection process of public sector primary teachers with Quality Management? 2. What is the relationship between proposed recruitment and selection process of prospective primary teachers and Quality Management?

1.4 Objectives of the Study The study was designed to:

1. Find out the salient features of existing selection practices for public sector primary teachers in AJK. 2. Analyze the existing selection process of primary teachers in relation to Parameters of Quality Management (PQM) in AJK. 3. Explore the basic recruitment criteria with respect to educational qualification, professional qualification, age, gender, and prior experience of teaching. 4. To find out significant difference in the view points of selectors and teachers with respect to demographic variables i.e. age, gender, educational qualification, professional qualification, experience, participation in selection and prior experience of teaching. 5. Investigate about the required competencies of subject knowledge for selection of primary teachers. 6. Find out the competencies of professional knowledge for selection of primary teachers. 7. Find out the salient personality traits for selection of prospective primary teachers. 8. To find out different recruitment and selection methods for primary teachers. 9. Propose an effective recruitment and selection model for prospective primary school teachers in AJK.

1.5 Null Hypotheses Ho1 There is no significant relationship among proposed Parameters of Quality Management (PQM) for recruitment and selection of primary teachers.

Ho2 There is no significant relationship between existing selection process of public sector primary teachers and Quality Management?

Ho3 There is no significant relationship between proposed recruitment process of primary teachers and Quality Management?

Ho4 There is no significant relationship between proposed selection process of primary teachers and Quality Management

Ho5 There is no significant relationship between required competencies in subject knowledge for selection of primary teachers and Quality Management?

Ho6 There is no significant relationship between required professional knowledge competencies of primary teachers and Quality Management?

Ho7 There is no significant relationship between required personality traits of primary teachers and Quality Management?

Ho8 There is no significant relationship between required previous teaching experience of teachers and Quality Management.

Ho9 There are no significant recruitment criteria of future primary teachers with respect to demographic variables (educational qualification, professional qualification, age, gender and prior experience to teach).

Ho10 There is no significant difference for various PQM in view of demographic variables like gender, age district, designation, participation in selection and number of applicants tested.

1.6 Significance of the Study The study under exploration would be profitable for teachers, students, administrators’ parents and families. The study will help to find out the Quality Management at the primary level of education regarding selection of qualified and effective teaching workforce. The study will help the professionals of human resource management (HRM) to develop a systematic and outcome oriented selection procedure for future primary teachers.

The study will help the future teachers to meet the needs of effective teaching, management and leadership at primary schools. The study will help the selection authorities of primary teachers to review the existing system of primary teacher’s

10 recruitment and selection according to educational changes of this century and to overcome its persistent flaws. The study will also be helpful to find out the ineffective teaching workforce of primary schools and to develop the training programs to build the potentials of those primary teachers.

The study will help the policy maker of education to review the existing policies for recruitment and selection of primary educators. The study has significance in accreditation and standardization of primary teacher’s quality of teaching. This study will help at national level to improve the literacy and mass education through an effective primary teacher’s performance. The study may help in eliminating poor performance of teachers, reducing unproductively of primary schools and low teacher’s morale. The study will also develop a competitive spirit among youngsters of newly graduate future teachers to come ahead through competency and inner spirit to serve the country.

1.7 Delimitations of the Study This study was delimited to the following areas in a number of ways. 1. The study was delimited to the region of Azad Jammu & Kashmir (AJ&K) in Pakistan. 2. The study was delimited to public sector primary school teachers and their selectors in Azad Jammu & Kashmir. 3. The study was also delimited to those primary school teachers who were teaching in high schools of Azad Jammu & Kashmir.

1.8 Procedure of the Study The study was descriptive in nature. It was a survey of public sector primary schools and the district administrators involved in the selection process of all ten school districts of AJ&K territory. The study also involved the process of document analysis in which existing documents of primary teacher’s recruitment and selection were analyzed one by one in view of Quality Management.

1.8.1 Design of the Study The study was descriptive and survey typed. Triangulation method was used by including review of related literature, descriptive statistics, inferential statistics, document analysis and qualitative data analysis. All the Primary school teachers teaching in public sectors schools and the administrative authorities of recruitment and selection of primary teachers constituted as the total population of study. Traits like age, gender, educational qualification, professional qualification, personality characteristics and duration of teaching experience were independent variables while the Quality Management was dependent variable. The study also involved the document analysis for existing system of selection and recruitment in AJK. A questionnaire was used to acquire the views of in-service primary teachers and their selectors for the selection of prospective teachers in view of Quality Management. Data was analyzed both by descriptive and inferential statistics in view of objectives of the study.

1.8.2 Research Instrument A questionnaire was used as a tool of research. Questionnaire was self- constructed and further validated because of non availability of study relevant tool. Tool comprised the demographic variables of age, gender, educational qualification, professional qualification, professional experience and the personality traits. Eight determined Parameters of Quality Management (PQM) for teacher’s selection were included in the tool. Views of both the male and female teachers and selectors were acquired through this self-constructed questionnaire. Data collection instrument was validated and piloted on a sufficient sample of all types of participants before its administration to the real sample.

1.8.3 Population of the Study There were total 14312 primary school teachers and 122 selectors of various designations serving in the educational schools sector of AJ&K. Both male and female teachers and selectors were taken as a total population. The population was with various age groups. Teachers and selectors serving in the whole region with ten school districts i.e. Muzaffarabad, Mirpur, Bhimber, Kotli, Bagh, Poonch, Sudhnoti, Neelam, Hatian and Haveli were the part of total population of the study. The

12 selectors were serving in different divisions and school districts according to their nature of duties.

1.8.4 Sample of the Study The sample was drawn from total public sector primary teachers teaching in high schools and all of their selectors. There were 687 public sector high schools (362 male & 315 female) functioning in the region. The lists of primary school teachers were not completely available therefore stratified random sampling technique was adopted. Schools were taken as logical strata and they were selected randomly. Teachers teaching in primary sections were the focus of study. Total one fourth of high schools (25%) which comprised 850 primary teachers were selected for the sample. Likewise 122 selectors both males and females serving in all school districts were included as hundred percent population of the sample. Hence total sample including both the selectors and primary teachers was 972 contributors.

1.8.5 Administration of the Tool Tool was administered both by the postal surveys and personal approaches to public sector primary school teachers and selectors. A self-addressed postage envelope was also enclosed for return of questionnaires from teachers and selectors. The schools in region were sent their questionnaires in form of postal packages for primary teachers. The questionnaires were administered in a particular duration so that collection and recovery of data from the respondent of all school districts was made simple and convenient. The tool of selectors was administered through postal addresses of their offices. Some of the schools lying in near places were personally visited by the researcher.

1.8.6 Collection , Analysis & Tabulation of the data Data acquired through questionnaire were collected by postage and personal approach to respective school teachers. Schools were persuaded through official contacts and by the personal visits. Data were analyzed, coded and tabulated to bring it into a meaningful form for results. SPSS 20 and MS Excel both were used for analysis and tabulation of collected data. Both descriptive and inferential statistics were applied for analysis of data through questionnaire.

1.8.7 Analysis of Data In view of the objective of research Kruskal-Wallis H-test and Mann Whitney U-test were used to differentiate the views of primary teachers and selectors in view of various variables like age, gender, district, qualification and experience etc. Spearman rho was used to find out the significant relationship between all kinds of Parameters of Quality Management. In order to find out significant difference according to different groups Kruskal Wallis H-test was used. Chi square was also used for association of different variables. Data was tabulated in view of demographic variables and objectives of study. Different graphs were applied for better illustration and data interpretation.

1.8.8 Document Analysis The study also analyzed some key documents related to existing policy and procedures of recruitment and selection system in AJ&K. These documents contained the information about recruitment criteria like age, gender, educational qualification, professional qualification, types of selection tests, nature of interviews and the appointing authorities against post of different cadres in primary education. The documents comprised two major parts one of which was on recruitment and selection procedure while the other on appointing authorities for various posts (See appendix O). All of these documents were analyzed separately in view of procedures and the needs of Quality Management. Deficient areas were critically examined and necessary suggestions were proposed both for the quality and quantity of selection process.

1.9 Conceptual Framework of Study Quality Management (QM) approach was used in analysis of recruitment and selection process of primary grade teachers. Quality Management basic elements i.e. quality planning, quality control, quality assurance, quality inspection and quality improvement were examined in the existing recruitment and selection process of prospective primary teachers. Competency based theoretical approach was used as a conceptual framework of the phenomena understudy. Ice berg theory of competency for selection of staff was base of this study. In this concept teaching workforce is assumed a dynamic force in changing organizational spirit and work efficiency. Various competencies of employees are examined for effective selection. Two types

14 of traits are examined; one is called visible traits while the others the hidden traits. Workforce is selected on the basis of their competencies in view of job responsibilities and duties.

Primary teacher is an influencing person in changing the shape of primary education at gross root level through commitment, spirit, educational competencies, professional competencies and personality traits. A primary teacher must be outfitted with potentials of teaching learning in relation to subject knowledge, professional knowledge, personality characteristics and prior experience to teach the students.

Teacher competency at primary level must be evaluated in terms of knowledge, disposition before primary grade students and the teacher’s personal skills. They must be seen in view of their competencies during their recruitment and selection in order to manage the quality education in an outstanding manner.

Quality management in primary teaching workforce is seen in view of the personal and professional skills possessed by a teacher in view of organizational needs. The competency approach of recruitment and selection was seen in view of meeting the needs of Quality Management for primary schools teaching workforce irrespective of their social, cultural, ethnic and gender backgrounds. The present study was survey typed with complete document analysis of existing recruitment and selection process in AJK with Quality Management perspective. Both qualitative and quantitative approaches were used in this study.

In view of detailed review of related literature eight major parameters for recruitment and selection of future teachers were concluded. On the basis of these parameters theoretical framework of this study was also established. In the next pages figure 1.1 describes all details of eight major parameters while figure 1.2 explains the independent and dependent variables of study.

An analysis of exixting recrutiment & selection (PQM 1)

Proposed criteria for Proposition for future future recruitment recruitment process (PQM 8) (PQM 2)

Parameters of Proposed expereince Proposition for future criteria Quality selection process (PQM 7) Management (PQM 3)

Proposed subject Proposed personality knowledge traits competencies (PQM 6) (PQM 4) Proposed professional knowledge competencies (PQM 5)

Figure 1.1: Model of Study on Parameters of Quality Management in Recruitment & Selection of Primary Teachers

1.10 Operational Definitions

Quality management Coordinated activities to direct and control the organization with regard to quality, direction and control

Recruitment Process of attracting a number of job applicants for process of job selection

School districts Muzaffarabad, Bagh, Poonch , Mirpur , Kotli, Sudhnoti , Bhimber & Neelam

Screening Process of scrutinizing and downsizing the pool of applicants in view of job needs

Selection Process of seeking suitable candidates for their job fit

Selectors AEOs, DEOs, Dy DEOs , Div Dir, Asst Dir,

Total Quality Management Management of quality in all aspects

Future teachers Teaches which will be selected in future for primary classes

Future selection Selection which will undertake in future for primary teachers

Future recruitment Recruitment which will take place in future for primary teachers

CHAPTER 2

REVIEW OF THE RELATED LITERATURE

2.1 Introduction Quality education is a vision of every nation in 21st century when the traditional and formal modes of teaching-learning have been occupied by the virtual world of education. Sources of the knowledge are widening like ocean around every corner of world. New technology is overwhelming classroom environment day by day. Traditional class room activities like lectures, tutorials, note taking, summarizing and additional home assignments have been changed into problem solving, peer tutoring, project based and problem based learning. The mode of teaching learning has changed and teacher has to endeavor to continue the professional development with the rapid changes of educational revolution. Two dimensional and three dimensional visuals of technology have made the learning easier and enjoyable in class room environment. Teacher in the working world has to enhance professional competence with the passage of time by getting new knowledge and its application in teaching-learning.

Primary education stands as a back bone in every country. The quality of primary education largely depends on the quality of a teacher. As the educational sector has been industrialized therefore quality primary education cannot be achieved without a qualified primary teacher. Countries all over the world have a great attention on quality education of primary children as a sound pillar for improving their literacy and mass education. Teachers in primary education are hired by different channels and they are given prime responsibilities to serve at their best by putting their potentials.

Teaching workforce in primary education has to play multiple roles from teaching to leading primary schools. Primary education needs the potential educators who on the one side may take the responsibility of good instructions while on the other side may lead the schools in all aspects. In this regard primary education sectors needs the best human potential in view of its additional requirement. If the teachers for primary education would be recruited, hired or selected on the basic quality parameters through effective human resource planning then dream of quality primary

19 education could be seen. Human resources of primary teaching require special attention in view of their planning for recruitment, selection and placement of primary teachers. If this workforce would be hired on competitive spirit through systematic planning then the routes to the destination of quality would be easier. Otherwise quality would not come just by additional financial allocation to primary education and by putting extra energy on the training of its teaching workforce. This chapter will discuss some fundamental areas in view of recruitment, selection and its relation to quality management for better practices of quality in primary education sector.

Human resource or workforce planning helps in the management performance by developing effective and meaningful tools of selection with process of decision making. Recruitment and selection decisions of a school largely depend on its relevant school factors. Department of Education and Early Childhood Development (2012) describes that staffing of any school is determined by taking decisions like strategic plan of school, country’s curriculum, legislative needs and financial resources. While in selection process the positions of schools are filled according to department’s selection process complying with ministerial or policy orders.

Decision making for a good selection should be structured and process oriented. Recruitment and selection should be free from all personal or tribal biases. The whole process should determine standards of teacher’s selection for their positions keeping in mind teacher’s characteristics, expectations and behaviors. (Amendt, 1992).

For recruitment and selection of proficient teaching workforce in primary schools, there is a need of assessment and testing in view of their future leadership in primary schools. Hunter, Nusches & Point (2008) stated some basic needs to be considered very important in choosing primary school teacher. These include basic eligibility criteria which must be met by all candidates, selection criteria to select the best candidate from available pool of applicants and duration of experience required. For teaching most of countries judge candidates for primary schools in view of genuine skills and competencies possessed by a teacher. Different countries have different priorities for the selection, some demands good teaching background some a license or registration for teaching while several others ask for teaching experience and personal skills.

Recruitment and selection through competency based approach is although costly and time taking in terms of resources but at the same time it develops a sense of ability and competitive spirit in an organization. This approach selects the people in view of specific competencies required for organization. Through behaviors and skills assessment future predictions of candidate in an organization are determined for their progress. It involves various assessment methods like tools of relevant job, performance assessment, work simulation, personality questionnaires and the psychometric testing. (Spectrum, 2010).

According to Employers Guide to Recruitment (2012) the type of test, instruments and other tools are developed in view of job description. In the 21st century monitoring of equal opportunity for job is very important. It provides the opportunity of selection in a free and fair atmosphere irrespective of age, gender, ethnic or social biases.

Quality education is the dream of every nation therefore to reach all such dreams every country brings changes and reforms through various steps. Pakistan has been striving hard from the last decade for Quality Management at primary level. Keeping this context in mind Ghazi, Ali & Khan (2012) highlighted some core suggestive measures for quality primary education in the countries like Pakistan. Although Pakistan has attempted to improve the quality education at primary level to strengthen the gross root level, but it has generally been limited to primary curriculum, assessment for competencies, examination, teacher’s ability and feasible environment.

Despite of all in the nexus of teaching learning environment quality of primary education is mainly associated with the quality of primary school teacher. The education policy (1998-2010) has denoted the primary teacher as a crucial factor of change in primary education. The quality of primary school teachers is seen especially in their numbers and qualification in organizational structure of primary schools. Therefore the centre of quality in primary education is the teacher who should be traced for teaching profession in view of competencies.

2.2 Recruitment Process in Human Resource Planning (HRP) Human resource planning in hiring the best and competitive workforce is an important phase. In primary education a number of important decisions are observed for hiring the best candidates for various teaching vacancies. Recruitment is the initial step where the required number of teachers are attracted for vacant posts. In personnel planning or decision about what teaching primary positions are to be filled and how to be filled is very important. Dessler & Varkkey (2009) described that forecasting the human resource plan for recruitment means finding or attracting the applicants for the employer open positrons. In finding or attracting employees some important steps like how many positions to fill would be taken through various trends and statistical analysis. A good recruitment plan always corresponds to company’s strategic plan, policies and procedures. It is justified and organized systematically by the organization.

Motsoeneng (2011) states that recruitment comes before selection when need of qualified individuals to fill vacant posts is felt. It is an activity where it is assured that qualified and skillful people are available to meet the job needs of any industry or organization. The falling short of recruitment activity results into the selection of poor workforce for required vacant positions. Recruitment process makes the sufficient pool of workforce available for the process of selection.

According to Compton, Morrissey & Nankervis (2009) employees in any organization are recruited due to many reasons like the allowance of labor turn over, transfers, promotion, attrition, hire or contract the new force. Labor turn over, short and long term goals of the organizations are other reasons due to which employees are adjusted internally or hired from outer sources to balance the supply and demand of workforce. Sometimes due to key internal promotions, transfer or resignation important posts are needed to be filled which are catered both from internal and external sources of organization.

Recruitment is considered an essential initial element in attracting the capable individuals for some industry. Bernthal (2001) described that once the sufficient number of applicant pool is attracted then the actual potential is searched out. Organizations use different strategies to attract needful candidates. They also use effective ways and strategies to increase the likelihood of good and successful job

22 selection. Both recruitment and selection processes take a great amount of financial resources. About 33% of organizational budget in any organization is spent on the recruitment process. It may increase or decrease too due to cost inflation or some other reasons.

Fox & Taylor (2000) stated that while going for effective recruitment process we have to chase different key questions. The questions may be like what difference will this job make from other organization, who will be effected, what changes of organization will affect this job, do it really needs etc. We have to search for all possible answers for suitable, reliable and effective recruitment process. Job analysis process is a vital stage in human resource planning in which job description; job specification and job evaluation are planned. For recruitment on developed standards or quality job description and job specification are important. Royer (2009) describes these two main components of human resource planning as following.

2.2.1 Job description It is most common use for job analysis in which mainly important elements of job are described. It is a written statement which shows about duties, responsibilities and social relations of an employee to perform job satisfactorily. Main information like title of job, department, section, code, position, organizational relations, duties and responsibilities are included. These are the basis to recruit only those candidates which are mostly related to nature and responsibilities of job.

2.2.2 Job specification Job specification is derived from job analysis and largely from job description. In job description type of job and major duties are outlined while in job specification particular academic, professional, physical and social skills are examined which help a job holder to perform in an outstanding manner. These emphasize only on relevant knowledge, skills and traits of candidates, what kind of candidate is to be recruited in selection process is marked through job specification. Different qualifications and skills are assessed in view of job specification in order to hire a best candidate.

2.3 Selection Process in Human Resource Management (HRM)

Selection as compared to recruitment is a separate stage. In recruitment the desired applicants are called in view of job description and job specification while in selection the suitable and the best fitting individuals are sought through various methods of tests and interviews. According to Wilk & Capelli (2003) selection decisions about employees of some organization are central and result oriented for individual as well as for society. A sole purpose of selection is to collect important information about applicants so that the best of them may be differentiated for extend of job offer. There is a particular relationship between the selection practices and the performance of organization. There are numerous questions while going for the real selection process as why different people use different practices to select their employees. Responses to these questions may be due to a real suitability, less costs and best performance. The nature of job may be low in productivity or turn over, so all such forces are necessary to be considerate important while selection. There are numerous ways to reduce cost effectiveness in selection like by training the existing employees or by selecting the candidates who can bring best performance.

Selection and hiring is a two stage process. Under a team of composite members candidates are judged on different stages. The organization values and culture determines the environment for stage based recruitment and selection of employees. The tests and interviews both are divided into further stages which are carried one after another. The first stage comprises the activities of attracting and screening of candidates. (ECO Canada, 2009).

According to Better Work places (2000) Selection criteria is very much essential before actual selection. This criterion involves the stages of essential criteria and desirable criteria. In essential criteria the elements of knowledge, skill, attribute and trade qualification are described while in desirable criteria, qualification, skill or trait is described. Essential criteria would be fundamental for selection process while desirable criteria will distinguish the best candidates. Then organizations go for different modes of selecting the best candidates. These may vary according to the needs of employer. Applications, written tests, informal interviews, presentations, work samples reference checks etc are the part of important activities in selection. A selection process means the process of choosing the most suitable candidates from all

24 available applicants of job, therefore the system of selection should be logical and equity based. Type of tests, interviews, date, time and making final job offer should be crystallized. Interview questions should be framed according to job objectives and unnecessary questions should be voided.

Short listing is the process of scrutinizing before the selection process which may include the simple or detailed process, and then the candidates are called for the stages of selection process. Thompson (2007) described that in this age legislative need and the equal opportunities are to be considered as an important factor. The interview panel should comprise minimum of two individuals. The interview questions, tasks and psychometric tests should be assisted by the experts. After selection sometimes the feedback is acquired for effectiveness of selection.

Selection has an importance of evaluation of applications and the proper checking of references before candidates are put into further tests and interviews. In this regard the search committee may ask the candidate for the proper contact to those references. Klug (2011) stated that in the process of selection the agenda and methodology of interview should be same for internal and external candidates. There should be no discrimination, methods to assess the candidate in interview should be varied and tests should be validated. Pre- employment background checks and the selection of salary sometimes too are part of selection before final offer.

In the recent technological developments and economic extensions the methods and strategies of selection has been reshaped. A traditionally occupied system of tests and selection has been replaced with online and electronic based system. The recruitment methods have changed due to information communication technology. Chapman & Lievens (2009) highlighted some innovative ways of selection due to considerable change and impact of technology on selection process. They described that internet and online selection, video conferencing, telephonic interviews and other technology mediated sources has enhanced the easy practices of selection. It saves times and energy of employer and helps in multinational trade and its hiring. Similarly some changes in the existing selection procedures i.e. personality tests have been incorporated. Besides all of that test validation process also changes with the passage of time.

2.4 Demand-supply Process of Recruitment for Primary Teachers Every country works for demand and supply of teaching workforce. The supply and demand of teachers is determined in view of the local, national and cultural needs. The policy framework directs towards the routes of effective and dynamic needs of teaching force. In order to enroll quality teachers the policies regarding recruitment, selection and retention requires continuous review and update. Cooper & Alvarado (2006) highlighted the areas of policy in order to enroll the effective workforce. National and educational goals of any country are mainly related to the policy framework of teacher’s recruitment and selection. There are certain other factors which are directly related to the teaching profession like job satisfaction, working conditions, and salaries. But the policies for the recruitment and selection should be consistent and coherent under the control of central government.

The major concentration in policy framework should be on the quality of teacher by showing the teaching a reliable profession. The supply of teachers depends upon other factors like the market needs, institutional system of selection and attitudes of society towards teaching. Pupil-teacher ratio as compared to secondary education is very much high in primary grade teaching. As compared to advanced countries the situation is much worse in view of pupil teacher ratio in primary schools of developing countries. Consequently quality of teaching is more deteriorating but the success largely depends upon the quality and standards of primary teaching. Pupil teacher ratios, pupil enrollment and turnover are the major factor in recruitment and selection in view of policy framework for quality education. To carry out the effective and qualitative recruitment and selection of teachers the demand and supply of teachers at national and regional level is to be analyzed. Effectiveness of demand- supply flow in view of policy standards should also be reviewed.

OECD (2002) has given a special attention on demand and supply of primary teachers. In order to balance the demand and supply of primary teachers different countries adopt different ways. This process is established keeping in mind the number of things like increase in the students’ enrollments, the attrition and understanding of future teaching environment. National data of institutions and government agencies for enrollment or teaching needs assist us to overcome the issues of demand and supply in primary teaching. Different modular approaches are adopted

26 to overcome these issues. The factors that may influence the teacher shortages are financial and non financial rewards, preferences for teaching jobs, migration of teachers, leave entitlement and working conditions.

Chung, Tremyn, & Dolton (2003) describe that teacher’s shortage is a universal problem. There are many economic factors which are standing as a major source in the process like demographic trends, education and economic reforms. The business and economic cycle has a greater influence on teacher labor market including public sector which is largely related to age and salaries of these teachers. The other factors which affect demand-supply process of the teachers are trade unions, proportion of young people entering into teaching profession, financial subsidies and pay differences. Technological changes affect the wages and supply of teachers as additional factors.

UNESCO Institute of Statistics (2012) describes that 1.7 million teaching posts are needed till 2015 for quality primary education of children in all over the world. This step is also a major need for universal primary education (UPE) for promotion and uplifting of developing countries in a special context. Most effected countries in this way are the sub Saharan African countries. In the same way new primary teacher due to attrition would be needed to maintain the flow of primary education. An average of 1.5 million would replace these primary teachers due to attrition till 2015.

Lee, Peng & Hsion (2009) stated that a long term dynamic planning for teacher human resources will help selectors to keep the equilibrium of teacher demand and supply. By this way the teaching human resource will not be spoiled. Imbalance demand and supply of teachers in primary education would result in poor instruction and teaching quality. It is the role of educational management to take the steps for balance of demand-supply and flow of quality teaching in view of the needs. Execution of better polices can help us to oversee the whole system of demand and supply. System dynamic approaches help to examine the systems of demand-supply to meet the teaching needs of primary schools. Following is a model on demand-supply process of teachers.

How we supply primary teachers?

Transfers, promotions, temporary hires, Selection from reserve pool, Contractual hires, Permanent hires

Recruitment & Selection Process

Why we demand primary teachers?

Retirement, Release, Number of new classes, Number of new school age children, Pupi-teacher ratio, Number of newly opened schools, Transfers, & Promotions within institutions,

Figure 2.1: Proposed Model by Author on Teacher’s Demand & Supply process

2.5 Recruitment and Selection of Teachers in Pakistan

Although Pakistan has made several endeavors to achieve the goal of primary education so far but all efforts are still in the midway due to several dilemmas faced at grass root level. As compared to higher education primary education is still considered a most neglected and deprived area which always needs great efforts. Iqbal et al (2013) suggests that due to wide political interference in training , accountability and policy implementation at level of teaching and induction results are poor. On the other way social and cultural system of country is a constant danger on the way to change the ignorant facets. Feudalism, tribalism and political dominance are the cancers to groom up quality of primary education in Pakistan. However country is still changing all its routes to reach at the destination of Universal Primary Education (UPE).

There are several other challenges faced by primary education in Pakistan some of them are in view of pupil teacher ratio, qualification and fair recruitment. System of schooling in Pakistan is completely decentralized for primary schooling and school and district management committees are solely responsible for quality education and meritorious decisions. In every government primary school ratio of teachers is 2.35 hardly while in the case of mosque schools this ratio is much lower. Recruitment and selection is carried merely on political grounds, no merit is observed and newly enrolled primary teachers never undergo their professional training. In order to bring an effective coordination between district management and provincial education departments there must be a suitable linkage and coordination so that district management may implement the policy as well as it may meet all needs of primary education at district level. ( Zakar, et al, 2013).

Among other ongoing issues in fair and transparent selection of primary teachers cultural hindrances too are a major challenge. Female teachers in these schools are having much shortage and most of vacancies remain unfilled. Hameed & Waheed (2011) describes that although different organizations need different types of people but in education system of Pakistan importance of woman cannot be denied. To tackle the gender equities selection panels and human resource experts must take clear decisions. Suitability, impartiality and quota system all should be taken in mind

29 before selection of teachers. Each and every member must be given a free chance to choose teaching career.

Vazir & Retallic (2007) explores many hidden aspects of primary education recruitment and selection procedures. Though generally a decentralized system of selection is followed by every district in all provinces of a Pakistan but major problem lies with the mechanism and methodology to hire this teaching force.

The heavy burden of politics is always a stigma to select a talented teacher. In view of selection procedure general methodology of written tests and interview is adopted hence most of content knowledge and teaching skills are ignored. As a result a number of teachers of Mathematics, Science and English are lacking particularly. Likewise contract based recruitment and ban on teaching posts further create problems for selectors at district education due to which pupil-teacher ratio in less educated regions of Pakistan has reached up to 1:40.

Unlike Sindh and Balochistan Punjab has attained a considerable progress. Government of Punjab School Department (2013) provided a valuable recruitment for induction by which a lot of new vacancies were filled through science teachers and minimum one science- math teacher was provided to every primary school and one math teacher in all elementary schools. Importance was given to recruitment of need based subject teachers. Despite of that many actions are still behind to be taken for the provinces like Sindh and Balochestan where a lot of problem with regards to educational level, training and quality of primary teacher is needed.

Ministry of Education (2004) highlights that contract hiring and qualification enhancement of new entrants has also raised many issues as a lot of discrimination is seen against teachers having a maximum service with PTC & CT qualification. It is a source conflict as well as overestimation between newly enrolled who have B.Ed or M.Ed qualification against those who are below in their qualifications. There is a dire need to develop a consistent policy to resolve all such issues. It has created equity in the primary schools environment and sometimes newly enrolled teacher do not prefer to take their positions due to school’s locality or its site. Critics and teacher unions are raising their questions too because concentration and spirit among educators to teach in these primary schools is distorted.

Azad Jammu & Kashmir is a state functioning under federal government. The state is fully concentrating towards its ultimate goals for universal primary education but still many flaws are outstanding. Government is trying to shift primary educational to female teachers and in the first phase 840 teachers have been assigned the duties. In next phases all female teachers will be deputed in primary section. Likewise new primary schools in remote areas would be established. Similarly vacancies for technical education of school sector are also being added in order to improve the technical skills of students for their occupational requirements. (Associated Press of Pakistan, 5 April 2014).

2.6 Approaches for Selection of Primary Teacher Recruitment and selection of school teachers must be guided under some central system. Recruitment of these schools must be adopted in view of the policies so that an encouraging, fair and transparent system of selection may be groomed. According to Recruitment and Selection Guidance for School (2007) the recruitment and selection of school teachers has various categories and phases like equal opportunities, training, interviews and agency of supplying teachers, but in all of these circumstances there should be an impact of positivism keeping in observation the sanctity of teaching.

A safer and systematic recruitment and selection would need the training of selectors to strengthen the school culture with its safety both for the children and staff at schools. Prior to the process of recruitment and selection at least one member should complete the training. The process of recruitment and selection of teacher aims at attracting and selecting those candidates who will contribute in the system of schools positively. In this regard the planning for recruitment and selection should be organized properly. Qualities, qualification, experience of the candidate, training of the interviewing members and the selection committee would carry good results for selection.

American Educators (2011) briefly describes core activities in recruitment and selection of effective teacher for primary grade children. The examples have been quoted from Finland where the primary teaching profession has some strict conditions. The ratio of selection for primary teaching in Finland is one candidate

31 from every tenth. Other than general qualification the candidates needs to be strong in interpersonal skills and commitment to the profession. In the multistage selection of primary teachers candidates are first selected on the basis of their matriculation records, high school records of education and then activities other than education in teaching and learning are examined.

In the second stage candidates have to complete a written exam on the books related to pedagogy. Then the candidates are put into a clinical activity in a class room situation to demonstrate their skills and lastly the most brilliant candidates are interviewed and they have to explain why they are zealous to become a teacher. At last the selected candidates complete a teacher education program at government expenses. Among other major features this system is mainly relying on the accountability and professional spirit of committed teachers. The hiring system, evaluation systems and the system of retention is more systematic in view of strong competence of teaching profession and providing equity based professionalism.

Allen (2005) states that in eight major questions on teacher’s recruitment and selection first one is the characteristics of those who enter into teaching profession. The search of effective talent is necessary but not necessarily it would be true that all the talented people will enter into the profession of teaching. Hence there is strong evidence that most of newly college graduates with the high level of intellectual and demonstrated capabilities are less likely to become the teachers. There is moderate evidence that teachers turnover is less in public schools than in private schools.

International Institute of Education Planning IIEP (2006) describes that the departments of education and the ministries have a major role in planning the recruitment and selection. They should establish minimum criteria of selection and further the procedures may be adopted in a fair and transparent manner. The hiring plan should be developed in view of budget limitations; new teachers require the training and needs in the time of emergencies. Nature of the job either regular or contractual and code of conduct for teaching should also be clearly described.

High quality learning experiences should be given a priority while selection of teachers for any institutions. Vidak (2008) describes that teaching should be seen as high quality profession and necessary recruitment and selection activities should fall under this concept. To meet the high quality needs of teaching-learning of students’

32 three major directions are necessary to be concentrated while recruiting and selecting the teachers. These include organizational mission, goals and the marketing or outreach needs of teachers in various fields alongwith streamlined policies. Districts should carry out these key activities in the overall vision like demand and supply of teachers, recruitment needs in important areas and an intensive methodology of interviewing and screening process. Needs assessment of market and the professional capabilities of teachers are very important to fill out the challenging educational needs in different subjects. Policies and procedures will help in streamlining the recruitment and selection activities and sustaining progress in a long term vision. Technology as a fast mean of recruitment and selection can enhance the coordinated activities and results in view of these activities would be more effective and convenient. The e- mails, webs, and blogs etc can help in sharing the ideas and to follow the policies and procedures in a right manner.

The selection process of different teachers has different backgrounds of teaching and learning in particular situation and culture. According to Hobson et al (2010) for the process of selection and placement of teachers different regional and local needs are important as a factor of learning achievement. Both centralized and school level procedures are adopted according to needs of selection and placement. Newly qualified teachers have to undergo various types of selection processes for appointment and placement. For better Quality Management both the licensure and selection has been controlled either by a local body or centralized system. The mechanism of recruitment and selection has been changed according to the policy directions and vision of education.

Aloo, Simatava & Nyang (2011) suggesting centralized and decentralized systems of selection indicate that school based system of selection helps in conformance with the policies. The gap between the policy objectives and actual outcomes of the education occurs due to non uniform systems of recruitment and selection. School based selection of the teachers helps to idealize local needs of school and society. It also helps in equal distribution of teacher’s regional and cultural placements and better retention in their profession. But if it is not effectively implemented then the results would be drastic and all will result into an imbalance system producing poor quality of education in primary schools.

Polices for recruitment and selection of primary teachers provide a path for the fair and systematic selection. Both centralized and decentralized systems have the advantages and disadvantages in view of educational needs at grass root level. Centralized policies have been regarded as more consistent, effective and creating a common understanding. However the recruitment and selection mechanism should involve the schools in order to meet local needs of education in the regions. These are the schools which are closely related to primary education and they can examine these needs in a well manner. However the centralized process can minimize the personal involvements and selection can be carried on a more disciplined ways with the help of efficient hiring committees. Collaboration between the school and district central office is necessary to avoid the defects. Fair and transparent policies help to observe the scoring for selectors in order to ensure the transparency and to avoid tribalism, nepotism, personal, cultural and other biases. (Abdou, 2012).

2.7 Concept of Competency Competency is the term in everyday life used in various perspectives. The word competence refers to an individual’s overall capacity and power for any activity or task, while competencies is the set of different attributes to the human areas of skills, knowledge and behavior. The process of competency building in recruitment and selection leads towards ultimate goals of an organization by performance building of human beings. Competency has been defined differently by different people. Mcber (2004) defines competency as “A competency is an observable and /or measurable knowledge, skill, ability, attitude or behavior or other personal characteristic that:

a. Is essential to perform the job; or b. Contributes to successful performance on the job and differentiates solid from superior performance.

In every organization there are exceptional performances that perform better than others. To perform on an expected level both the technical knowledge of the profession and behaviors are very much necessary for success. All professionals like doctors, engineers and social workers need different behaviors and social skills to compete in their professions because only the knowledge would never be supportive

34 to them. Subsequently alongwith sound technical knowledge and varied skills an individual must possess some good behaviors and professional norms. HayGroup (2003) divides the competencies into two major domains.

2.7.1 Core competencies These competencies are related to successful performance in all type of jobs in an organization; they relate to basic values, goals and strategies of an organization, include the relationships of organization, communication, quality of work, human development and its unity.

2.7.2 Job specific competencies These are specifically job related interpersonal and intrapersonal skills and attributes designed to meet specific job needs. These include the job specific behaviors and attitudes like thinking, solving the issues and problems, teamwork, leadership, adaptability and the self control.

Traditional criteria of competencies are changing as the technological changes are occupying the organizational climate. Hsieh, Lin & Lee (2012) stated that a factual perspective instead of cognitive perspective has been given to this concept to compete within organizations. Only the qualification and attributes are not seen for the success in a job rather the standards of performance from different professionals have been established. Parry,s definition of competency which briefly can be described as “ The competency is the cluster of related knowledge , skills and attitudes , it has an effect on the major parts of job, it correlates with the major part of job, can be measured against well established standards and it can be improved through training and development”. Competencies were further categorized into organizational competencies, social competencies, cognitive competencies, self- competencies and the job related competencies.

2.8 Teaching Competencies Teaching being a profession needs various types of competencies and skills. The concept of competence emerged with the association of educational goals. In education the concept of competence too has a long history. According to Quality Educator for All (2012) competency is “something a person can do”. This definition

35 can be seen both in the narrow and broad senses. In narrow sense it means some specific ability or knowledge that can be marked while in the broader concept it includes the attitudes and behaviors alongwith the abilities as a composite activity to complete any task. There are many factors in teaching and learning like the community, school and the children. Only the transmission of knowledge in this century is not the objective of a teacher. Social interactions, parents and society have changed the needs of learning.

Effective teaching requires more competence as the socio-cultural changes has occurred after the revolution of technology. The competence profile is the best way by which the teacher can be made professionally much stronger. This area discusses the quality education, improves classroom teaching, empowers teacher’s status, professional growth and the abilities to tackle hurdles of recruitment and retention. In the diverse learning needs of 21st century and the needs of complex class rooms more emphasis is on the teaching and interaction while teaching. Competence profile helps the teachers to mark their competencies for improvement of their quality teaching. In this regards different countries are working on development of teacher competencies and required standards which include preparation, development, implementation and the feedback phases. (Quality Educator for All ,2012)

National Institute of Education Singapur (2010) defines the competency as “A person’s knowledge, skills and behaviors”. In the profession of teaching the teaching competencies means that a teacher must be possessed with the strong set of values, skills and knowledge. In order to meet the challenging demands of teaching in this century the teacher’s competencies may be seen in three major areas which are professional practice, leadership, management and lastly the personal effectiveness. In this age various values of society will guide a teacher to improve the competency in related areas. In the areas other than the core competencies a teacher of current world must be with the knowledge of better performance, assessment, strategies to teach, culture of a child, his/her surroundings and the activities beyond school environment.

Teacher must be capable to face different challenges and issues. St. Martin’s College, Lancaster (2004) describes that teachers must be able to face challenges and issues related to teaching profession. It will show the competence to deal with

36 challenging forces. Teaching is not just related to competencies and behaviors but it is a very complex art where subject and professional skills besides personal qualities are needed. Teachers as classroom leaders must have strong pedagogical leadership to encounter within and out of the class activities. World is changing to progress in different fields when multiple intelligence has evolved as a scientific base. Attitudes, feelings and emotions are dominant factors in execution of teacher’s actions.

Teaching as professional activity must have an artistic quality because it has certain attributes. Teachers as professionals have to face unique situations as extra challenges which have to be coped. In the context of school climate, safety, excitement, emotional support, fairness and high expectations to maintain quality are needed. Teacher’s role in the socio-economic context and demographic world is also to face the hardship between the families and schools as a guide. Relationship with community, families, staff, pupil and strong commitment can help a teacher to face multiple challenges.

2.8.1 Teaching Competencies of a Primary Teacher In the primary education effective teaching strives to get the objectives of learning, especially when the teacher possesses some core competencies of teaching. The competencies in primary education subjects like in math and linguistics are important to develop the cognitive structure of understanding in children. Al noor & Yu (2011) described that in order to deal with the classroom setting a teacher must be well aware and competent in designing various instructional and management strategies for better adjustment and learning of children. The competent teachers are the problem solvers and better thinkers.

In primary education specifically the children achievement is closely associated with the quality and standard of teaching. In the array of new technology the teachers at primary level must possess the knowledge, skills, and disposition to meet the diverse backgrounds of learners. A teacher of this century must also be equipped with lifelong learning skills, managing the school environment, its culture, working with technology and society collaboration. For effective outcomes at primary education, the primary teacher education should also be remodeled. These programs should be developed in a way so that maximum competencies may be driven in

37 primary education teaching. The competencies of primary teacher should also include the areas of curriculum, language teaching, and assessment. (Szilagi, Janka, Szecsi, & Tunde, 2011).

2.8.2 Types of Teaching Competencies at Primary level Competencies of primary teaching have been categorized at different levels. Kizilaslan (2011) states the various levels of competencies for a primary teacher. The performance based competencies were categorized into three major distributions i.e. the basic level, medium and advanced level competencies. He urged that generic and subject level competencies were needed to be included in the areas of policy, pre service teachers training, in service teacher training, selection and performance evaluation.

In order to maintain the spirit of professionalism in teaching steps in development and evaluation of various standards and competencies would be important. Hughes, Chapman & Williamson (2001) describes that a teacher competency is a debatable point but the criteria of competency should be developed and assessed by the experts. There is another debate going that teacher professionalism comes either through training or just by the personal skills. In any of the circumstance the teacher must have the strong determination for system of quality in teaching. Without spirit of competency the professionalism in teaching would be a threat to teachers. Profession of teaching needs the standards both in recruitment and teaching. The competency standards have the particular framework and the assessment procedures which always come after a great struggle. Initial struggle on teaching competencies was based on student and classroom observations only.

The competencies of primary school teachers are also very important for the excellence of primary teaching and its outcomes. Similarly in support of teacher’s appraisal and rewards, competencies in primary teaching are very considerable. The major competencies, skills and values in primary teaching described by Competence Profile (2010) have been categorized as under:-

2.8.2.1 Knowledge Competencies. These competencies are related to various fields of knowledge in the process of teaching-learning. The knowledge means understanding and cognition of various aspects of teaching and learning by a teacher. These competencies have following types:-

2.8.2.1.1 Content Knowledge This knowledge is related to various subject contents which are taught by a teacher. A teacher must know and understand the content areas of the related subject which is taught to the learners. The content of the knowledge are primarily related to the curriculum of the subject. The primary teacher should also know the relationships of the contents to each other. The children learning needs and experiences must also be known by the primary teacher. Different relationships of subjects with the relevant learning areas are too important for a primary teacher. Unless the primary teacher is not well aware of subject contents their relationship chain to each other and with learning, the process of learning for primary children would not be meaningful and constructive.

2.8.2.1.2 Pedagogical Knowledge Pedagogical knowledge is purely related to the process of teaching competencies. Methods of teaching in classroom as teacher-learner’s interaction are the part of pedagogical knowledge. The teaching and learning in this stage takes places with different methods and strategies for understanding of children. Children are urged and facilitated in view of their own learning. Teachers should move form known to unknown and from easy to difficult. A variety of teaching aids are also used in the classroom. Teacher arranges the classroom in a better learning climate.

2.8.2.1.3 Professional Knowledge Every profession has certain boundaries and limitations. Profession of teaching has its parameters and framework about educational activities. A primary teacher being a part of primary teaching must know and understand the legal framework of teaching and sociological, philosophical and management concepts of education. Being a part of profession a primary teacher must also know and understand the rights, privileges, entitlements, educational goals, and the international

39 aspects of profession. Similarly the primary teachers should know the cross cultural issues in primary education and a range of needs of learners. (Competence Profile, 2010).

2.8.2.1.4 Contemporary Knowledge This type of knowledge includes the current policies and reforms which are going to be undertaken in the primary education. Stakeholder has their influence in the primary education and their knowhow is important for a primary teacher which is a part of contemporary knowledge.

2.9 Skills Competencies of a Primary Teacher The skills are the particular abilities and traits of a primary teacher in order to perform his professional obligations. It includes the areas of practical, mental, pedagogical, research, leadership, management, lifelong and social skills. Following are the major types of primary teacher skill competencies.

2.9.1 Practical Skills These skills include the abilities of teacher in handling and dealing with the material, equipments and aids for teaching-learning in a safe and conducive environment.

2.9.2 Mental Skills Mental skills are the part of cognition and mental process of a teacher. These skills help a teacher to understand curriculum and use the theories of learning properly.

2.9.3 Pedagogical Skills Pedagogical skills help primary teachers in developing the lesson plans and time table for teaching of children. These skills help the teacher in carrying out approaches and methods in teaching with regular assessments. These skills help to maintain the class discipline, appropriate feedback and creativity.

2.9.4 Life Skills These types of skills are related to everyday life, the decision making, living together and using the co-curricular activities.

2.9.5 Leadership & Management Skills These skills are important in team work, in solving problems, conflict resolution, leading discussions, planning, facing issues, challenges, guidance, counseling and lastly using the institutional resources.

2.9.6 Research and reflection skills Such skills help in sharing the reflection, continuous professional development and widening the perception for new knowledge.

2.9.7 Social Skills These skills are helpful for teaching and working with society, communities and relationship between the primary school and community. The relationship between parents and school are the other relationships in the social context which a primary teacher must understand.

2.9.8 Values, Attitudes & Professional Ethics Values, attitudes and professional ethics are the part of public dealing with parents, community and learners. Values and attitudes are the assets of a primary teacher to maintain harmony, peace, solidarity, honesty and respect for others. Professional ethics are the code of conduct which guides a primary teacher in performing duties and obligations as a role model with a standard behavior.

Florida Department of Education (2011) describes the major competencies and skills of pre-kindergarten and primary education. Major knowledge and skills of primary teachers were divided into following areas:-

1. A primary teacher must know the child’s growth and development in view of nutrition, health, social, emotional, cognitive, language and physical matters. 2. Primary teacher must know theories of cognitive, social and emotional development in the child’s learning process.

3. Teacher must have knowledge of research standards, trends and the federal laws. 4. Teacher must also know about the current issues and trends in primary education. 5. Primary teacher must have knowledge of classroom management and organization alongwith the use of indoor equipment and material. 6. Teacher should know how to develop the lesson plans; he should have the knowledge of curriculum according to mental level of learners. 7. Teacher should know the importance of community and family in school participation. 8. He should be equipped with the knowledge of diverse needs of children, like exceptionalities and their families. 9. Teacher should be equipped with the knowledge of diagnosis, assessment and evaluation at primary teaching. 10. Primary teacher should have command and expertise in classroom behavior management, counseling and guidance. 11. He should have knowledge of literacy, its improvement through the written and verbal language skills. 12. He should have the knowledge of key mathematical concepts and skills. 13. He should be equipped with the knowledge of scientific concepts and their application in instructions.

According to Hsich, Lin & Lee (2012) skills are necessary to be established specially in job performance. The information, data or the knowledge is applied practically through verbal, mental or manual proficiency. Skills can be judged both on qualitative and quantitative perspectives within a specific time. Skills are divided into following categories.

1. Communication skills: It helps to establish the relationship between employees. 2. Teamwork skills: These help to work collaboratively and in groups. 3. Problems solving skills: These skills help to resolve issues and conflicts. 4. Initiative and enterprise skills: These help to contribute to innovative outcomes.

5. Planning and organizational skills: These help in long and short term strategic planning. 6. Self-management skills: These help in employee’s job satisfaction. 7. Learning skills: It helps in seeking new approaches and knowledge. 8. Technology skills: Such skills help in finishing the assigned task effectively through technological aids and equipments.

2.10 Major Competencies of an Islamic Teacher An Islamic teacher has to serve as a role model, facilitator, spiritual father and the preacher of Islamic values and teachings. Siddiqui (2010) describes that teacher in Islam must have the following key competencies in teaching process:- 1. He should teach the students for the pleasure of Allah with true spirit. 2. He should be honorable to the students and those who qualify good teaching; he must award the certificate for teaching. 3. He should teach in a cooperative and loving manner to the pupils. 4. He must consider intellectual level of the students. 5. His actions should not contract to his teaching at any cost. 6. He should know the meanings of education and its relation to the society.

In Islamic system of education the teacher is considered a custodian of Islamic values and cultures. He is considered a loco parent in all means of grooming and learning. He portrays these values and culture to groom the Islamic thoughts in the individuals for a successful life. Alam & Muzahid (2006) explains about the core competencies and role of a teacher in Islam. In their view a teacher in Islamic perspective must be equipped with the potential to know the culture and to transmit it to the generation with spirit. As compared to modern philosophy the teacher in Islam has a great dignity as a moral and social role model. Quran has also given the high exalted to those who are given knowledge. The major competencies of an Islamic teacher are as following:-

1. He must share the knowledge, should have fear of god, sound character, role model for student, missionary spirit, good motivation, intellectual ability and be able to transfer the Islamic values.

2. While in pedagogy he should teach the concept of accountability in front of Allah, teaching student to be disciplined, teaching brotherhood, the principles of humanity, the consultation process and its importance, obedience, sacrifice, justice, good behavior, forgiveness, reliability, respect, love, tolerance, developing the goods and abolishing the evils. 3. In using the teaching methodology the teacher should keep in mind the learner’s level like age, experience, qualification, suitable material for use, application of logic and the level of language. 4. The major examples of methodology in teaching in Islam has been described as storytelling, modeling , physical examples, discussions, concept of reward and punishment ( Hell & Paradise), competition of goodness, step by step , sense of humor without leaving the truth, prayer (Duaa) for learner, repetition , rhythm, raising questions or important points, and connecting one element to other for learning.

Highlighting the key subject and social competencies of an Islamic educator Fadilullah (1998) illustrated that an Islamic teacher must have the competency in the relevant subject knowledge for sound foundations in teaching. There should be no dispute concerning about knowledge. In teaching a teacher should keep in mind the intellectual capacity of learners and the same has been taught by the prophets. Methods and selection of language for teaching should be conducive. He should establish a supportive environment between home and school by portraying himself as a leading guide for the parents and home.

2.11 Competency Model (CM) Every organization tries its best for good strategic planning, performance management and competency oriented results. Competency Model (CM) provides a framework for the job holder to fit in the job with some specific competencies according to organizational strategic goals. Beheshtifar & Moghadam (2011) described that some competency models fit for particular organizations while the other can fit in every organization. Competency models can be used for other purposes like leadership, knowledge for success of organization, programs improvement, job description and talent management. Many other functions of

44 competency model were described as designing training, recruitment, selection, assessment, counseling , career planning , technical skills and coaching etc.

Tiwari & Ghosh (2011) highlighted that mapping the need model of competencies for the staff or organization is usually directed by the organizational strategic plans, policies and approaches. Major purpose of these mapping is to put the right person on right place for right job. It describes the type of work, related skills, attitudes and behaviors required for a particular job. Major models of competencies were described as under:

2.11.1 Organizational Approach Model This model covers the overall organizational climate. This model works on dimension of cognitive capacity, work capacity and personality. It also stresses on the areas of growth, transformational and survival for better performance and practice.

2.11.2 HR System Approach Model The major emphasis in this model is on the human resource system, it emphasizes on the competency improvement of employees through training and development keeping in view the organizational plans and strategies.

2.11.3 Team Approach Model To meet the complex and unique tasks team approach helps in building the capacity and competency of specific teams of employees, provide the good outcomes and effective results.

2.11.4 Individualistic Model This model is also known as strategy based strategy development, intellectual capital and traditional person model. The major emphasis in this system is on the role and responsibilities of employees, in improving their competencies, organizational strategies and work environment.

2.12 Ice berg Model of competency in Staff Selection According to Thomson (2013) Harvard psychologist David McClelland explored that the intelligence tests, aptitude tests and personal references have been ineffective to examine the suitability of any worker for specific job. On the basis of Ice berg model he described that to excel in an organization not only the intelligence and aptitude tests would be effective but the competencies for the specific job would be necessary to be explored. Therefore the hidden competencies below the surface of sea which are hidden and not even known by the employee should be explored in view of job needs. Specific skills for any job are most important followed by its knowledge.

Hence Ice Berg Model of staff selection was developed for human competencies and classified accordingly. These competencies are utilized in various fields of work environment. He portrayed the two layers of competencies in the model of a sea surface. These were described as lower sea surface and the upper sea surface. The model has two layers of competencies i.e. the technical skills competencies and the behavioral competencies. All of these competencies lie in the people and in everyday life they utilize from these competencies. The model is as under:-

Source: Hay Group. Inc. (2003) Figure: 2.2

Tiwari & Ghosh (2011) describes the Ice Berg model of competencies and its application in everyday life as people forefront different situations and they use their skills and knowledge according to their own perspectives. In all of the situations the skills never work in isolation because knowledge develops the roots of skills.

Behaviors and actions of human beings are largely directed by their traits. In the above model the upper layer of surface shows the technical skills of human being which are the knowledge and skills. These two are dominant in daily life and can be judged easily by the others. The area below the surface layer is the hidden aspect of personality. These are called the behavior competencies of the human being which includes self image, social role, traits, motives and characters etc. In order to achieve some objective or needs the lower stages of the motives helps other parts of the model to be stronger because without motives no one can be groomed. Knowledge and skills above the surface are easily been identified but they have their role too in developing the social role, self image and motives. Competency works in continuum as the knowledge and skills are applied in the form of behaviors and thought. These thoughts are result oriented and end at the action or some behavior products which show the person’s overall competency.

According to Management Study Guide (2008) only twenty percent of the area comprises knowledge, education, experience and skills. The area below surface comprises of eighty percent hidden competencies which are thinking styles, motivation and the needs to be fit in a job. But all of the above and below surface skills have the interrelationship with one another.

Behsehtifar & Moghadam (2011) state two types of competencies, technical competencies and behavioral competencies which are prioritized by the organizations in selection of their staff. But to differentiate between the average and top level of competencies i.e. the hidden competencies and behavioral competencies are necessary to be examined. These are traits, motives, self-perception and social role. Motives are the forces within the person urging for actions while the traits are permanent features or characteristics towards any action or event. This is what the above surface competencies were called the tangible competencies and below the surface the intangible competencies. Self-perception or self-image is related to an idea about self.

In view of job relevant needs or needs of selection of employees Hsieh, Lin & Lee (2012) gave different names to the competencies like the generic or technical competencies. Technical competencies are the knowledge, attitude and skills (KSA) purely needed for a job while the generic competencies are concerned with the

47 individual traits or characteristics. These were explained in levels of Ice berg model as under:-

1. Motives: These are the internal forces or feelings which urge or direct for some action. They direct the behaviors towards actions or goals. Motives help in getting high performance and significant achievements. 2. Traits: Traits are the specific characteristics associated with human personality. Traits are the constant actions in response to certain situations, events or messages. 3. Self-image: It helps in developing self confidence; it has specific values attitudes or identity attached with some person. In any organization the self-image plays its role as a force to performance. 4. Social role: It is related to the relationship of any individual with some specific social environment and social relations. Social role is a source of identity and acceptance among others. 5. Knowledge: These are the information which can be factual or procedural, such information is acquired to know or understand about certain ideas. 6. Skills: These are related to practical activities or abilities to perform certain task or event.

According to Ice berg model the visible competencies above the surface level of sea which is the knowledge and skills can be improved or enhanced through job training, its practice or education. Motives and the traits at the lower surface are difficult to be developed through training; however the self concept could be changed to some degree. The skills were further categorized into these two forms.

1. Hard skills: These skills include technical level of knowledge or the professional knowledge. Hard skills have the great association with the cognition or the intelligence. Strengths, fitness or endurance of employees are the hard skills. 2. Soft skills: Soft skills are related to behavior necessary for interpersonal interaction. These are related to attitudes, perceptions and reactions. These are also needed for employability and include like communication, problem solving, creativity , self-management and

teamwork skills. Hard skills were called as visible competencies while the soft as invisible competencies.

In the process of recruitment and selection there are different performers like the average and superior performers. In performance of organization different competencies work differently. HayGroup (2003) describes two forms to distinguish between the average performers and the superior performers. The average performers have the threshold competencies which possess the normal skills, knowledge or behavior for a job in daily activities. While some of other competencies distinguish a normal job function to a special function.

In view of above competencies of Ice berg model there are certain levels of competency based selection. It includes the performance criteria, sample criteria, collection of data through instruments, analyzing data, validating model of competency and designing the application. Hsieh , Lin & Lee (2012) state that competency based recruitment and selection will include multiple areas of competency like analytical , problems solving , communication , flexibility , customer focused, relationship building , self growth ,technical expertise, planning and management skills.

2.12.1 Implication of Ice berg model in Teaching Competencies Assessing the teaching competencies for an effective recruitment and selection of primary teachers is a hard task. The selectors have to go all the way through the visible and invisible skills during recruitment and selection process in order to choose the best for the available positions. The quality parameters for recruitment and selection of primary teachers can fit in the Ice berg model in the figure 3.3 below. The area above the sea surface shows the visible competencies in selection of teacher which is the experience, professional knowledge, subject knowledge and necessary teaching skills. The area below the surface of the sea shows the hidden competencies which are the social role of a teacher, beliefs, motives for teaching and self-image.

Source: St. Martin’s College, Lancaster (2004) Figure: 2.3

In this figure the two layers of water surface have been shown to find out the teacher competencies during selection process. The visible competencies and skills are in the four major areas. The subject knowledge is related to the specific teaching subject or subjects which a teacher has to teach during his/her teaching. The professional knowledge is the knowledge about the related fields of teaching, how to teach and how effectively to teach? which methods and strategies will best suit the teaching? Teaching skills are related to the practical part of profession in class room environment and these may be judged visibly by practice of teaching or sample lesson. Teacher experiences and prior know-how in other professions help a teacher to teach effectively. The experiences can also be examined and verified.

There are some hidden competencies which are necessary to be examined while selection of the teachers. These include social role of a teacher within the community, teacher’s potential to involve the community in teaching learning, knowing the families of children and their role in building up school. The self-image

50 is related to the teachers’ personal values and beliefs about certain things including his/her profession. Values and beliefs play a significant role in teaching because they have the sound basis in teaching. Traits are the permanent pattern of behaviors for various actions and events. A teacher has to experience all of the visible and invisible competencies which have a significant impact on system of teaching and learning. In the process of recruitment and selection the tangible or visible competencies for quality teacher’s recruitment and selection process are easily be traced and examined but the invisible competencies need more sound judgment for the quality recruitment and selection.

2.13 Methods of Recruitment Recruitment is a process by which any organization or working body uses the strategies and methods to attract the talented workforce to select them for the job fit. A well planned and managed system of recruitment saves the time and cost. The process of recruitment involves several stages from planning to development of strategy and authentic recruitment activities. Jungegard, Wilkorsz & Gupta (2012) describe that a good recruitment saves costs on the training other than normal costs. If activities of recruitment would not be planned cautiously then the companies and organizations will fail to select best and effective working talent for them. The major forms of recruitment were divided into external and internal recruitment which are as under:-

2.13.1 Internal Recruitment This means that the employees may be selected within the organization from already available workforce. An organization tries to arrange and select the employees from organizational structure to save costs, time and to enhance the morale of the company. This type of recruitment has both positive and negative effects. One of the major drawbacks is that company cannot find the extensive pool to find the candidate with much potential. Sometimes politics may be involved or existing work pattern of candidate may be disturbed. It has following major types.

1. Recruitment from Present Employees: In this form of recruitment through mutual change, transfer and promotions the recruitment is created. It is the

cheaper and easy way and organizational climate is not affected generally. Another major advantage is that the candidates are promoted and they are motivated for work.

2. Employee Referral: In this type of recruitment the employees of the organization help the organization through their friends and families urging them to be recruited in the situation when the organization is in downfall. This process saves time and cost as well.

3. Older Employees: The older employees are those people who have worked in the organization so far. The workers who have been retired or released due to some reasons and they are willing to join back on part or full time basis are part of this recruitment. In this situation the performance of worker is already in the knowledge of organization.

4. Previous or un-actioned Applicant: In this process those applicants are hired who were not called for the selection but previously they applied for job in this organization. The organization instead of attracting new applicants, calls those applicants for the selection process who were never called for job earlier. Hence there previously received applications are reconsidered for new openings.

2.13.2 External Recruitment This type of recruitment involves all the external sources of selection leaving the internal sources on normal routines. In this form organization works broadly to search more competencies in the job market. The company searches sources to hire competent individuals to come ahead to work in their organization and then from the attracted number of applicants they are selected. Major types of external recruitment are following:

1. Advertisements in News Papers/Magazines: This is the most commonly used strategy in the process of recruitment. Different jobs are posted through newspapers and various magazines with the defined duties. Advertisements

are developed so that all information may be provided related to job and the applicants may be urged to join.

2. Campus Recruitment: This recruitment takes place at different campuses of educational institutions i.e. at schools colleges and university etc. This is a costly process but most of the firms urge to do this recruitment to search a number of new talents. There should be placement centers in the institutions to handle all the issues for recruiters.

3. Consultants & Agencies: In this recruitment help from consultants is taken, most of this type takes place for the senior managers. It gives the opportunity to the consultants to hire experienced people; it is an expensive but reliable method.

4. Competitors: These recruiters take the services from the competitive firms on personal liaison for their services. There are ethical and legal issues involved in it.

5. E-Recruitment: It is a new trend and these practices are going to take place through internet or webs. Less costs, speed and time saving are three major advantages in this recruitment. Similarly it gives access to vast labor market and geographical area.

According to Richardson (2012) policy about recruitment and retention is important before hiring the personnel for their jobs. He also described needs of legal implications for recruitment and selection in a diversified workforce. Every organization tries to work within legal parameters to conduct its recruitment. Job descriptions and job specification are the core areas to be defined during recruitment process to meet goals and objectives of organizations. While in the job posting internal and external recruitments were described as under:

1. Internal Recruitment The process of internal recruitment comes through existing staff and employees. Jobs are advertised by the job postings, notices, electronic bulletins and

53 newsletters etc. Referrals are very low cost strategies through the close relatives of working individuals.

The quality of recruitment through the internal sources is not as strong as of the external one; however it is less time taking and economical. The process of legal support and equal opportunities is necessary for both external and internal recruitments. A number of benefits of internal recruitment are the cultural awareness of organization and already known employees.

2. External Recruitment Recruitment from external sources is having two types of methods which are the Informal and formal recruitment methods. The informal methods involve the already received applications or those whose applications have been retained due to some reasons. These types of methods are involved for clerical staff and lower level employees. Walks-in and referrals are also included in this methods. The formal method searches the external candidates through newspapers, magazines, advertisement agencies, college recruitment, job fairs and e- recruitment.

According to Daly, Barker & McCathy (2005) advertisement through newspapers and journals is supported in normal recruitment process. However due to diverse culture and ethnic issues the advertisement may be made easy and readable for the general readers. Language barriers are more prevalent in finding recruitments in a diverse culture.

2.13.3 The Emerging Trend of E-Recruitment Policies and procedure for online selection should be established before recruitment and selection. There are certain legal, ethical and social issues in the online testing which may be a source of trouble while selection. All prescribed procedures for online selection should be free for orderly selection. (Pitrowski & Armstrong ,2006)

Handlogten (2009) states the importance of e-recruitment in the technological scenario of world. The employers are seeking the workers from diverse cultures across the boundaries. The objective of this type of recruitment is to attract high

54 quality people. The outcomes of e-recruitment has been noted moderate in comparison with other methods however not all companies follow this recruitment. E- recruitment has problems for the beneficiaries as everyone is not familiar with this system or internet. The webs created by the companies are not fully availed by the job seekers. Product images, online tools and pages are utilized for this purpose. The job seekers post their resume online and it’s sorted and verified by the HR specialists. Despite of some drawbacks this system has some benefits. It saves time, cost, provides large pool of applicants, success in finding candidates and easy for the organizational use. Computerized equipments and e-advertisements are used to attract the applicants.

2.14 Methods of Selecting the Employees Research exposes that a numerous methods are used in employee’s selection process. Byers & Rue (2010) highlighted some major methods in selecting the employees for different organizations. They described a series of steps in the process of selection. The application forms of employees are collected and checked according to required qualification and criteria. On some occasions applications are rejected on the basis of race, color and religion. The criminals and other records are verified on the basis of application form or organizational needs. All of this involves legal issues for employing the candidates. Following procedure is usually adopted.

2.14.1 Screening Process In the first phase of selection the application forms are reviewed and the information is collected according to job description. Those applications which do not correspond to the system of selection or job description are returned or saved as without action. The applications are screened on the basis of weight and flow records. In the weight process different weightage, numbers and values are assigned on different points. Applications flow record helps to avoid illegal discrimination. The information is provided by the employee and used by employer.

2.14.2 Preliminary Interviews The organizations have different selection criteria in interviews; some take one phase of the interview while others dual interview phase. The preliminary interviews

55 are conducted to know either the skills abilities and the qualification of the applicant matches the job post. This process screens the unqualified or uninterested applicants.

2.14.3 Selection Test This segment emphasizes the activities of different tests related to job. Organizations use both local and standardized tools of selection for their employees. The nature of the test conforms to the job needs and job description. Following are the major types of tests for selection.

2.14.4 Aptitude Tests These tests help to measure potentials and abilities of a candidate with relation to job performance. There are different aptitude tests used in many areas like verbal, spatial, numerical, conceptual, speed and reasoning. These tests help in managing and organizing activities.

2.14.5 Psychomotor Tests These tests are related to physical movements and coordination. The gross and fine motor skills are involved in these types of tests. Motor coordination, speed and fluctuation are examined in these tests.

2.14.6 Job Knowledge Tests These tests are held to know the knowledge of candidates about relevant job. This is related to knowledge about the subject of job and its practical implication. Proficiency tests are conducted to know how well a candidate performs for related job.

2.14.7 Interest’s Tests These tests are conducted to know the interests and directions in view of priorities for occupation. These tests compare interests of persons with successful people of organizations.

2.14.8 Personality Tests These tests help to measure the characteristics of a person. These tests comprise multiple areas of personality and the organization measures these tests according to professional needs. Thematic apperception and inkblot etc are examples of these tests.

2.14.9 Polygraph Tests These tests are called lie detector and they measure the body postures of the application. On the moving roll of graphs these tests record fluctuation; body positions and then make the judgment whether the movements were truthful or otherwise.

2.14.10 Graphology In this test an expert evaluates the handwriting of individual and evaluates the personality type of a person.

2.15 Types of interviews Interviews have following major types according to their structure and formats: 2.15.1 Structured interviews: These are conducted on a predetermined specific line. 2.15.2 Unstructured interviews: These are open and no questions are predetermined. 2.15.3 Semi-structured interviews: These interviews are a blend of structured and unstructured types in which both already scheduled and out of schedule questions are asked. 2.15.4 Stress interviews: These are aimed to judge the emotional level of candidate. 2.15.5 Board / Panel interviews: Two or more individuals conduct these interviews in the form of a group or team. 2.15.6 Behavioral / situational interviews: In these types some predictions for future success are established on the basis of past experiences of a candidate. In a particular situation how and by which technique candidate can perform well is examined in these types.

2.15.7 Telephonic interviews and video conferencing: These types are used when candidates are in diverse or long distances and their physical presence is not easy. Telephonic interviews help in initial screening whereas video conferencing to hire people across continents or regions in which a face to face situation through audio-video technology is created. (Western Student Center Canada, 2013).

Dessler & Varkkey (2009) also stated some other areas of testing the employees which are the computerized and online testing. In the technological advancement of this age some tests have been replaced by the paper pencil and conventional tests. This system is easier in interpretation, scoring and analysis with different software. In this system thousands of employees can be evaluated easily. Major tests and measure were described as under:- 1. Test of motor & Physical abilities: These are related to movement gestures and actions. 2. Personality inventories: It comprises pictures, models and inventories to judge the human personality areas of behaviors in different situations. 3. Work sample and simulation: Actual job situation is created in it to know the performance of applicant and different testing methods are involved to measure the job. 4. Video based situational testing: In this situation an examinee sees videos of the realistic job situation and responds to these video, such online and PC based videos comes with certain questions. 5. Background investigations & reference checks: It includes verification of previous experience and work record through phone calls or letters to organizations. Polygraphs and honesty testing. It is a device to measure the psychological changes and also to find the truth. 6. Physical exam: These are physical tests to examine the physical fitness of candidate through various medical and physical tests. 7. Interviews: Interviews help to know the strengths and weaknesses of candidate.

The environmental factors like labor market specific skills , unemployment rate, market conditions, legal, political and social needs were necessary to be examined while selection. The areas of testing and interviewing were described as preliminary interviewing to eliminate the unqualified and non related applicants. Important tests are conducted to examine ability, aptitude and personality of candidate, the employment interviews to know the job knowledge and adaptability. Reference and background checks are carried out to know the potential and professional skills of a job applicant while serving in previous organization. Selection decisions are made to make a final decision like who and how should be called. Job offer is the final stage where the selected or decided candidate is called to join the organization through formal letter or phone call. Placement takes place when particular vacancy is filled and individual starts working. (Jungegard, Wilkorsz & Gupta, 2012).

2.16 Major Tools of Teacher’s Selection As time passes on development in the system of teacher’s recruitment and selection is going to be enhanced. Initially mostly written and paper-pencil type tests were used and some schools are still following the same routines. Some schools screen the candidates on the basis of subjects while other use only interview to screen them. There are some electronic based tests which due to their popularity, extended reliability and validity are used to select teachers. Vitale (2009) has described the famous types of tools which have been used in teacher’s selection process as under:-

2.16.1 Gallup’s Teacher Perceiver Interview (TPI) This test was developed by Selection Research Incorporated (SRI) in 1970s. Later on organization turned into Gallup organization. This interview is a face to face interview in which a trained test taker asks 60 open ended questions on 12 major themes. These themes are interrelated and it helps to find out the prominent characteristic for selection of an effective teacher.

It is also a type of structured interview. Gallup determined criterion is that school administrator must show 85% inter rater reliability to become a certified member of test administration. The major dimensions of interview are mission,

59 empathy, rapport drive, individualized perception , listening , investment, input drive, activation , innovation, gestalt, objectivity and lastly the focus.

2.16.2 Gallup’s Teacher Insight Interview (TII) Recently the Gallup’s online version of a perceiver interview has been developed. This online interview consists of 30-40 minutes where a key (password) is provided to the candidates, they log on to the system and answer the Gallup’s developed questions. Questions are in yes/no or likert scale or paired comparison pattern. On the basis of tests Gallup then gives the suggestions/recommendation alongwith score for predictability and success of teacher in future. Interactive Voice Response (IVR) developed by Gallup is the screening tool where the teachers come on the toll-free numbers, log on to their IDs and respond to close ended items through their telephone calls. A high reliability rate of Teacher Insight Interview has been recorded.

2.16.3 Interactive Computer Interview System (ICIS) This interview as compared to Gallup Teacher Insight is different where the questions do not come one by one on different aspects irrespective of answers by the candidate. This system was developed in 2003 and it uses a variable length or it can be called an adaptive interview. Four major themes are pre-selected which includes working with other people/students, content knowledge, teaching knowledge and knowledge of students. System determines the next question sequence according to themes in view of candidate’s answer. System in the background calculates reliability and interviewer asks the questions and evaluates the quality on a scale. This instrument has the formats available in school counseling, urban teaching and bias detection in employment etc.

2.16.4 Star Teacher Interview (STI) Star Teacher Interview is developed by Haberman and it is an electronic interview. This interview has a long history. This instrument has an accuracy of 95% prediction about the teacher’s success in future. It helps to know which teachers will retain in schools and which will quit. Interviewers must be trained to use the interview effectively. In most of United States school districts Haberman’s interviews are used specially in urban and poor schools.

Higher score on this interview determines that the individual will retain for a longer period in the school after hiring. Content and criterion related validity of this test has been observed very well, in criterion related validity there is only 5% chance of wrong selection.

2.16.5 The Urban Teacher Selection Interview (UTSI) In this type of interview realistic questions in a scenario based environment are asked. It helps to know persistence and handling the problem in different situations. This test is effective to predict the teacher’s success and retention in urban schools. Research indicates that this test is not valid for rural teachers.

2.16.6 Star Teacher On-Line Pre-Screening In 1993 this instrument was developed by Haberman which is online and it is used as a pre-screening tool in different districts. This type of interview helps to know whether the candidate should be called for more formal interview after pre-screening or there would be no need to call. There are ten dimensions of this tests as persistence, fallibility, explaining school success, explaining teacher success, survive in Bureaucracy, approach to students, theory to practice and values in student learning. The test can be taken by the candidate and it has an accuracy of 97% for prediction for retention and better student’s achievement in selection of teacher. Both online and electronic copies of this version are available.

2.16.7 Teacher Quality Index (TQI) Dr. James Stronge and Dr. Jennifer Hindman developed Teacher Quality Index in 2002 in which the interview questions are asked on general areas but most special thing in this index is that they comprise classroom management, instructional strategies, assessment, monitoring and planning. This was developed in the form of a book after a research survey. There are different levels of questions according to hiring needs of teachers. This tool is validated and its reliability has been assured on different intervals.

2.16.8 Five factors Model or Big five Personality Tests for Personality This is based on Eysenck’s personality theory. These types of tests are based on Pavlov’s theory of conditioning. In these tests human personality according to individual differences is divided into five major parts. Vorkapic (2012) described that these are the mostly used instrument in the pre-school teacher’s personality. It examines the teacher’s personality in the aspects of openness to experience, extraversion, emotional stability, conscientiousness, and agreeableness. On the basis of score acquired in these tests suitability against teaching profession is determined for final selection.

Source: Birkbeck University of London (2005) http://www.bbk.ac.uk/ Figure: 2.4

2.17 Concept of Quality The word Quality has been defined and described differently from the last many years. In describing quality of the product initially the craftsmanship or workmanship were mostly used. Rijn (2004) describes that with the passage of time needs and satisfaction of customers has changed the terms of quality in today’s world. Initially the certificates were used to issue for craftsmanship, then from 1920 to 1950 the focal point was the quality of products and different inspection teams evaluated the products for customers needs. While in the world war second emphasis was on the system of quality assurance for effectiveness of the ammunition. Later on in 1950s Japan and in 1970s European and US firms adopted the new ways of Quality Management to continuously improve the products and services. Hence the concept of the quality moved from quality control to inspection, assurance and total quality management.

Knowles (2010) described major elements of the quality as following: 1. Quality is defined by the customer as it will change over time, often in unpredictable ways. 2. Quality is related to creating the value of customer. 3. A quality of any good or service either meets or exceeds the needs of the customer some of which may be unspoken 4. Being a complex concept as a whole it can be addressed by the organizations working together.

Quality characteristics are necessary to be described for the better satisfaction of customer for the product or service. Quality character is determined sometimes by the customer surveys. The quality characteristics of the service or product must be continuous variables and these should be measurable. Quality diagrams helps in describing the quality in terms of customer needs in a much better way. (Moen , Nolan & Provost, 1991)

Raj & Bhatt (2006) described further definitions of quality from other experts as under:

It is a conformance to the requirements (Crosby). Fitness for use (Juran), the totality of characteristics of an entity that bear on its ability to satisfy stated and implied need (ISO). Customers expressed or implied needs which are met fully (ISO). . Quality has different characteristics which are mainly related to product and its services. All these qualities may be as low quality or high quality, good or poor quality. The product characteristics are purely in view of product needs and product features like accessibility, availability, durability, consumption, cleanliness, taste, size weight, safety and security. While the service quality characteristics can be defined as accuracy, comfort, competence, honesty, efficiency, flexibility, security, promptness etc. (Hoyle, 2001).

2.17.1 Brief history of International Standards Organization (ISO) ISO stands for International Standards Organization which is the world’s largest and best international standards developer organization. Its organization has about 60 years of its history and currently 148 member countries. Up till now this organization has developed 14000 or more standards for different organizations and groups around the world. Initially this organization developed the technical standards for different firms and companies but now it has spread over its system of standardization to management and environmental system. In 1980s ISO moved towards developing new standards of Quality Management which are famous as ISO 9000 Quality Management System standards. These standards are followed by different organizations like industries, departments and other organizations.

The ISO moved to the new standards called the standards for sustainable world which in 2003 were regarded as ISO 14000 series and they were related to environment, health, safety and social progress. Growing trends of multi-trade economics and the needs of standardization has rapidly increased therefore World trade organization (WTO) has also recognized these standards. Three major committees of ISO Technical committee (TC), P members (Participatory members) and O members (Observing members) work on three phases of standards. These phases are needs for standards, finalization of technical experts and the final approval of draft document. P members are significant through initiation of standards to the level of publication. (Morrison & Morikawa, 2004).

ISO history & definitions (2000) describes that three familiar standards of ISO, 9001, 9002, and 9003 has been merged into a series of ISO 9000:2000. The ISO 9004:2000 is a consistent pair and has been formulated to develop to support your own business. ISO 9000 and 14000 series are the best well known series, the 14000 series had been followed by the 610,000 organizations around the world in 160 countries approximately. The 9000 series is related to quality management and 14000 are for environmental management. These standards are generic and they occupy the various types of organizations. There are core and unique features and principles in order to develop the system of standards.

2.17.2 Quality Management Quality management is a process oriented approach. It is the name of complete system in which a whole process entails all activities which starts from planning objectives to determining criteria of methods for effective operations, documentation, quality manual, procedures, records, measurement, achieving planned results and continual improvement. Raj & Bhatt (2006) state concisely the concept of Quality mManagement as “a systematic way that ensures all activities which are important to design , develop and deliver products or services which are necessary to be suitable or fit for the required purpose.

It takes place as a planned activity and is carried out effectively and efficiently. There are some key decisions which are important to be taken for a good Quality Management process, like what service should be offered, how these services should be done and lastly evaluating what can be done to improve the process and product offerings. In order to meet all these objectives a controlled process of the quality management system would be necessary. On next pages there are different process oriented models on Quality Management for use.

Source: http://info.craftechind.com

Figure: 2.5 Source: http://www.independencetube.com/quality

Quality Policy

Quality Quality Improvement Planning

Quality Quality Inspection Assurance

Quality Control

Figure 2.6: Proposed Circular flow by Author for Quality Management of Recruitment and Selection for Future Teachers

2.17.3 Quality Management System (QMS) In order to meet objectives of organization and satisfaction of customers and their needs a comprehensive and effective system of quality management has been designed. It is the customer and supplier mutual relationship for provision of better quality and services. Department of Trade & Industry (nd) defines quality management as “A set of coordinated activities to direct and control an organization in order to continually improve the effectiveness and efficiency of its performance” A fully developed and documented quality management systems will meet both the customer’s needs and the organizational objectives. Customer’s requirements will be met by the organization while organizational requirements will be met by both internal and external available resources, material and technology. The Quality Management System helps organizations to meet their goals and objectives in view of their quality policy.

Quality policies serve as a direction to achieve goals of quality education. Policies for recruitment and selection for quality education must be patent and leading to achieve goals of recruitment of selection of primary teachers. Heynes (nd) describes that every institution has a goal for provision and delivery of better services. The factors which influence recruitment and selection are condition of service, qualification, reservation of policies and procedures. Adequate recruitment policies and practices in an organization show the organization code of conduct in the area of operation. The policies describe what or what not the department will have to do in recruitment and selection activities for provision of better services. Policies stand as a guideline while the activities for recruitment and selection serve as key steps which are undertaken keeping in view the paths of policies.

According to Raj & Bhatt (2006) the process of Quality Management is associated with the fitness of services and goods for their purpose to meet specifications. It is a controlling activity which consists of two quality areas:

2.17.4 Quality Planning Quality planning is the process by which an organization examines and plans that the required services and products by which way will be provided to customers. This process involves the activities of product’s design and development. All planning

69 activities are put under a tight control so that on fewer expenses maximum quality may be managed for the customer. For this reason a supplier has to understand what the genuine needs of service or product are for customer and by which means and system these can be met.

2.17.5 Quality Control Quality control is related to activities of process in producing the goods and services. It is the right way to manage the qualities and it involves process of checking and reviewing the work. All input process, output and control activities are related to quality control. Things should be reviewed at the stage of raw material, the production stage and the finished inspection.

The Quality Management System has many phases of management which are related to the system of management like quality inspection, quality assurance, quality improvement and total quality management.

2.17.6 Quality Inspection In the process of production of goods and services the system and the manufacturing equipments go under some wear and tear. This wear and tear demands the quality maintenance and the same satisfaction as previously achieved from customer regarding the quality. An effective and efficient quality management system reduces both the risks of consumer and the producer. The sampling inspection is a method by which a few parts of a sample are tested instead of disturbing the whole system. Most of the firm and institution go for quality control instead of quality inspection because quality inspection is time taking process.

2.17.7 Quality Assurance Quality assurance is the process in which the organizations give assurance that quality about product or service will meet the set specifications and standards. Further that the delivery of service had been tested prior to its distribution and use. Organizations develop different flow charts to help and control different variables. When different variables are controlled, then quality of the process moves to quality of product. Quality assurance process takes some steps to assure the quality, which includes trends, design procedures, design criteria and presentation.

2.17.8 Quality improvement Quality improvement is continuous effort of every company to sustain and maintains the set standards in the competitive environments of firms. Quality improvements are a struggle to follow the existing standards and to enhance the reliability and confidence of customer. It increases the market value of organizations and reduces the costs of product or service. For improvement of quality a firm takes the actions like identifying and removing the recurring problems, controlling internal and external functions, influencing the quality of the product. The internal control pertains to systematic activities of production while external control relates to customer satisfaction.

2.17.9 Total Quality Management (TQM) The Total Quality Management aims to develop overall quality of products and services in order to get optimum level of standards. Management gurus and specially Japan tried to improve the consumer’s poor products and it starts from 1950s. The customer satisfaction in TQM relates to all aspects of quality like price, availability and the usability. The process of improvement is based on two aspects; the single aspect highlights the improvement of current standards and process while the second order learning changes the products and processes of productions. The other salient features of TQM are producer concerns, quality culture, mix of statistical processes, control design, team work and internal competition. (Rijn, 2004).

2.17.10 Quality Management Principles Knowles (2012) states the ISO 9000 (2008) contents and principles which attempts to standardize the general approach towards quality. The detailed activities are as under. 1. A documented quality policy which will help the senior management towards customer satisfaction in a set of standards. 2. The implementation of quality policy at lower level as a detailed description of processes for better implementation of businesses. 3. The internal system of organization auditing adheres and conforms to quality policies procedures and keeps all types of audit records and performance of quality.

4. This process is being used for the decision making and to overcome the flaws. 5. The quality system is being audited by some other external certification bodies to improve system on the lines of external quality system.

Policies are the deliberate plans and these help to chalk out the organizational activities of Quality Management for long term goals. In order to serve objectives of the business and to ensure the actions and decisions of organization in an operational process the quality policies help the management bodies to implement the plans. Policies enable to determine baseline of actions and certain boundaries of the decision which are to be followed by all members of organizations. Policies are of two major types.

1. The corporate polices highlight the overall objectives, goals and functions regarding the organizational mission and purpose. 2. The operational policies help managers to develop the strategies and circles of their routine business and day to day functions. 3. Control procedures are actions other than quality policies which are taken to control flow of the product and services; it includes the guides, operational procedures, standards, and reference documents.

2.18 Quality of a Primary Teacher The primary teacher plays a transitional role in the process of quality education in early childhood education, especially at primary level. Agro-based and poor incomed countries can enhance hourly wage and farm production through mass primary education Likewise girls’ primary education reduces the mortality rate and the poverty. Quality primary Education (nd) stated that the quality of primary teacher can overcome many shortcomings for quality primary education. Repetition and drop out is surpassing minimum level of learning achievement which is also a threat in primary education. In order to deal all such issues at early stages of education, quality of a teacher is necessary which will help to overcome all these hurdles. There is a dilemma in the less developed countries that teachers are not fully prepared to deal

72 with education of primary schools. Teachers need more sound pedagogical and subject knowledge skills and selection and training system in this regard is needed to be remodeled. A primary teacher must possess following basic standards for better quality education in primary schools.

1. Teacher at primary level must know the children in schools in view of their developments, their relationships in schools, their values, abilities and aspirations. 2. Primary teacher must be with the knowledge of contents of curriculum, important elements of teaching and school leadership. 3. Teacher must develop a caring, multicultural, democratic and collaborative environment of learning in primary schools. 4. Teacher should inculcate the norms and values in children to respect society and different social groups. 5. He should be able to use various instructional materials from various sources and equipment. 6. Teacher must make the children capable to apply the knowledge in their practical life within home and society etc. 7. He should teach the broad knowledge and subject areas like peace education and lifelong skills. 8. He should use comprehensive methods in assessing and evaluating school programs and children progress.

Sangnapabowrn (2007) describes the challenging issues of primary education in the Asian context. Among other growing issues of primary schools like working conditions, financial difficulties, family support, lack of new knowledge and professional skills are prominent in these countries. The poor performance of primary schools is mainly associated with the shortage and lack of professional development of teachers. Selection, appointment, promotion and the lack of professional development is forefront in promoting low quality education. There should be a centralized system of quality to take measures against these challenges.

Quality standards in primary education should be about primary education curriculum, teaching timings, school environment and the knowledge about families

73 and children. The other areas of standards in primary school may be the application of proper teaching methodologies by the teachers, children guidance and care, developing and improving the programs. (Henkens, Janssens & Brinke, 2011).

2.19 Process of Accreditation for Quality Education in Schools The process of accreditation has been adopted by schools in their educational practice to ensure better Quality Management. Accreditation process helps in quality enhancement as a continuous process. McDonough, Stokes & Percy (1997) describes that the process of accreditation is a significant part in school improvements and adherence to principles stated by organizations. Schools are inspected by different agencies and they have different terms and conditions in accreditation process. The major emphasis of accreditation is to improve the quality of school programs in its various forms. This process helps in knowing how a school meets purpose and set of agreed written standards in its area of the operations.

The process involves the steps like the self-study, team visit, decision on accreditation and the subsequent procedures etc. Self-evaluation involves the survey of key constituents of school community while the others are evaluated by each area in view of objectives. In part two a school analyzes and assembles the data in its own established standards and philosophy. Team visit is the part of activities in working days while the accreditation team visits the staff, students and classes. Duties and responsibilities are evaluated through the involvement of staff like expert teachers and administrators from other schools. In all of the forms quality of education should be seen and accreditation decision of the committee should be final. Either the program should be awarded accreditation after quality examination or it should be re- accredited to review the quality.

Commission on Colleges of the Southern Association of Colleges and Schools (2001) stated that the activity of accreditation which is self-regulatory requires institutional commitment, peer review process, showing the accomplishment of mission, promotes institutional autonomy and flexibility in day to day operations of school. Further this process determines the institutional integrity and quality enhancement. The system has an aim to improve the areas in view of mission,

74 available financial and human resources and learning opportunities. Continuous professional commitment and quality enhancements are the other features of accreditation process. For the sake of quality enhancement process of accreditation evaluates the required practices and comes on some important decision to see whether those are complying with the set standards and quality parameters. Both on and off site reviews of accreditation committees are carried to see either the system meets requirements and set standards in view of organizational mission or it requires further developments.

Teacher is an important part in providing quality education for which a teacher himself should be equipped with all quality teaching attributes in view of knowledge and its application. According to Teaching Australia (2007) national system of accreditation of pre- service teacher education is seen with different perspectives. Elements of a pre-service accreditation system will consist of the purpose of accreditation, what will be accredited, basis for accreditation, accreditation decisions, accreditation process, partnership, governance process and the documentation process. The registration process for teacher education programs has a sound relationship. A sound system of registration is a part and parcel of accreditation programs for teacher education. Major purpose of the teacher education accreditation programs is that it provides a mechanism for the quality assurance and its improvement. A comprehensive national accreditation system for teachers programs will help in sharing the expectations, quality teacher preparation programs and practices in professional experiences. These programs will have the features to meet both national and local needs of quality teaching. These programs will also help in auditing and reviewing the whole programs. The standards of teacher education programs will include the selection of student teachers, teaching programs, the procedures of assessments and evaluation, professional experiences and the assurance of quality.

These standards will serve as baselines for whole process. To improve quality of teacher education accreditation programs decisions will help to know either the accreditation is provisional or conditional. The activities of teacher education programs would be the initial discussion, eligibility determination, and initial application by institution, establishment of panel, institutional self assessment against

75 standards, assessment of visiting panel and the decision of panel based on accreditation. The accreditation standards are the set principles to maintain the quality of teacher education programs which includes professional knowledge, practice and professional commitment. The program standards will include the student, teacher, programs and their assessment for quality management

2.20 Certification and Licensing for Quality Teaching Roth & Swali (2000) highlight that teaching is a dynamic and active process which emphasizes the quality of a teacher. A good teaching must be with the knowledge of learning processes, development of child and the academic components of teaching. Teaching is not merely regarded just a classroom instruction but the quality of a teacher is regarded as an influential earning. Rural and urban schools have a marked difference in view of quality teaching alongiwith other resources and provisions. Certification of the teacher is a dire need of every society to meet quality education. For this process different training steps are taken to overcome pitfalls of less certification.

There are certain other factors which are a source of trouble in quality certification like poverty of the areas, balance of teachers’ supply and demand, attrition or number of increases in class sizes. Provision of high quality teaching to lower costs, low income and deprived student is a challenge of this century. Many of the K-12 teachers today are either uncertified or unprepared for excellent outcomes of education. Good certification has an impact on the achievement of students. For beginning teachers different model standards are developed. For preparation and professional development of the teachers, standards of the various disciplines are designed to assure the process of quality. This includes the understanding of central concepts, child learning and development in different areas, variety of instructional strategies, methods, social interaction, motivation, verbal and non verbal communication, planning the instructions, good evaluation, assessment and the relationship with colleagues and families.

Quality of teacher education program too is directly related to the performance and quality of a teacher. Levine (2006) states that nature of these programs is to

76 function as the basis of what a teacher needs to know and be able to do? The quality of teaching must be evaluated in view of semester system, work with the records of teachings practices, evaluation of students, staff and the expert educators. Model lessons and modeling of teaching is a good practice where a teacher education applicant provides the supervised work experience of about 100 hours with the children. Internship at elementary level is also a part of professional development for students of teacher education in preliminary years.

Countries all over the world adopt different procedures and make them a part of their policy for quality education programs. In United States most states formulate their own procedures for licensure. The states describe the needs of credit hours and tests of subjects’ alongwith experience and background checks. A basic skill test with course work is a part of all these certifications. National Testing Service (NTS) has established a Praxis series in three areas, praxis one for entry into initial teacher programs, two in teacher licensing exam and three in first year of teaching. Criminal background check and the child abuse clearance are the other conditions which a teacher has to pass for award of initial teacher certificate and it stands valid for only two years. Some states do not have the condition for renewal of certificate while the others have imposed the conditions of renewal. In USA the advanced teacher certification is awarded by the National Board of Professional Teaching Standards (NBPTS). This board calls teachers on demand and gets their assessment. In England there is a separate process, the teachers pass the Teacher Training Agency’s skills test for a qualified teacher status (QTS). Then certificate is provided to teach all age groups till secondary education. In Hong Kong and Singapore initial teacher certificate is valid for whole life and no additional test is mandatory except normal curriculum requirements.

In Netherland university graduates get the certificate or letter from universities to teach up to secondary classes. In Japan and Korea initial teacher certification is awarded after completion and approval of university course credits. The initial teaching certificate is valid for the whole life except USA and Australia where the teachers cover a specific period of teaching experience for licensing. In England for acquisition of advanced certification teacher has to go through the threshold and advanced teaching skills. In threshold the teacher gets reward through good teaching

77 in upper scale and later the teachers have to pass high standard national test to move into new pay scale. Hence high performance teachers get a high range of salary.

Singapore offers advanced certification after consultation with the ministry of Education. All teachers have the right to be paid for 100 hours per year for their training. In Japan advanced certification is provided in Master programs both for in service and new teachers. In Australia no executive body is responsible for advanced certification, everybody has the right to chose graduate or advance course. (Wang, Coleman, Coley & Phelps, 2003).

Center for Urban & Multicultural Education (2009) elaborated about the teacher certification process denoting that different states establish their criteria of certification like course work, examination, general knowledge, pedagogical skills and prior experience etc. It includes both pre and in-service teacher training and certification. Generally these programs comprise coursework, grades, tests scores etc all of which are the part of a teacher quality. Fully certified teachers have a strong impact on students’ performance. In the process of recruitment and selection certain teaching attributes are associated in view of teaching quality which has the direct relation with certification or previous experience.

2.21 National Professional Standards of Teachers in Pakistan Standards are defined by Oxford Dictionary as a level of quality or attainment, a required or agreed level of quality or attainment, a grade of proficiency tested by examination or something used as a measure, norm or model in comparative evaluation.

Lauer et al (2005) explained that standards of teaching evolved after a long history. Initially the standards were regarded as high expectations against students to learn. In 1990s after a national level discussion among different professionals the standards came as students should be able to know and understand, standard based assessment, instruction program and an accountability system. Standards define clearly what is being taught and what performance the teacher should expect from the students. The standards therefore describe the goals of education to raise quality of

78 education. However standards must be consistent because without consistency both students and teachers would not be able to know what they have to achieve.

National Standards for Social Studies Teachers (2002) describe that standards provide evidence that the teachers will show suitable performance after proper certification to meet the established expectations. This is a further assurance that teachers will be able to meet expectation of students and they will perform better after certification.

As teachers are the prime force behind quality education therefore professional development of teachers on quality dimension is necessary to be implemented. The country like United States worked on standards in the very beginning like 1950s. The purpose was to ensure quality of teacher and professional preparation of teachers. National Council for Accreditation of Teacher Education NCATE (2008) states its primary responsibility to develop teachers and school professionals for quality education. The sole purpose of NACTE was described as preparation of teachers through specific standards and to accredit the teacher education institutions and their programs.

Educators were expected to demonstrate well in knowledge, disposition and skills. Social and ethnic biases were discouraged to enhance professional competence. Justified education was another aim of NACTE without any type of discrimination. NACTE reviews these standards of and on according to changing requirements. Standards of teacher education institutions and programs are developed to evaluate the quality of teacher preparation. Knowledge, skills and disposition of educators are evaluated through these standards. These standards also find the policies, procedures and organizational structure to support programs. Three to eight board members of NACTE assess the institutions with their faculties, programs and infrastructure. Additional areas for standards and quality are examined through assessment tools, documentation and review systems. NACTE in United States has developed six major standards as NACTE unit standards which are as under:-

1. Candidate’s knowledge, skills, and professional disposition 2. Assessment system and unit evaluation 3. Field experience and clinical practice 4. Diversity 5. Faculty qualification, performance and development 6. Unit governance and resource. These standards serve as conceptual framework of direction for teacher education, vision, mission and policies of these institutions.

California Department of Education (2000) states that standards for primary grade teachers differentiate the skills of students from grade one to five in primary education. These standards develop the skills of intellect, reasoning, comparisons, contrast, events, places, ideas, people and different symbols used in early childhood education. These standards also develop the basic economic concepts, rights, individual responsibilities and social learning. These skills come through teaching of these standards in different subjects of primary education.

Quality education is the aim of every country for which every country brings all efforts. Quality education depends upon the quality and standard of a teacher at large. Rehman & Baig (2012) explains that system of education largely depends upon the quality and rise of its teachers. For this purpose National Education Policy (1998- 2010) has given a special attention for the developments and implementation at basic levels of education. A teacher was described as nucleus of whole educational system that brings every effort to show the change in students in view of behaviors and skills. Standards and quality establishment principles direct the institutions for the professional developments and accreditation. In this view the policy and planning wing of ministry of education in collaboration with the United Nation Education & Scientific Organization (UNESCO) developed the professional standards of teacher in Pakistan in 2009. These standards were brought into practice in all region of state with consultation of all stake holders.

Policy & Planning Wing, Ministry of Education, Government of Pakistan (2009) worked on origin of professional standards with support of United States Education & Scientific Organization (UNESCO). In consultation with all stake

80 holders and state regions these standards came into being. Later on these standards were adopted in all regions of Pakistan officially in a national steering committee held in November 2008. These standards were developed for primary teachers of beginning classes to support primary education at gross root level. Moreover these standards serve as guide to the professional development in the knowledge, skills and disposition. These standards were declared as guide for accreditation and standardization of all pre and in service teacher education programs, to establish policies, accreditation system and assurance to public about the quality of their educators.

According to Pakistan Education Statistics (2010) primary education is the most important step in the educational career of a child. It can develop career of a child at initial level while socially he can become a prominent figure of society. Recently 1, 36672 primary schools are functioning as public sector primary school which is 88% of all primary schools in Pakistan. Ratios of 11.664 million (69%) children are studying in these public schools. These statistics show the importance and major contribution of public sector in primary education in the developing countries like Pakistan. National Education Policy (2009) also emphasized that our education system must provide the quality education to the children and youth of Pakistan for an effective contribution in the development of nation and society. Therefore the quality of primary education for these children who are studying in public sector schools and million in numbers is compulsory to be observed and implemented.

As quality teaching demands the quality of a teacher therefore a teacher must be strengthened through monitoring, assessment, scholarly preparation and continuous professional developments. What should be in teaching standards and what would be the benefits of these standards are very important questions to be answered. The answer to these questions are that the standard based teacher education and quality management is a part of human resource development and further these standards determine certain parameters for the already established expectations. These standards help in professional grooming of teacher leaders and establish rules, procedures and policies for accreditation of teacher education programs. There are 399,517 primary teachers out of which 276,115 are in rural schools while 123,402 are in urban schools

81 of Pakistan. Teaching workforce in private sectors of education in Pakistan has increased rapidly from the last five or more years.

In total teaching workforce 46.6% are in private sector among which 71% are female teachers. On the other hand there are 270 teacher education institutions in Pakistan in all regions and they are controlled by the provincial departments of education. Primary school teachers get their professional preparation under Government College of Elementary Educations (GCEEs). The universities have their departments of education and Institutes of Education & Research (IER) which are working on professional development of both in service and pre-service teaching. In the ongoing development in teaching and learning traditional system of teacher education with Primary Teaching Certificate (PTC), Certificate of Teaching (CT) etc are needed to be reviewed. In view of all that these proposed competency standards would help in phased elimination of non required courses of teacher education and to remodel the new courses according to demands of country. (Government of Pakistan, 2009).

2.21.1 Standards for Initial Preparation of Teachers in Pakistan There are total ten professional standards developed by Policy & Planning Wing Ministry of Education, Pakistan in 2009. The standards have been composed in a way that each standard has its further three parts or phases. These parts have been classified as the knowledge and understanding (about teaching contents), disposition of teacher (about behaviors, attitudes and values) and Performances or skills (what teacher can be or should do?).

2.21.1.1 Standard 1: Subject Matter Knowledge It means whether teacher know and understand the following; 1. Basic concepts, theories, structure, knowledge of subject matter, results of researches, latest trends at national and international level, the relationship of subject to the other subjects and practical utility in life etc.

Teachers’ value and are committed to:- 2. Teacher show their reflection of work and support towards construction and acquisition of new knowledge to the learners. These are values and beliefs of teacher that everyone can learn and that teacher always tries to make the knowledge useful for the learners.

Teachers demonstrate their knowledge and understanding through:- 3. Explaining the subject matter and using the appropriate ways which suits the learner according to his mental level. It also includes giving the practical examples to the students so that they may get the practical skills in their learning. (Policy & Planning Wing, Ministry of Education, 2009)

2.21.1.2 Standard 2: Human Growth and Development It includes the teacher’s knowledge and understanding about school, family, and community, social, emotional and intellectual developments in order to provide good opportunities for learning. 1. Teacher knows and understands:- It is knowledge and understanding of teacher about student’s habits, construct of knowledge, skills, individual experiences, languages, culture and community values. The teacher must also be able to know about the learning differences, growth, physical and mental level, language, culture and diversity in learning. 2. Teachers values and are committed to:- These are beliefs and values about growth and development of children about knowing, thinking, mental competence and equal opportunity of learning according to capabilities of children. 3. Teachers engage in activities to:- 4. These relates to thinking and problem solving in students, application of learning theories according to the learning styles of students, teacher’s abilities to use instructional skills and collective problem solving skills to prepare children mentally and physically. (Policy & Planning ,Wing Ministry of Education, 2009).

2.21.1.3 Standard 3: Knowledge of Islamic Ethical Values/Social Life Skills These standards are related to Islamic ethical values and other practices in the light of Quran and Sunnah and further to use these universal values for peace, solidarity and unity of whole the world. 1. Teacher knows and understands:- Islamic values, beliefs, prayers and good or evil for tolerance and peace, he knows the factor affecting global peace as a result of falls in ethics and values. He must be equipped with sound knowledge of all discriminations on the basis of gender, language, race and creeds. He must know how to inculcate universal Islamic values of peace and good life in the light of Islamic code of conduct. 2. The teacher values and is committed to:- Promote the Islamic code of conduct and values in a true sense; he/she should be committed in grooming Islamic tolerance and conflict resolution. Teacher engages in activities to:- 3. Practice Islamic values and beliefs through modeling of good Islamic behavior, code of conduct, ethical values and provided guidelines by Quran and Sunnah. All of this should be delivered within class and out of class through good moral behavior and ethics. (Policy & Planning Wing Ministry of Education, 2009)

2.21.1.4 Standard 4: Instructional Planning and Strategies These standards are related to instructional planning and their delivery in teaching. These also include abilities to develop lesson plans and use them according to learners needs to train learner in different practical skills for life. 1. Teacher knows and understands:- The aims, goals and objectives of curriculum, use of appropriate resources, materials and their proper use in classroom, planning and delivering various curriculum instructions to deliver learning contents properly to students, to use the technologies, properly for school activities and required teaching methods is part of this standard. 2. Teachers value and are committed to:-

It includes struggle to attain objectives and class results, attempt to achieve aims, goals and objectives of curriculum and finally to develop the critical and problem solving skills through collaborative learning for better results. 3. Teachers engage in activities to:- 4. Evaluate the teaching methods and strategies for good learning achievement of students, the skills to use curriculum instructional material in an effective manner, Extent of the instructional planning from school to home to accelerate student learning, to achieve learning goals, work according to learning styles of students and be able to engage in formal and informal methods of assessment. (Policy & Planning Wing Ministry of Education, 2009)

2.21.1.5 Standard 5: Assessment This standard deals with assessment strategies and interpretation of results with its evaluation. The instructions are modified according to assessment outcomes to enhance the development of students. 1. Teacher knows and understands: Different types of assessment tests like criterion-referenced and norm- referenced test, related instruments of testing, assessment techniques, evaluation of students learning, validity and reliability related issues in testing and assessment. 2. Teacher values and is committed to:- The beliefs that students would have different results due to their personal struggle and mental aptitude and these results would be opportunities for them to learn. He must have a belief in fair and unbiased assessment and reporting and provide the positive feedback to parents and families. 3. Teacher engages in activities to:- 5. Develop and conduct self-made educational tests of evaluation, analyze data results of students and to use them for future predictions, planning, formal and informal techniques, modification, use of objective assessment with program monitoring and proper feedback. (Policy & Planning Wing Ministry of Education, 2009)

2.21.1.6 Standard 6: Learning Environment It is about teacher to create a supportive and safer environment to promote respect and create social interaction for active learning process. 1. Teachers know and understand:- Positive relationship in classroom, promotion of positive behaviors, student’s commitment in learning, and a respectful environment which encourages a positive social interaction and class participation. 2. Teachers value and are committed to:- Promote peer relationship, ethical learning atmosphere, being with the democratic values for students in class, keeping overall learning environment favorable and peaceful to students. 3. Teachers engage in activities to-: 6. Plan and manage a good learning environment in classroom, build up sense of responsibility among students for both collaborative and independent learning, promoting individual and group activities, developing a learning climate emotionally, physically and socially safer for children and monitoring individual and group activities with proper utilization of time. (Policy & Planning Wing, Ministry of Education, 2009)

2.21.1.7 Standard 7: Effective Communication and Proficient Use of Information Communication Technology These standards are about the effective communication of teachers towards students’ parents and families in view of effective verbal, non verbal and written communication skills. The use of Information communication technology is also a part of these standards to test and measure curriculum and instructions effectively. 1. Teachers know and understand:- Effective use of verbal and non verbal communication in teaching and learning within classroom and laboratories, Knowledge to use available tools and equipments. 2. Teachers value and are committed to:- Promote good cultural communication by using ICT, develop diverse learning being a good listener and responding equally to all learners without discriminations. 3. Teachers engage in activities to:-

Communicate effectively through local, national and foreign language, model effective communication through innovative techniques; strengthen communication technologies, avoiding cultural conflicts of languages in learning, designing the educational reports and assessments cards through the proficient use of computers.

2.21.1.8 Standard 8: Collaboration and partnerships These standards pertain to areas of parents, guardians, professionals and other institutions or families of learners for a widening support of students learning. 1. Teachers know and understand:- The concepts of effective collaboration and approaches of interaction between home and school for purposes of quality teaching. 2. Teachers value and are committed to:- Recognize roles of parents, families and guardians to promote good learning and further willingness to work with parents, families’ community for intellectual physical and mental developments through collaborative learning 3. Teachers engage in activities to:- Utilize the community resources, families & external support of community for well being of students, parents and family involvements with school and building knowledge of surrounding environment.

2.21.1.9 Standard 9: Continuous Professional developments and code of conduct Teaching standards about continuous developments which include the professional role, commitment to profession and his code of conduct while teaching. 1. Teachers know and understand:- The needs of professional code of conduct, use of educational research methods, continuous professional developments, involvement in innovative teaching practices and maintaining of professional developments and portfolios. 2. Teachers value and are committed to:- Refining practices, learning assessments procedures as continuous process, sharing experiences and demonstrating the professional skills. 3. Teachers engage in activities to:-

Learning through professional organizations committed in developing education, collegial partnerships in different professional activities, seeking help and practicing action researches in class, being with the professional norms, values and ethics.

2.21.1.1 Standard 10: Teaching of English as a foreign language. These standards are related to teaching of English as a second or a foreign language for better communication and proficient use of English language. 1. Teachers know and understand:- The use of English as a second or a foreign language, knowledge and understanding of teaching methods for English language, syntax structures and learning difficulties for teaching of English as a second or foreign language. 2. Teachers value and are committed to:- Reduce biases and eliminates all discriminations about learning of English language, Reducing anxieties and negative impressions about learning of English language. 3. Teachers engage in activities to:- 7. Use English with the help of Urdu to address the language difficulties, gradual development of English language in a sequence with support of basic skills i.e. listening, reading, speaking, writing, provision of opportunities in class for written and spoken English and application of language theories and rules with pedagogy for learning. (Policy & Planning Wing, Ministry of Education, 2009)

2.22 Summary and Conclusion This chapter is summarized and concluded as following:-

1 In the fast technological and industrial developments of 21st century the nations all over the world are competing with one another to achieve the maximum index of quality education. The primary or elementary education is the level where masses get basic knowledge and awareness to live better and to stand successfully for more sound knowledge and skills on the basis of quality. Through disciplined, organized and qualitative measures primary education can serve to yield fruitful results in eradicating illiteracy, poverty, cultural restrictions and ethnic barriers to gear the physical and intellectual skills of public.

2 Quality of primary education is primarily attached with the quality of a teacher for which he is selected through different methodologies according to objectives of their nation building and to improve educational policies. The primary teachers are selected through different methods of selection like written test and interviews in the subject and field knowledge. In order to meet demands of primary teachers countries in the world try to keep a balance between teachers supply and demand. Both centralized and decentralized methodologies of selection are adopted according to local and national demands. For the purpose of recruitment different methods like advertisements in news papers, on campus or college recruitment, job fairs, internal recruitment from the staff and e-recruitment is adopted. The selection methodologies for primary teachers usually involve the written tests in subject and professional knowledge competencies which may be paper pencil based, theoretical, analytical or objective typed. The tests of professional knowledge includes teaching skills for application of knowledge and understanding , classroom teaching with methodologies, culture of child or family , development of child, classroom management and the behavior management.

3 Personality tests are also conducted to examine the personality traits of a teacher for a particular profession because personality depicts the particular

characters and skills of an individual for specific job. There are different types of projective and personality tests which are used by the organizations according to work climate. In field of teaching at primary level many countries all over the world determine a pre-requisite for selection as previous teaching experience or license of teaching to make teaching profession effective and to reduce the expenses on the training.

4 International Standard Organization (ISO) has developed the quality standards for organizations to manage the quality parameters for their success. Organizations try to meet these standards to achieve the level of their quality in competitive markets. Total Quality Management (TQM) and other Quality Management roles are also a part of education and teaching institutions in order to ensure the quality teaching at all levels. Quality management in teaching profession is seen as a fitness and conformity to the needs of learners. A teacher on the quality parameters must be with the sound subject and professional know how and good personality traits. Competencies of professional knowledge in the field of subjects, classroom management, teaching of democratic and cultural values, ethics and sound character background that makes a teacher more sound on the quality aspects.

5 The process of pre and in-service certification for quality primary education helps the teachers to serve with more enthusiasm and spirit de corps. The certification and licensure needs the standards to ensure the quality teacher education. Teachers have to deal with diverse backgrounds in the changing climate of culture and competence to bring the quality education to the masses. Despite of its ultimate effort the countries like Pakistan has not yet come up to the line of quality management in the primary education which is a backbone in development of any country. Primary teacher is the centre of change and focal point which has not yet come up to the principles of teaching according to the needs of profession. There are weaknesses in knowledge of the subject, profession, teaching know how, training of primary teachers, professional certification/licensure and monitoring of teaching all of which has left the primary education of country in a dark ditch.

6 The system of recruitment and selection of primary teachers has been empowered by the political forces, personal interests, unfair routes of recruitment, selection and placement. Most of primary teachers in the country lack the required standards of teaching quality in primary schools. They utilize traditional methods of teaching and learning, lack professional training and measures of assessment and monitoring. These problems come as a cancer to early age masses due to which motivation of these children is effected in early age education. The dropout ratio on the other side is increasing day by day and as a result these children are either caught by the child labor or they indulge in child delinquency.

7 The federal education policy directs all managements to take suitable measure against such activities and the discriminations to bring the quality primary education on the right path. But despite of all policy directions and measures taken so far the recruitment and selection of primary teachers has not been brought on the pure lines of quality parameters. As a result schools, families, parents and children all suffer on the name of poor teaching standards.

8 The system of districts has still many flaws about recruitment and selection of primary teachers through district education boards. Testing measurement and evaluation is not reliable while ethnic and cultural biases are the other challenges on the way to fair selection. There is system of union councils, division and the districts in the educational structure of primary education. This system is decentralized which works under the policy of federal government of Pakistan. Administration and management of education at district governments governs the rights to run educational institutions according to federal policy but all efforts to implement such policies are unfinished.

CHAPTER 3

RESEARCH METHODS & PROCEDURE

3.1 Introduction In discussion so far focus was on the related literature and theoretical aspects of current study which were about the process of recruitment and selection of primary teachers in view of Quality Management. The major areas as theoretical basis of study were discussed about the Quality Management in the system of recruitment and selection. These were recruitment and selection process, competencies required in primary teaching, Quality Management System, famous methods of recruitment and selection and quality certification for recruitment of teachers. The chapter also concluded theoretical basis and its relation to existing selection system in AJ&K. This chapter discusses the element of methodology and procedure of study. It includes the research design, nature of study, population, its characteristics, sampling techniques, development of instrument, validation process and the methods of data collection.

3.2 Geographic profile & nature of study The study was descriptive in nature. It was a survey of primary school teachers teaching in the high schools of AJ&K. This survey study also comprised selectors of primary teachers which were Divisional Directors, Assistant Directors, District Education Officers and Assistant Education officers. Study spread over a large mountainous geographical area in view of location of the region.

The state of AJ&K is functional under the federation of Islamic Republic of Pakistan. The area of the study comprised 13297 square kilometer. Topographically the area is hilly and mountainous with different valleys and plains. While about 47% of total area is controlled by the forest department and only 13% is under cultivation. There were 3 divisions, 30 subdivisions and 10 districts in view of administrative structure. In the same way there were 1758 villages, 5 development authorities and 189 union councils in which study

encompassed. Only 6% of total population was residing in the urban areas while most of population was scattered over hilly locations at different parts. The system of schooling was totally decentralized within districts however a central directorate was functioning as an auxiliary wing for coordination and support of all districts.

The population among school districts was widely scattered. The study was designed to know quality management procedures adopted by management in existing recruitment and selection of primary teachers in the territory. The study covered all the ten school districts in AJ&K. The study also included analysis of policy documents, recruitment and selection methodologies and critical evaluation of recruitment and selection of primary teachers. The study involved the views and suggestions of primary teachers and their selectors about recent characteristics of selection for future guidelines. (www.ajk.gov.pk).

3.3 Design of study Research design involves structure and picture of complete research. This study was a survey of public schools. The population comprised primary teachers and their selector from different parts of the region. The sample was drawn from all ten districts. The independent variables of the study were the views and suggestions of teachers and selectors about selection process while the Quality Management was dependent variable. The sample comprised both male and female primary school teachers and their selectors. A self-structured questionnaire on the aspects of Quality Management about recruitment and selection of teachers was used as a tool of research. Data was analyzed both on the basis of descriptive and inferential statistics. The data was analyzed through spearman rho, Kruskal Wallis H-test and Mann Whitney U-test to meet the objectives of study.

3.4 Population of study The total population for this study was all primary school teachers and their selectors who were controlling public schooling in all districts of AJ&K. The selected population of this study was one fourth (25%) primary teachers and all selectors with different designations. Both male and female teachers and selectors were part of the population.

The population included mostly young teachers and selectors controlling the schooling in the state. Population spread over both rural and urban areas. There were total ten districts of the population which were Muzaffarabad, Neelam, Hatian, Bagh, Haveli, Poonch, Sudhnoti, Kotli, Mirpur and Bhimber. Only 6% of the population was located in urban areas while most of the population was situated in rural areas according to the location of terrain. The urban population was mostly seen in the districts of Muzaffarabad, Mirpur, Poonch & Kotli. The details of complete population are given in the following table:-

Population of the study Table: 3.1 Total primary Divisional Assistant District Deputy Assistant Total teachers in all Directors Directors Education District Education public schools Officers Education Officers Officers

14312 03 03 20 20 76 14434

3.5 Sample of study There were 14312 primary school teachers, 687 high schools and 122 selectors in AJ&K. The sample of study comprised 850 primary school teachers teaching in 172 i.e. one fourth (25%) of all high schools. In sampling selectors of the school, all selectors like Divisional directors, Assistant directors, District education officers, Deputy District education officers and Assistant education officers were included in the study.

The ratio of population of primary teachers from all high schools was 25% due to geographic location and hilly region while the ratio of administrators was 100%. Every high school comprised nearly five primary teachers teaching in primary section hence total number of primary teachers of 172 high schools reached 850.

In view of location and nature of population stratified random sampling technique was adopted. Stratified random sampling is a technique in which the homogeneous sub groups of population are selected in a way that they are represented equally according to their proportion. The schools were taken as a logical stratum, and subgroups of population both male and female primary teachers and selectors were selected.

The proportionate allocation method for all the school districts in view of their total population was adopted for sampling. On the whole there were 133 selectors but among them 11 selectors were included in pilot-testing with primary teachers therefore they were excluded from actual sample. Remaining 122 selectors were taken in the sample.

A proportion of 25% was taken equally from all school districts according to their high schools. District wise lists of primary school teachers were not fully updated in the districts therefore both male and female high schools of all districts were selected randomly on equal proportion according to their total numbers.

In the same manner access to primary schools was not possible due to much remote locations therefore only primary teachers of high schools were included in the study. There were total 122 selectors of various designations all of which were included as 100% strength. Thus total sample of the study included all types of participants was 972. The details of the sample are as under.

Table: 3.2 District wise Distribution of the sample District Gender Category Total High Schools Selected Schools Bagh Female Primary Teachers 36 09 Bhimber “ “ 31 08 Hatian Bala “ “ 11 03 Kotli “ “ 51 13 Mirpur “ “ 45 11 Muzaffarabad “ “ 48 12 Neelam “ “ 11 03 Poonch “ “ 47 12 Sudhnoti “ “ 23 06 Haveli “ “ 12 04 Total 315 81 (25) % Bagh Male 45 11 Bhimber “ “ 31 08 Hatian Bala “ “ 24 06 Kotli “ “ 58 15 Mirpur “ “ 39 10 Muzaffarabad “ “ 56 14 Neelam “ “ 17 04 Poonch “ “ 50 13 Sudhnoti “ “ 26 06 Haveli “ “ 16 04 Total 362 91 (25)%

Table 3.2 describes details of sampled schools gender wise according proportionate allocation method. A 25% of both male and female schools were selected on equal proportion from all the schools. A strength of 81 high schools out of 315 from female while 91 out of 362 from male was randomly selected. Therefore total strength of all high schools was 172 in both types of gender.

Table: 3.3 Designation wise Distribution of the selectors Category Total Selectors Selected for sample Percentage

Divisional Directors 03 03 100%

Assist Director 03 03 “

District Education 20 20 “ Officer

Deputy District 20 20 “ Education Officer

Assistant Education 76 76 “ Officers

Total 122 122 “

Table 3.3 is about selectors of various types and their distributions. All of selectors with different rank categories were included in sample. There were 3 Div Dirs, 3 Asst Dirs, 20 DEOs, 20 Dy DEOs and 76 AEOs distributed in all ten districts on miscellaneous locations. All of them were taken as 100% strength of selectors and they were persuaded for responses through survey questionnaires. Ratio of male selectors was larger because in most of female posts male selectors were controlling female schools.

3.6 Development of Research instrument The questionnaire is most commonly used tool in the field of research. Questionnaire can get data on multiple aspects in a limited time & it is also an easy instrument to be responded. This study was having no relevant tool in view of research problem. Different sources were explored like previous researches from internet, available research article and thesis documents in Pakistan country directory. A few instruments on general recruitment and selection process were found which were not relevant to the complete study. After having a detailed review of related literature in view of objectives of study a self-structured questionnaire was constructed on the major aspects of existing recruitment and selection practices and its relation to Quality Management. The questionnaire comprised on major parameters for recruitment and selection of primary teachers

97 in human workforce of teaching. The questionnaire consisted ten items on existing selection process and its relation to Quality Management, five on recruitment criteria, five on process of recruitment for future teachers, seven on process of selection in future, five on competencies of teachers required in subject knowledge , twelve on competencies of professional knowledge, twelve on personality traits and six on prior experience of teaching. Last item was kept open ended for suggestion about existing and future selection from the respondents.

3.6.1 Questionnaire variables and items construction Questionnaire comprised total 63 items. The items were distributed according to objectives of the study. First part of the questionnaire contained the demographic details of respondents like age, gender, district of placement , educational qualification, professional qualification, experience in years, and number of times participated in recruitment and selection process. The items were based on five point likert scale as Strongly agree, Agree, Neutral, Disagree and Strongly disagree. Items were arranged within described parameters of Quality Management for recruitment and selection.

Parameters of Quality Management (PQM) for recruitment and selection were having eight major aspects. Last item was kept open ended for the open suggestions of respondents for the improvement of quality on the areas other than the described parameters. Determined parameters of quality in recruitment and selection were the relationship of existing system of selection with Quality Management, suggested criteria of recruitment, process of recruitment, process of selection, competencies required in subject knowledge, competencies required in professional knowledge, personality traits and previous experience of teaching.

All these eight aspects were described in the form of items in relation to quality management. Five dimensions of quality management were highlighted in the complete questionnaire in order to know views of teachers and selectors. Distribution of items according to quality policy, quality assurance, quality planning, quality control, quality inspection and quality improvement were highlighted in overall questionnaire. Items were based on five point likert to know the opinion of teachers and selectors for existing system and actions required in

future for quality of selection. The distribution of items on eight major parameters is as under:-

Questions were given a relationship according to objectives of the study. Parameters of Quality Management and dimensions of quality were described in details in the items of questionnaire. Items on major dimensions of quality and aspects of recruitment and selection are described as under:-

Table: 3.4 Distribution of items with major dimension of Quality Management Range of Total Dimension of Parameters of Quality Management Questions items Quality Relationship of existing selection 1-10 10 Quality assurance system with Quality Management 11-15 05 Quality planning Proposition of recruitment criteria for Quality Management Proposition for new recruitment 16-20 05 “ system in view of Quality Management Proposition for new selection systems 21-27 07 Quality for Quality Management improvement

Competencies of teacher required for 28-32 05 Quality subject knowledge control/improvement

Competencies of teachers required for 33-44 12 “ professional knowledge. Required personality traits for 45-56 12 “ selection Important aspects of previous teaching 57-62 06 “ experience

Open ended item for feedback of 63 01 Quality respondents improvement Total 63

Table 3.4 describes all aspects of Parameters of Quality Management (PQM) according to major dimension of Quality. All aspects of Quality Management like policy, planning, control, inspection and improvement are highlighted in different

99 ranges of statements. Most of questions are on quality policy, assurance, control and improvement.

There are only 10 items for quality planning in view of future recruitment and selection. Last item has been developed as open ended for suggestion on multiple aspects of PQM in recruitment and selection.

3.6.2 Factor Analysis Before analysis of final data, it seems logical to study the factor loadings for the measurement items of all the variables. Factor analysis (principal component analysis with varimax rotation) is performed on all multiple scale items to determine item retention (Coyle-Shapiro et al. 2004). The examination of factor loadings for each of the constructs divulges an only factor that emerges for most of the constructs. It helps to know single score of each item in view of its construct.

This process gives place to only important items in the instrument and those which has more relevance with the major constructs. All constructs which show a good loading factor are included, and then items significance in view of validity becomes sounder.

For the uni-dimensionality of each construct, this study includes suitable items that loaded at least 0.50 on their relevant component. De wolf et al. (2001) also uses similar method with the item inclusion loading level of 0.65.

In view of nature of this study factor analysis was also applied in pre-testing stage of instrument. All 62 items within factor loading parameter at 0.50 levels were included and items with low scores were either removed or change. Following table gives complete details of factor loading.

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Table 3.5 Factor analysis of research instrument

Factor Items Statements Loading (a). Relationship of existing selection system with Quality Management The management at selection level adheres to the quality policies and Q 1 0.590 procedures of selection. The subject and professional tests are conducted in Quality Management Q 2 0.635 perspective Interviews conducted for the selection of teachers are designed in view of Q 3 0.677 Quality Management Q 4 Prior experience of teaching is considered mandatory while selection 0.517 Curriculum vitae (CV) and references are checked properly while Q 5 0.538 selection Keeping in view the needs of a Quality Management a separate human Q 6 0.568 resource department has been established for selection Examiners/Interviewers are given proper training for recruitment and Q 7 0.602 selection The primary teachers are selected on the basis of their academic Q 8 0.610 competencies The primary teachers are selected on the basis of their professional Q 9 0.551 competencies Q10 All unfair channels of selection are strictly disregarded 0.569 (b). Proposition for new recruitment system in view of Quality Management Q 16 Management should carry out human resource planning for recruitment 0.594 All teaching posts at primary level needs to be advertised with job Q 17 0.687 functions A comprehensive resume (CV) should be asked along with application for Q 18 0.524 post Applications should be shortlisted properly according to recruitment Q 19 0.631 criteria Q 20 All described references should be checked and verified 0.544 c). Proposition for new selection systems for Quality Management Subject based tests should be a part of selection for future primary Q 21 0.526 teachers Q 22 Professional tests may be considered vital in the selection process 0.620 Q 23 Personality traits of primary teachers may be examined while selection 0.506 Interviews should be conducted in the particular areas of primary Q 24 0.555 education by the experts Q 25 Experience should be considered as a major precedence during selection 0.578 Selection activities should be based on transparent manners without Q 26 0.516 ethnic, cultural and religious biases

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Q 27 Selection should be carried out under some centralized system i.e. NTS 0.515 (d). Competencies of teacher required for subject knowledge Q 28 Knowledge of basic concepts and its generalization in subject 0.598 Q 29 Understanding of interdisciplinary knowledge and skills 0.575 Q 30 Following improvements in the field of profession in daily life 0.636 Q 31 Participation in research/scientific studies carried out in the field 0.495 Q 32 Searching the source of information in the field with its proof. 0.601 (e). Competencies of teachers required for professional knowledge Q 33 Developing internal motivation in the student 0.511 Q 34 Managing the behaviors in the class 0.638 Q 35 Arranging the learning environment 0.693 Q 36 Keeping class climate positive 0.680 Q 37 Determining the rules of class and monitoring their application 0.593 Q 38 Using teaching-learning methods, strategies and tactics 0.644 Q 39 Being equipped with information communication technologies (ICT) 0.572 Q 40 Having research formation and understanding 0.547 Q 41 Being democratic keeping in mind the individual differences 0.554 Q 42 Associating the subject with real life 0.631 Q 43 Knowing the family and being neutral in relation with the families 0.634 Q 44 Monitoring and evaluation of specific field teaching programs 0.555 (f). Required personality traits for selection Q 45 Being healthy physically and mentally 0.589 Q 46 Being open to changes and innovations 0.559 Q 47 Having passion for professional responsibilities 0.682 Q 48 Being organized and disciplined 0.658 Q 49 Being open to team work 0.543 Q 50 Being able to apply the problem solving skills 0.687 Q 51 Being motivated and confident 0.652 Q 52 Being trustworthy and honest 0.734 Q 53 Being possessed with strong character background 0.724 Q 54 Behaving with ethical principles of profession 0.717 Q 55 Being with social and societal values as a teachers 0.645 Q 56 Being with the developed sense of responsibility 0.529

(g). Important aspects of previous teaching experience Q 57 Organization reputation where the individual served 0.518 Q 58 Working conditions 0.610 Q 59 Duties and responsibilities performed 0.632 Q 60 Social responsibilities and adaptability in organization 0.643 Q 61 Challenges and obstacles faced in organization 0.665 Q 62 Code of conduct while serving 0.641

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Table 3. 4 show that all variables in all PQM major constructs are above 0.50. Many of items in factor loading are also above 0.60 or close to this level. From statement 33 to 62 maximum items are above 0.60. In this view item construction according to constructs of PQM looks good for its further administration and scoring. All below score items were excluded or change in view of their constructs.

3.6.3 Validation and Pre-Testing of Instrument After composition of items in a logical sequence, the questionnaire was put for further review to the supervisor of study on two different occasions. Necessary changes were highlighted on few areas therefore instrument was redesigned in some of the items.

For the purpose of content and face validity the questionnaire was put before the educational experts of some faculties. It was reviewed by one expert from university of Peshawar, one from Allama Iqbal Open University Islamabad and two experts from National University of Modern Languages (NUML) Islamabad. All important suggestions were built-in to arrange the items in a logical framework.

After completion of final version of instrument it was translated into the national language “Urdu” with the help of Urdu experts. This was carried out to make the instrument more comprehensive for primary teachers who do not have sufficient mastery over the English language. Questionnaire was piloted on a small sample of primary teachers and the selectors. The sample for pilot testing comprised 72 primary school teacher and 11 selectors. Hence total participants of pilot testing were 83. The participants of pilot testing were taken from different schools in all over the region.

Minimum one school from every district was selected for this purpose. Few schools were persuaded personally by the researcher while the others were followed with the help of few individuals of relevant areas. The acquired results were tabulated and analyzed to find the reliability of instrument. Reliability coefficient Cronbach Alpha was calculated .78 which was a reliable index for administration of tool to the selected sample. Table 3.6

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Reliability Analysis of all PQM

S.No Variable No of items Cronbach’s Alpha 1. Existing selection 10 0.888 2. Criteria for future recruitment 05 Qualitative data 3. Future recruitment 05 0.755 4. Future selection 07 0.693 5. Subject competency 05 0.695 6. Professional competency 12 0.916 7. Required personality traits 12 0.884 8. Prior experience 07 0.832

Table 3.6 explains all PQM areas in view of recruitment and selection for reliability scoring of instrument in major constructs. The Cronbach alpha 0.70 is minimum score index for reliability. In all the Parameters of Quality Management (PQM) parts reliability is over or very close to 0.70. Reliability calculated in all PQM constructs was 0.78. Only in PQM 8 criteria of future recruitment in which data was in nominal scale no separate reliability for these items was calculated. In all other items reliability was satisfactory.

3.6.4 Analysis of the Policy and Selection Documents (Document Analysis) The study was descriptive and related to a system of selection therefore some previously followed routines in the recruitment and selection of primary teachers were important to be analyzed on the basis of Quality Management. The recruitment activities, selection methods, age limits, gender priorities, vacancies of various cadres, system of testing, selection authorities, appointing authorities, nature of tests and interviews all were analyzed one by one in view of Quality Management. Although some questions about Quality Management in the existing selection system were also incorporated in the questionnaire but complete system in all aspects was reviewed in the light of Quality Management. The complete analysis of policy documents is at the end of chapter 4 (Data analysis).

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3.6.5 Preparation of Cover Letter for Instrument A comprehensive cover letter with necessary descriptions was composed. The cover letter was composed in a way that a space for the respondent whom it was to be addressed was kept blank. All other details about purpose of study, concept of Quality Management, importance of study and instructions to complete the survey were included.

The cover letter comprised with complete information of sender (Researcher) like address, telephone number and email contacts. Unnecessary verbosity was avoided, only the main purpose of study, idea of Quality Management and instructions were the important part of cover letter. Because the instrument had to be sent to different participants therefore the cover letters were necessary to be addressed to the participants separately like teachers and selector, therefore it was completed on two phases.

3.6.6 Approval for Conduct of Survey Study As this survey comprised the public sector high school teachers, senior officials of district administrations who were the selectors’ nature of questions was confidential therefore necessary approval for conduct of study was needed. Similarly the questionnaire items were highlighting the views and opinions of subjects about the policies and procedures of recruitment and selection. For this purpose in the end of February 2013 researcher approached his faculty for some valid authority to get relevant documents, data and approval of study. Two separate letters one from Dean and other from research supervisor were acquired.

For approval of survey study researcher obtained a personal application along with two authority letters from research faculty. It was put up to sanctioning authorities in first week of March 2013. The request application with authority letters was submitted to the Secretary Education (Schools) Government of AJ&K personally by the researcher.

After a brief interview of assurance for safety and security of data the letters of university were approved, stamped and marked to the relevant Director in Directorate of Education Management Information System (DEMIS) for provision of required

105 data and policy documents. The authority was further provided to Director Public Instruction School (DPI Schools) for collection of various lists. The researcher personally visited Department of Services and General Administration for other needed documents besides other departments. After two to three visits all needed documents were accessed. The details of the data and documents are as under.

1. Recruitment policy and procedure of primary teachers in AJ&K. 2. Lists of Directors, Deputy Directors, District Education Officers, Deputy District Education Officers and Assistant Education Officers both male and female with their contacts. 3. List of high schools both male and female. 4. List of high school Headmasters/ Headmistresses. 5. Lists of educational institutions both district and gender wise. 6. Statistical Booklet of Education Department (Schools).

Due to non availability of the complete lists of primary school teachers from the main headquarter and remote locations of primary school in hilly areas, only the high school primary teachers were taken as part of study.

3.7 Data collection procedures After prior approval of study and acquisition of policy documents the process of data collection was initiated. The population was widespread, situated mostly in rural location in view of nature of region. Personal visits to respective schools and selectors were a much time taking, cost effective and a process of physical endurance.

For this purpose the researcher sketched a detailed plan of postal survey. A total 172 high schools with their primary teachers and school heads were needed to be followed for data collection in view of sampling lists. Every school was with five to six primary teachers teaching in primary sections. Therefore about 850 primary teachers and 122 selectors were to be followed. The selectors were serving at various locations of the region according to their placement. The process of postal survey was adopted with an early time to save the extra moment on collection of data.

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3.7.1 Arrangement of Postage Tickets and Relevant Material A consultation for proper packing, delivery and return of the questionnaire was exchanged with the General Post Office (GPO) Peshawar. The special postage was costly for large population so the book post was suggested by the staff of post office for every package. It was an economical way to some extent as every package was costing only twenty rupees on delivery and its return to the researcher. After necessary guidance of staff required tickets and envelops were purchased for preparation of packages and their dispatch to the destination.

3.7.2 Preparation of Questionnaire Packages and their Delivery After provision of postage material, envelops were prepared for an early dispatch. For every high school one package of questionnaire was prepared. There were 172 high schools both male and female as a part of sample, so the same numbers of packets were made ready. A special care was taken in putting and closing the needed material for dispatch. Every package contained six questionnaires for primary teachers of high schools in Urdu version with the cover letter, relevant authority for survey study and a self-addressed stamped envelope for return of questionnaires after completion.

The cover letter was addressed to school heads with purpose of the study and complete instructions for completion of questionnaire. Researcher added his personal contacts on the cover letter to resolve any query or problem from the respondents. The signatures were also endorsed at the end of cover letter with the name, address and contacts details.

All the envelopes were marked with the proper addresses of schools where they were to be sent. School heads were advised to be responsible for completion of questionnaires from the primary teachers and their return to the researcher. List of the addresses of high schools was followed carefully for the selected schools in packing all needed items. The questionnaires of selectors were packed in separate envelopes which contained only one questionnaire, authority letter of study and self-addressed envelope for return.

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After preparation of all the packages they were delivered to the delivery section of post office with advice for an early dispatch. All envelopes were with proper addresses and with the indication of book posts. Dispatched packages were given the code numbers of schools with their districts for an easy identification. A check list was prepared to update all activities of data collection according to sent questionnaires with date of delivery and return so that follow up procedures may be adopted.

3.7.3 Follow up Procedures The questionnaires were sent to the respondents in the first week of April 2013. Initially due to the remote locations and rural distributions the response rate was very slow. Maximum time for completion and return was only one week. But due to remote location the delivery of postage takes minimum one week in every corner, therefore in first week only few of the questionnaires were received.

However with the passage of time the response rate increased. Heads of the schools were persuaded through their personal contacts which were taken from the office of Directorate of Education. The month of April 2013 was kept for the responses however till 25th of April only 20% of responses (45 envelopes) were received. The follow up procedure was carried out in the following manners.

3.7.3.1 Written Reminder The written reminders in the form of formal letters were sent to those schools of which personal contacts were not with the researcher. These schools were urged to reply as soon as possible by them. If they had any problem or they did not receive the package they were requested to inform so that they may be followed either personally or by post. These reminders were sent mostly to the schools which either did not receive the questionnaires due to problem of address or because of non delivery.

3.7.3.2 Telephone Calls Majority of the respondents were followed through the telephone calls. The headmasters of schools were followed through their personal contacts. They were reminded about the unsolved questionnaires through text messages and telephone

108 calls. They were requested to return questionnaires to the researcher at priority. Telephone contacts of all district administrators were available therefore those who did not respond were called to return the questionnaires and a gradual recovery was carried out from them.

3.7.3.3 Personal Liaisons The areas where there was no possibility of collection of data through postal reminders, telephone calls or any other source they were approached personally and also with the help of few colleagues of those regions. They were requested to remind the school heads or visit personally to these schools and return the completed questionnaire at the address of researcher. Researcher personally visited many a schools within his approach with a schedule of visits for recovery of data.

3.7.3.4 Visits to schools Schools which did not respond were noted and were personally visited by the researcher. District Mirpur , Kotli and Sudhnoti were mostly persuaded by the researcher himself in view of low responses and non recovery of postal packages. These schools were visited one by one and questionnaires were handed over to schools after meeting with school heads.

The head of schools took the responsibility for handing over the questionnaires to primary teachers and their return after completion in two to three days after which the he visited other sampled schools. Nearly 35-40 schools were visited by the researcher in 20 days and in these days a large recovery was carried out from schools to complete the survey.

3.7.3.5 Restrictions and hurdles As the study was about the Quality Management activities for the selection of primary teacher and some of the questions were highly confidential therefore a number of schools did not accept the request to complete the questionnaires for which other schools were followed.

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Likewise a great reluctance was noted in responding the questionnaires from the education officers working in the schools management who were working as selectors of teacher on the other hand. Researcher tried its best to bring maximum response from the respondents for which all ethical and courteous manners were adopted while his visits to offices and schools.

Table 3.7 Response rate of Questionnaires in view of sample size Category Total Questionnaires Percent participants Questionnaire Questionnaire Incomplete Questionnaire Complete sent not received /Spoiled received

Div Dirs 03 03 0 01 02 01 33%

Asst Dirs 03 03 1 0 02 02 66%

DEOs 20 20 11 01 08 08 40%

Dy DEOs 20 20 11 0 09 09 45%

AEOs 76 76 06 02 68 68 89%

P/Teachers 850 850 76 25 779 749 87%

Total 972 972 105 29 838 837 85%

Table above shows the response rate of questionnaires among the different participants of research and their return. Most of respondents returned their questionnaires after completion through provided self-addressed envelopes while few of districts were followed personally by the researcher to enhance the return rate. Approximately more than two hundred respondents were personally visited and their responses were collected. The response rate from the selectors of different designations was satisfactory with 72%. A total of 88 selectors from 122 responded in which 89% were Assistant Education Officers while the participation of senior selectors working in different districts and divisions remained 33% to 66%. From all districts a sufficient response was found where out of 850 primary teachers 749 actually responded and their response rate in this way was 87%.

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The ratio of selectors in the entire sample was almost 11% of total participants. Only some of the senior officials working as selectors did not participate in the research due to their private commitments while all other participants responded and their responses were satisfactory. In general participation ratio was 73% from selectors and 86% from all other categories of participants.

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CHAPTER 4

DATA ANALYSIS 4.1 Introduction The preceding chapter discussed about all steps of research methodology and data collection in this study. It included nature of population, sampling, type of instrument, administration of instrument, recovery of data; follow up procedures and researcher’s attempts and procedures for maximum recovery of data.

This chapter discusses about treatment of data in the light of research objectives and testing of research hypotheses. In the same manner the present chapter highlights all answers of questions in the light of research objectives. The sample characteristics in view of demographic information are discussed briefly. This part also covers different statistical procedures to find out the results in order to meet research objectives.

Both descriptive and inferential statistics have been used to find out research’s results. To determine relationship of Quality Management with different parameters of recruitment and selection inferential statistics Spearman Rho has been used for correlation matrix. In order to find out the significant difference of opinion between different groups of population according to their demographics, descriptive statistics Kurskal Wallis H-test as an alternative to ANOVA has been used.

To determine significant difference regarding gender Mann Whitney U-test as an alternative to t-test is applied. Both tests have been used with their significance for this study and also with their detailed descriptions. Seven major parameters of Quality Management in view of recruitment, selection and their interrelationship with one another have been discussed. Documents about existing selection system have also been analyzed in view of major parameters of quality. All narrations related to different tests and tables have been explained through graphs with narrations/interpretation for easy understanding.

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4.2 Demographic Characteristics of Respondents The area of study for which data had been collected was wide spread in view of mountainous locations and zigzags of terrain. The participants were with the great variation in the light of culture and rural urban distribution. Most of the population was lying in the rural areas where the means of communication were not fully provided. Schools and offices of selectors were lying in different localities. However a significant ratio with 86% of different designations participated in the study.

There were total 14317 primary school teachers in the entire region. From a total sample size of 972 respondents 850 were primary teachers while 122 were the selectors. The individuals who actually responded were 88 selectors and 749 primary teachers.

The complete demographic picture in view of age, gender, educational qualification, professional qualification, districts, designation, experience, number of times participated in the selection process and average number of applicants tested for selection purpose as a primary school teacher are described below in details in two separate tables.

First table brings to light the variables of age, district, designation, and experience while second table discusses educational qualification, professional qualification, numbers of times worked with selectors and total applicants tested for selection purpose.

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Table 4.1

Distribution of sample by gender, age, district, designation and experience

Variable Category Frequency Percent Female 312 37.3 Gender Male 525 62.7 Age (in years) 16-25 45 5.4 26-35 243 29 36-45 274 32.7 46-55 208 24.9 56 or more 67 8 District Bagh 96 11.5 Bhimber 102 12.2 Hatia 52 6.2 Haveli 55 6.6 Kotli 80 9.6 Mirpur 102 12.2 Muzaffarabad 118 14.1 Neelam 42 5 Poonch 97 11.6 Sudhoti 93 11.1 Designation P/Teacher 749 89.5 AEO 68 8.1 Aisst Dir 2 0.2 DEO 8 1 Div Dir 1 0.1 Dy DEO 9 1.1 Experience (in years) 1-5 years 151 18 6-10 137 16.4 11-15 101 12.1 16-20 81 9.7 21 or more 367 43.8

This table describes details of sampled population in view of various demographics. First table illustrates the details of gender, age, district, designation and experience. In view of gender distribution most of sample comprised males that is

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62.7%. The proportion of female participants was 37.3%. The ratio of female population was low due to many reasons like ratio of less female schools in the sample due to relatively less female schools, most of selectors in different female cadres were also male and lastly the ratio of responses was less than males.

In district wise distribution of sample, District Muzaffarabad due to a large number of schools proportion have a significant participation rate of 14.1%, second were Mirpur and Bhimber with ratio of 12.2%, Poonch and Bagh were with 11.6% and 11.5% respectively.

District Hattian and Haveli as compared to other schools districts have fewer high schools therefore participation rate was also less which was noted 6.6% and 5% respectively in whole sample. In view of designation a majority of sample comprised primary teachers with a ratio of 89.5%. AEOs were second in participation rate with 8% while the numbers of senior selectors at top management like Div Dir, Dy Dir, DEOs and Dy DEOs were very minor the same as 1% or a little high.

It was due to busy routines, non availability and nature of questions included in instrument, as questions were reflecting official policies and procedures of selection. However overall ratio of participation from selectors was 73% which was a good response being a survey study.

In view of teaching or administrative experience about 44% were experienced people with 21 years or more experience, 16.4% were with 6-10 years of experience and 12.1% from 11-15 years experience. So ratio of participants was higher than experienced people both from teachers and selectors.

Sample distribution in view of age district, designation and experience is understandable through above table where category wise all details describe everything in a comprehensive mode.

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Table 4.2

Distribution of sample by educational qualification, professional qualification, worked with selectors & total applicants tested

Variable Category Frequency Percent Educational Qualification Matriculation 103 12.3 Intermediate 103 12.3 Bachelor 337 40.3 Master 291 34.8 M.Phil/PhD 03 0.4 Professional Qualification PTC 176 21 CT 95 11.4 Diploma 13 1.6 B.Ed 444 53 M.Ed 109 13 Work with Selectors Nil 727 86.9 One time 44 5.3 Two time 22 2.6 Three time 16 1.9 Four time 25 03 Total Applicants Tested Nil 766 91.5 1-25 11 1.3 26-50 13 1.6 51-75 12 1.4 76-100 or more 35 4.2

This table provides details about four remaining demographics which were about education, professional qualification, participation in selection and total applicants tested. Educational qualification ranged from Matriculation to MS/PhD where a greater part of sample with 40.3% was with Bachelor and 34.8% with Master degrees. Matriculation and Intermediate qualification was observed as only 12.3% in each category. Ratio of degrees with higher qualification like M.Phil or PhD was only 0.4% as it also includes research qualification.

In professional qualification 53% were B.Ed, 13% M.Ed and 11.4% with CT qualification. PTC qualification which is mostly needed in primary school teaching was 21% and having diploma in education were very few with 1.6%.

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Those who worked with selectors on different timings were also described where 86.9% never worked with selectors; it’s true that all members cannot become a part of selection committee. Those who participated only one time were 5.3% as highest, four times were 3%, two times 2.6% and three times 1.9%. Only 97 members of different designations participated in primary teacher’s selection process. Those who have tested different numbers of applicants were of various ranges. There were only 71 members in sample who actually tested applicants so far. A large ratio that selected 76-100 or more applicants were 4.1%, 26-50 applicants range was 1.6%, and 1-25 were only 1.3%.

4.3 Analysis of Data In order to analyze all quantitative data, to meet objectives of study and further to test different set hypotheses both descriptive and inferential statistics were used. Descriptive statistics find level of significance for different sample groups in research. In descriptive statistics Kruskal Wallis H-test test alternative to ANOVA was used due to large grouping and re-categorization in sample. In order to determine relationship of PQM with one another, Spearman rho was also used.

To know significance difference of groups according to gender distribution Mann Whitney U-test alternative to t-test was used. All these tests were used in view of different nature of groups in their further distributions. Similarly these were more effective according to nature of sampling. Significance and logic of all these tests have been described in details as under:-

4.4 Descriptive Statistics In this study descriptive statistics was used to find out mean, standard deviations and significant differences at 0.01 and 0.05. Therefore descriptive statistics Kruskal-wallis H-test was used to find out differences among groups. Following was logic for use of this test.

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4.4.1 Descriptive Statistics ( Kruskal-Wallis H-test alternative to ANOVA) The Kruskal-Wallis test is a test which is non- parametric and helps to know one way analysis of variance. This test is useful where significant differences are found in population medians despite of population means. In general this test helps to test a hypothesis that whether all median of population are equal or not. Therefore this test is also effective to compare individual groups in view of medians. Another quality of this test is that it gives a good picture of results in all aspects in a summarized form. (Orlich,nd). This test is significant when groups are large in numbers and they are independent. Mehotcheva (2008) states that Kruskal-Wallis helps if we want to compare several independent groups and some of assumptions made in ANOVA are not met fully. In this test data should come in a normal distribution showing very similar variances. In this statistics hypothesis (Ho) tells whether all population have same median or not or all of medians of population are equal.

In non-parametric tests, hypothesis testing is about median despite of means which is generally done in parametric tests. Mean is the average score while median is middle score, where in case of even number median is an average of two middle score. Kruskal-Wallish H-testing rejects a null hypothesis (Ho) when all of population is having same distributions and when H is large.

One way ANOVA is useful when data is normally distributed and standard deviation of population is without any difference. When there is no surety that our data is in normal distribution then a non-parametric test is beneficial to compare more than two types of population instead of seeing that population means are equal or not which may be symmetric in non-parametric setting.

This statistics is based on sum of the ranks which have to compare, if sums are different then there is a possibility that responses are comparatively larger than other groups. Kruskal-Wallis goes to see Sum of square (SSG) for different ranks where if SSG would be large then evidence for difference in groups can be established. Contrary to this ANOVA measures variation among different groups, SSG for groups, other aspect is to measure variation among individual observation or scores within same group (Sum of square for error) SSE.

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Then ANOVA rejects null hypothesis in view of mean responses if SSG is larger as compared to SSE, while Kruskal-Wallis compares SSG only for the ranks. (www.stat.ufl.edu/~ssaha/3024.html)

In view of detailed description between ANOVA and Kruskal-Wallis H-test data of this study was first in larger according to groups and further it was re-grouped in various ranks and categories where six types of different designations with both male and female genders participated in this study.

Rank structure of all selectors was further forming sub-groups, similarly difference according to districts and role of selectors were categorized. It can be summarize that Kruskal-Wallis H-test was used because of following major reasons and population of all groups was falling in these conditions.

In view of Kruskal-Wallis H-test by Hole (nd) following conditions are described which are also met in this study:

1. Study has to compare three or more conditions like significant differences in view of rank structures, age groups, experience, participation in selection and total applicants tested by selectors. 2. Each condition was performed by a separate group like group of selectors by participation in selection, applicant tested, views according to gender, experience, districts, qualification etc. 3. Type of data was in ordinal scale, did not meet requirement of parametric test, variances for different types of conditions set were not clearly different and data was on rating scale. Formula for this test is described as under.

Formula of Kruskal-Wallis H-test is following:-

According to this formula;

a. N = total number of participants (in total combination of groups) b. R i2= rank total in each group. c. ni = number of participants in each group

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If there are more than five types of participants in each of group then H will be treated as chi-square also.

4.4.2 Mann-Whitney U-test alternative to T-test

In order to determine significant difference between two groups t-test is generally applied. But if data cannot meet conditions of a parametric test then an alternative test Mann Whitney U-test is used. This test is also used with other condition like there is a marked difference between two measures and data measurement is of ordinal scale. According to Hole (nd) Mann-Whitney U-test reflects between the total of two ranks.

Main logic behind using this test is that data is ranked for each condition and then difference between total of two ranks is seen. If data is having systematic difference then both high and lower rank would belong to two different conditions. If conditions are similar then high and lower ranks will be having a fairly distribution and rank total will also be fair. Bigger test statistics show a less likely chance of difference. For large sample size U can be converted into Z score. For Mann-Whitney test data must be an ordinal data.

As compared to t-test this test accepts or rejects null hypothesis in view of significant difference between two population groups by calculating difference of median between two populations. If a significant difference between median of two populations is not noted it means that total rank of one sample are very close to total rank of other sample. Mann-Whitney test is used in two major conditions mostly, first data is continuous and not normally distributed, it is categorical and secondly data is of ordinal nature. ( Applegate, Tello & Ying, 2003).

According to Christopher (1985) if an independent set of data are showing a significant difference in overall magnitude of variables but use of z or t-test is not suitable because of assumptions about sample size and normality of variance which are so valid then Mann-Whitney can be used. However it measures ordinal level of measurement and it is based on score ranking. It tests null hypothesis in a way that samples have been drawn from population with similar distribution.

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Mann-Whitney U-test is a good statistical test which is regarded as an excellent alternative to different other parametric test like t-test when assumptions of t-test are not met. It is a statistical power which is similar to t-test and its results are easy to be calculated. Following are major conditions for use of this test. a. Two groups which will be investigated must be drawn randomly from population. b. There should be independence within groups and a mutual independence between the groups which in other words means that each of observation must be corresponding to a different participant. c. Scale of measurement for data may be ordinal or continuous, relative values then may also be ordinal. (Nachar, 2008).

Following is the formula of Mann-Whitney U-test:-

According to values of this formula

a. U = Mann-Whitney statistic b. N1 = Number of cases in the sample 1 c. N2 = Number of cases in sample 2 d. R1 = Sum of the rank for first sample

4.4.3 Inferential Statistics (Spearman Rho for correlation analysis) Correlation measures relationship between two different variables. The strength of correlation is always between +1 and -1 and is generally shown with value of “r”. Correlation may be in positive, negative, none and curvilinear in nature of relationship. Higher + or – values show significance of correlation in both variables.

According to Kossowski & Hauke (2011) there are three most popular types of correlation which are Pearson, spearman Rho and Kendall tau. Spearman rho (ρ) is a non parametric measure and shows a correlation coefficient between two types of ordinal or ranked type variables. To test null hypothesis about correlation of different parameters of study with Quality Management correlation coefficient Spearman Rho was used.

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It is about similar to Pearson correlation coefficient and produces a rank order correlation. It is comparatively simple and straightforward way when data is ordinal. The study under investigation was having same nature of data so spearman rho was used. Formula of Spearman rho is as under;

Formula values show;

r = value of spearman rho n = number of paired ranks

D = difference between paired ranks

6 = A constant value

It is used in two conditions, first variable is an ordinal and other is also ordinal or higher and one of distribution is distinctly skewed.

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Table 4.3

Proposed recruitment criteria for selection of future primary teachers (Descriptive statistics chi-square & Ho9) Chi- Statement Category Frequency Percent square (p-value) <=15 year 4 0.5 16-20 111 13.3 1159 Age criteria 21-25 551 65.8 0.000 26-30 128 15.3 31-35 43 5.1 Only Male 19 2.3 735.5 Gender criteria Only Female 174 20.8 0.000 Both 630 75.3 Matriculation 10 1.2 Intermediate 57 6.8 Educational criteria Graduation 619 74 1581 Masters 134 16 0.000 M.Phil/PhD 17 2 PTC 82 9.8 CT 102 12.2 933.5 Professional criteria Diploma 111 13.3 0.000 B.Ed 516 61.6 M.Ed 26 3.1 Nil 607 72.5 1-5 156 18.6 1522 Criteria of experience (In years) 6-10 25 3 0.000 11-15 36 4.3 16 + 13 1.6

* P-value is significant at the 0.01 level.

In order to meet third objectives of the study “To explore the criteria of recruitment with respect to education, professional qualification, age gender and prior experience of teaching” descriptive statistics chi square was used because data was in nominal scales. These items ranged from 11-15 and described as PQM 8.

All necessary criteria of recruitment for better Quality Management for recruitment in future were incorporated. Frequencies, Chi square and p-values all indicated significant criteria for recruitment of future teachers. In age criteria with a frequency of 68% and chi square value of 1159 most of participants significantly

123 proposed Bachelor as basic education for recruitment. P-value, P=0.000< 0.01 was also a significant.

In gender criteria 75.5% proposed both male and female genders for recruitment Chi Square value was 735.5 and P = 0.000 < 0.01 was also significant. Other less supported criteria was only female gender for recruitment.

The criterion of recruitment for future teachers about educational qualification was 74% in which graduation was considered basic education for future recruitment. P and chi square values were also significant, chi square 1588 and P < 0.000 was significant. A greater association in view of qualification among ranks was noted.

Proposed professional qualification criteria for recruitment was suggested as B.Ed with 61.6% with Chi square value of 933.5 P < 0.000 was also determined significant.

For criteria in view of prior experience 72.5% supported no previous experience for teaching. Chi square was 1522 while P < 0.000 significant. Only 28% respondents proposed different criteria of previous experience in which 18.6% proposed 1-5 years of age.

As a whole in PQM 8, in all variables a significant criterion for selection of primary teachers has been proposed. These criterions can be summarized as age range of 21-25 years, minimum education bachelor degree, B.Ed as professional degree, both male and female genders and no previous experience.

Recommendation for previous teaching experience were significantly noted because in research instrument range for experience was 1-5 years minimum but most of them did not agree with this and proposed only 1-3 years teaching experience in their open ended responses.

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Table 4.4

Significance in view of districts ( Mean±SD, Kruskal Wallis H-test & Ho10)

District P.Q.M 1 P.Q.M 2 P.Q.M 3 P.Q.M 4 P.Q.M 5 P.Q.M 6 P.Q.M 7

Bagh 2.31±1.04 4.06±0.75 4.21±0.71 4.39±0.76 4.38±0.54 4.52±0.55 4.05±0.68

Bhimber 2.58±1.03 4.18±0.57 4.19±0.55 4.3±0.54 4.47±0.45 4.63±0.39 4.07±0.6

Hatian 2.7±0.93 4.26±0.72 4.35±0.56 4.44±0.45 4.47±0.44 4.57±0.43 4.06±0.73

Haveli 2.15±0.87 4.1±0.59 4.26±0.42 4.47±0.48 4.45±0.36 4.66±0.37 4.05±0.67

Kotli 2.56±0.92 4.19±0.53 4.3±0.75 4.26±0.55 4.41±0.41 4.53±0.37 4.21±0.43

Mirpur 2.75±0.81 4.11±0.62 4.1±0.56 4.27±0.52 4.29±0.46 4.46±0.49 3.92±0.75

Muzaffarabad 2.4±0.87 4.32±0.53 4.31±0.52 4.4±0.5 4.45±0.51 4.63±0.63 4.06±0.55

Neelam 2.51±0.72 4.35±0.48 4.33±0.44 4.37±0.39 4.41±0.33 4.67±0.27 4±0.49

Poonch 2.52±0.89 4.17±0.56 4.23±0.46 4.32±0.48 4.4±0.41 4.53±0.42 3.98±0.65

Sudhoti 2.44±0.77 4.06±0.55 4.12±0.5 4.21±0.45 4.29±0.46 4.47±0.39 3.9±0.57

Total 2.5±0.91 4.17±0.6 4.23±0.57 4.33±0.54 4.4±0.46 4.56±0.46 4.03±0.62

Chi-square 31.03 26.458 19.162 19.414 22.088 26.116 17.938

P-value 0.000 0.002 0.024 0.022 0.009 0.002 0.036

* P-value is insignificant at the 0.01 level.

District wise comparison has been described in Table 4.4 in which Parameters of Quality Management (PQM) has been described in view of various responses of districts. Level of significance and none significance has been explained in all PQM parts.

All districts of AJK has no significance in view of responses to all other PQM except PQM 1 (Existing system) where P = 0.000 < 0.01 is significant. In view of calculated mean values except PQM 2 all districts have approximately similar responses. In PQM 2 and 3 (future recruitment and selection) less insignificance has been noted which indicates that districts have some variance in their views.

In PQM 1 mean and SD were also very low which indicates less response against existing system. The highest means and SD were found in district Mirpur and

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Hattian for PQM 1 (2.75 and 2.7) which shows a high response for existing system. Mean value of PQM 3 was higher than PQM 2 which means that there was a lower response for this part after PQM 1. Similarly in PQM 4 mean value was greater than PQM 3 which was observed as 4.33.

In PQM 5, 6 and 7 gradually means were higher and P-values were more insignificant. It indicates that respondents have a greater agreement with parameters of future recruitment, future selection, subject and professional skills, personality traits and experience. Only in PQM 7 there was small p-value (P = 0.036 > 0.01) is insignificant.

Figure 4.1: District wise comparison of PQM

4.8

4.3

3.8 P.Q.M 1 P.Q.M 2 3.3 P.Q.M 3

Responses P.Q.M 4 2.8 P.Q.M 5 P.Q.M 6 2.3 P.Q.M 7

1.8

Districts

Graph constructed above has a better description about PQM in view of all districts. Scores are showed in descriptive statistics according to likert scale response. In view of PQM 1 there is a significant difference in the opinion of all districts. In view of bars of graph district Haveli and Bagh has lowest score while Mirpur has the highest.

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Less score shows disagreement against PQM 1 where the lowest bar has a greater variation. All other PQM has no significant difference because the bars are nearly closer. The score range in all other bars is between 4-4.5. A highest bar shows responses against personality traits in PQM 6 while second lower bar PQM 7 shows the response to previous experience. Only the lowest bar is of PQM 1 where a lot of disagreement is seen with low score for existing system.

Table 4.5

Significance in view of gender (Mean ± S.D Mann Whitney U-test alternative to T-test & Ho10)

Gender P.Q.M Z P-value Female Male Total

P.Q.M 1 2.57±0.96 2.45±0.87 2.5±0.91 -1.596 0.111

P.Q.M 2 4.19±0.63 4.16±0.58 4.17±0.6 -0.996 0.319

P.Q.M 3 4.21±0.58 4.23±0.56 4.23±0.57 -0.161 0.872

P.Q.M 4 4.4±0.59 4.29±0.49 4.33±0.54 -3.352** 0.001

P.Q.M 5 4.42±0.47 4.38±0.45 4.4±0.46 -1.385 0.166

P.Q.M 6 4.62±0.44 4.52±0.47 4.56±0.46 -3.864** 0.000

P.Q.M 7 4.01±0.72 4.03±0.56 4.03±0.62 -0.891 0.373

* P-value is significant at the 0.01 level.

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According to gender description of study Mean, SD and Mann Whitney U test alternative to t- test was applied which show better level of significance. In all PQM variables there was no significant difference found except in PQM 4 and 6. Where t- values were 0.001 and 0.000 < 0.01which were significant.

Major insignificance was found in PQM 2, 3, 5 and 7. In PQM 1 and 5 a less insignificance was noted. Significant differences were in subject knowledge competencies and existing system of selection. In all other PQM both the gender has similar opinions.

Figure 4.2: Gender wise comparison of PQM

4.5

4.2

3.9

3.6 Female

Responses Male 3.3

2.7

2.4 P.Q.M 1 P.Q.M 2 P.Q.M 3 P.Q.M 4 P.Q.M 5 P.Q.M 6 P.Q.M 7

Parameters of Quality Management (PQM)

This figure gives a picture of differences of opinion between male and female genders. Constructed graph shows that both the gender has same score in all PQM variables excepts PQM 4 & 6 in which response line of female sample were noted

128 higher than male. In PQM 4 & 6 subject knowledge competencies and personality traits were described. In both of PQM females show better responses for these aspects of Quality Management.

Table 4.6

Significance in view of age groups (Kruskal Wallis H test & Ho10)

Age in P.Q.M 1 P.Q.M 2 P.Q.M 3 P.Q.M 4 P.Q.M 5 P.Q.M 6 P.Q.M 7 Years

16-25 2.41±0.9 4.13±0.6 4.11±0.57 4.27±0.59 4.43±0.5 4.56±0.49 3.95±0.64

26-35 2.53±0.95 4.22±0.6 4.24±0.54 4.38±0.59 4.42±0.5 4.55±0.51 4.1±0.61

36-45 2.42±0.88 4.12±0.6 4.19±0.64 4.34±0.48 4.38±0.41 4.57±0.45 3.93±0.67

46-55 2.49±0.9 4.18±0.55 4.23±0.52 4.27±0.53 4.37±0.46 4.55±0.44 4.07±0.57

56+ 2.74±0.88 4.24±0.7 4.38±0.45 4.37±0.5 4.45±0.45 4.55±0.42 4.05±0.59

Total 2.5±0.91 4.17±0.6 4.23±0.57 4.33±0.54 4.4±0.46 4.56±0.46 4.03±0.62

X2 7.875 5.457 10.943 5.774 4.71 0.734 11.527 p-value 0.096 0.244 0.027 0.217 0.318 0.947 0.021

* P-value is insignificant at the 0.01 level.

The above table shows the brief details of significance between different age groups against prescribed PQM. Mean and SD describe the differences of age groups while chi square and p-value show the significant differences at a specific level. Difference of opinions between PQM 5 and 6 is having higher level of insignificance.

In view of age all groups have similar opinion in which all PQM are at insignificant levels. P-values in PQM 1 and PQM 7 were although insignificant but

129 very less as compared to other PQM variables where p = 0.096 > 0.01 and p = 0.021 insignificant .PQM 3 has also a minor insignificance , highest insignificance was noted in PQM 6. Therefore most of PQM parts are highly insignificant except 1, 5, 6 and 7 where insignificance is not so strong.

Figure 4.3: Age wise comparison of PQM 4.7

4.2

3.7 P.Q.M 1 P.Q.M 2 P.Q.M 3

P.Q.M 4 Responses 3.2 P.Q.M 5 P.Q.M 6 P.Q.M 7

2.7

2.2 16-25 26-35 36-45 46-55 56+ Age in years

Above figure gives a better explanation for all PQM according to age groups. There is a greater variation in PQM 1. Respondents between age range of 16-25 and 36-45 years has lower scores for PQM. 1. It shows less agreement with PQM 1 by these age groups.

The age groups of 26-35 and 46-55 have a little bit greater association while 56 years or more aged individuals are having highest level of agreement. Less aged

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people are more disagree with PQM 1 while more aged individuals are more agree. In all other age groups views about different PQM are approximately same. Reflections of parallel bars above score level of 3.7 indicate that most of age groups are agreed with other aspects of PQM.

Table 4.7

Significance in view of educational qualification (Kruskal Wallis H test & Ho10)

Qualification P.Q.M 1 P.Q.M 2 P.Q.M 3 P.Q.M 4 P.Q.M 5 P.Q.M 6 P.Q.M 7

Matriculation 2.68±0.92 4.1±0.62 4.18±0.55 4.23±0.54 4.34±0.5 4.56±0.52 3.94±0.8

Intermediate 2.47±0.83 4.17±0.56 4.22±0.49 4.28±0.42 4.38±0.4 4.51±0.41 3.91±0.66

Bachelor 2.44±0.9 4.14±0.62 4.23±0.64 4.35±0.54 4.41±0.5 4.57±0.52 4.05±0.6

Master 2.51±0.93 4.23±0.58 4.24±0.51 4.37±0.56 4.41±0.4 4.57±0.38 4.07±0.57

M.Phil/PhD 2.7±1.61 4.27±0.92 4.14±0.52 4.27±0.7 4.06±0.75 4.17±0.73 3.89±0.42

Total 2.5±0.91 4.17±0.6 4.23±0.57 4.33±0.54 4.4±0.46 4.56±0.46 4.03±0.62

Chi-Square 5.808 4.645 1.789 10.757 5.483 3.739 5.143

P-value 0.214 0.326 0.775 0.029 0.241 0.442 0.273

* P-value is insignificant at the 0.01 level.

This table has details of PQM significance in view of educational qualification of sample. There is no significant difference between level of educational qualification and aspects of PQM. PQM variations have been examined less insignificant in PQM 1 and 4. P = 0.029 & 0.241 are less insignificant in view of others.

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All other variables are strongly significant at 0.01 level. Chi square values in these PQM also denote a good association irrespective of level of insignificance. In PQM 1 low Mean score show that groups with Bachelor and Masters Qualification are least agreed with existing system. In all others PQM level of agreement or disagreement is approximately similar.

Figure 4. 4: Educational Qualificaion wise comparison PQM

4.7

4.2

P.Q.M 1 3.7 P.Q.M 2 P.Q.M 3

P.Q.M 4 Responses 3.2 P.Q.M 5 P.Q.M 6 P.Q.M 7

2.7

2.2 Matric bachelor Inter Master M.Phil/PhD Educational Qualification

Graph above is the clear view of sample significance in view of education qualification. There are very minor differences in PQM 5, 6 and 7 in view of Mean and SD. Bars goes on parallel but at the end they fall a little. It shows level of agreement against different PQM. It first goes on in same sequence but at the end it decreases in its score which indicates that groups become less agreed.

In PQM 1 at the lowest shows that individuals with Matriculation and PhD qualifications has similar level of views about system and these are higher than Bachelor, Intermediate and Masters Qualification. Least agreed group was bachelor,

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then intermediate and lastly master qualification. In other PQM variables has no significant difference except PQM 7 in which a very little variance persists. Bar of PQM 4 is very closer to other bars, also showing less difference.

Table 4.8

Significance in view of professional qualification (Kruskal Wallis H test & Ho10)

Professional P.Q.M 1 P.Q.M 2 P.Q.M 3 P.Q.M 4 P.Q.M 5 P.Q.M 6 P.Q.M 7 Qualification

PTC 2.6±2.6 4.1±4.1 4.13±4.13 4.21±4.21 4.32±4.32 4.53±4.53 3.95±3.95

B.Ed 2.49±2.49 4.17±4.17 4.26±4.26 4.34±4.34 4.42±4.42 4.55±4.55 4.07±4.07

CT 2.4±2.4 4.13±4.13 4.22±4.22 4.33±4.33 4.38±4.38 4.55±4.55 3.98±3.98

Diploma 2.77±2.77 4.25±4.25 4.12±4.12 4.25±4.25 4.33±4.33 4.49±4.49 3.92±3.92

M.Ed 2.39±2.39 4.32±4.32 4.27±4.27 4.5±4.5 4.45±4.45 4.66±4.66 4.04±4.04

Total 2.5±2.5 4.17±4.17 4.23±4.23 4.33±4.33 4.4±4.4 4.56±4.56 4.03±4.03

Chi-Square 7.507 8.844 5.606 17.064 5.301 7.161 4.695

P-value 0.111 0.065 0.231 0.002 0.258 0.128 0.32

The table 4.8 highlights level of significance in the light of professional qualification. As overall there was no significant difference found in all the variables of PQM and professional qualification however a minor insignificance was noted in PQM 1,2,4,6 and 7. P = 0.011, 0.065, 0.002.0.0128 & 0.32 > 0.01 insignificant but their insignificance in view of other aspects was very low.

Higher insignificance was noted in PQM 3 & 5. All other are with less insignificance which indicates that there are minor variations in groups for responses

133 of PQM in view of different levels of educational qualification. Graph below is a better view for more clarification.

Figure 4.5: Comparison of Professional Qualification 4.7

4.2

3.7 P.Q.M 1 P.Q.M 2 P.Q.M 3

Responses P.Q.M 4 3.2 P.Q.M 5 P.Q.M 6 P.Q.M 7

2.7

2.2 PTC B.Ed CT Diploma M.Ed Professional Qualification

The above constructed figure shows that variation in PQM 1 was noted highest in diploma holder and PTC persons. People with B.Ed and M.Ed qualification were less agreed with PQM 1. So in prominent groups of professional qualification there was a lower score for PQM 1.

In view of professional qualification no significant difference was noted in other aspects of quality because there is no clear interweave seen in other bars of PQM except PQM 1. A minor difference in PQM 2 also shows a variation.

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Table 4.9

Significance in view of designation (Kruskal Wallis H test & Ho10)

Designation P.Q.M 1 P.Q.M 2 P.Q.M 3 P.Q.M 4 P.Q.M 5 P.Q.M 6 P.Q.M 7

P/Teacher 2.45±0.89 4.16±0.6 4.22±0.57 4.34±0.53 4.4±0.44 4.56±0.46 4.02±0.63

AEO 2.74±0.94 4.2±0.65 4.32±0.56 4.27±0.59 4.37±0.58 4.5±0.57 4.07±0.58

Aisst. Dir 3.05±0.21 4.9±0.14 4.21±0.3 3.9±0.42 4.13±0.65 4.33±0.94 4.17±0.47

DEO 3.63±0.64 4.38±0.45 4.09±0.72 4.1±0.49 4.4±0.42 4.54±0.43 4.1±0.46

DyDir 4 4.8 4 4.4 4.67 4.42 4.33

Dy DEO 3.32±1.08 4.27±0.5 4.14±0.58 4.29±0.43 4.44±0.46 4.67±0.33 4.41±0.41

Total 2.5±0.91 4.17±0.6 4.23±0.57 4.33±0.54 4.4±0.46 4.56±0.46 4.03±0.62

Chi-Square 26.373 6.94 5.441 5.894 1.454 1.171 6.047

P-value 0.000 0.225 0.364 0.317 0.918 0.948 0.302

The above table describes about the significant differences of PQM in view of designations of different participants. There were six types of different participants in the sample. A clear significance was found in PQM 1 only. P = 0.000 < 0.01 significant is noted at PQM 1 in view of designations.

There were different designations of participants of this study. All other PQM were insignificant but PQM 2 was less insignificant. Chi square and p-values indicate that there was no significant difference except in PQM 1 where respondents keep a clear difference in view of responses among all ranks. A graphic as under is a brief detail of all difference.

135

Figure 4.6: Comparison of designation

4.5

4 P.Q.M 1 P.Q.M 2 3.5 P.Q.M 3

Responses P.Q.M 4 P.Q.M 5 3 P.Q.M 6 P.Q.M 7

2.5

2 P/Teacher AEO Aisst. Dir DEO Dy Dir Dy DEO Designation

Above graph describes that in view of different designation there were different levels of insignificance. Parameters of Quality Management (PQM) in view of designation have a discrepancy in view of response score in which PQM 1 is mostly significant. The bar of PQM 1 increases as the rank structure increase, Primary teachers have less response , then AEOs , Asst Dirs and lastly Dy Dirs show higher response.

Responses of DEOs and Dy DEOs are same but they are higher also. More senior officials are more agreeing with PQM 1 showing existing system as good process. All other bars of PQM have also an apparent up and down flow in which PQM 2 is prominent. But leaving PQM 1 all others have no significant difference. The levels of scores for different PQM have no consistency which means responses in view of ranks are very dissimilar.

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Table 4.10

Significance in view of teaching or administrative experience (Kruskal Wallis H test & Ho10)

Experience P.Q.M 1 P.Q.M 2 P.Q.M 3 P.Q.M 4 P.Q.M 5 P.Q.M 6 P.Q.M 7 in years

1-5 2.59±0.97 4.2±0.58 4.22±0.45 4.35±0.45 4.43±0.41 4.57±0.43 4.03±0.67

6-10 2.47±0.86 4.19±0.59 4.14±0.63 4.4±0.65 4.41±0.49 4.58±0.47 4.11±0.52

11-15 2.33±0.84 4.21±0.59 4.31±0.68 4.38±0.44 4.42±0.39 4.54±0.4 4.08±0.54

16-20 2.38±0.96 4.02±0.64 4.16±0.6 4.24±0.58 4.26±0.58 4.48±0.54 3.92±0.7

21+ 2.54±0.9 4.17±0.6 4.25±0.53 4.31±0.53 4.4±0.44 4.56±0.47 4±0.64

Total 2.5±0.91 4.17±0.6 4.23±0.57 4.33±0.54 4.4±0.46 4.56±0.46 4.03±0.62

Chi-Square 7.288 5.152 6.385 4.885 6.037 2.775 2.888

P-value 0.121 0.272 0.172 0.299 0.196 0.596 0.577

The above designed table highlights the significance of different groups of sample according to their range of experiences for the PQM. Among 5 types of experience ranges there was also no significant difference found in view of experience ranges.

A very low insignificance level was seen in PQM 1 & 3 where P = 0.021 & 0.172 > 0.01 which is insignificant. But among other PQM a prominent insignificance is observed. People of all experience ranges have about similar views. Levels of insignificance are also very minor which means respondents are showing consistent views about all PQM according to their experiences.

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Figure 4.7: Comparson in view of teaching or administrative experience 4.7

4.2

3.7 P.Q.M 1 P.Q.M 2 P.Q.M 3

P.Q.M 4 Responses 3.2 P.Q.M 5 P.Q.M 6 P.Q.M 7

2.7

2.2 1-5 6-10 11-15 16-20 21+ Age in years

According to above graph lowest bar shows PQM 1 where people with 11-15 years of age are with lowest level of score. The highest levels of score have been observed among groups with 1-5 years and 21+ years or more experience.

The experience ranges of 6-10 and 16-20 are similar but these are less than 21 or more years of experience. Individuals with middle level experience are less agreed with the PQM 1. In all of other PQM bars there is consistency and no variation has been observed. Only in PQM 3 there is a minor difference which is not significant. Less experienced and more experienced people are highly agreed with the responses of PQM 1 while others do not agree with PQM 1.

138

Table 4.11

Significance in view of participation in selection process (Kruskal Wallis H- test & Ho10)

Work P.Q.M 1 P.Q.M 2 P.Q.M 3 P.Q.M 4 P.Q.M 5 P.Q.M 6 P.Q.M 7 frequency

Nil 2.43±0.88 4.17±0.61 4.23±0.58 4.35±0.52 4.4±0.46 4.57±0.47 4.01±0.64

One time 2.99±1.06 4.29±0.45 4.27±0.43 4.36±0.44 4.42±0.39 4.58±0.39 4.18±0.47

Two time 2.8±0.98 4.39±0.54 4.35±0.5 4.25±0.85 4.43±0.44 4.55±0.44 4.32±0.45

Three time 2.77±0.99 3.94±0.65 4.06±0.29 4.09±0.55 4.23±0.35 4.41±0.4 3.8±0.67

Four time 3.06±0.99 4.14±0.55 4.12±0.67 4.13±0.63 4.33±0.44 4.44±0.43 4.04±0.47

Total 2.5±0.91 4.17±0.6 4.23±0.57 4.33±0.54 4.4±0.46 4.56±0.46 4.03±0.63

Chi-Square 25.541 7.703 5.085 7.075 5.354 5.168 9.304

P-value 0 0.103 0.279 0.132 0.253 0.271 0.054

* P-value is significant at the 0.01 level.

This table explains the details of significance in view of work frequency for selection. There was no significant difference observed among all groups of selection according to their work frequency for PQM types.

Only a minor insignificance at PQM 1 was noted where P = 0 > 0.01. In all variables other than PQM 7 there was a higher insignificance. PQM 7 was also insignificant but it was having not a strong insignificance value. A graph below has a better illustration for details.

139

Figure 4.8: Number of times participated in selecton 4.7

4.2

3.7 P.Q.M 1 P.Q.M 2 P.Q.M 3

P.Q.M 4 Responses 3.2 P.Q.M 5 P.Q.M 6 P.Q.M 7

2.7

2.2 Nill 1 Time 2 Times 3 Times 4 Time Time frequency of participation in selection

The graph describes that there was no significance except in PQM 1. In lowest bar of PQM 1 only, applicants who participated two or three times in selection process has similar response for all PQM. Those individuals who participated one and four times in selection are highly agreed with PQM 1. Those who never participated in selection were lowest in agreement with PQM 1.

People who participated three times have a large variance in their opinion for all other PQM. All other bars are about near to one another in view of their sequence. Those who participated two times in selection process are less agreed with PQM 1 but higher agreement is seen in other PQM as bar indicates rising level.

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Table 4.12

Significance according to total applicants tested (Kruskal Wallis H- test & Ho10)

Range of Applicants P.Q.M 1 P.Q.M 2 P.Q.M 3 P.Q.M 4 P.Q.M 5 P.Q.M 6 P.Q.M 7 Tested

Nil 2.46±0.89 4.17±0.6 4.23±0.57 4.35±0.52 4.4±0.46 4.56±0.47 4.02±0.63

1-25 2.52±1.13 4.22±0.81 4.14±0.77 4.4±0.8 4.39±0.55 4.61±0.52 4.23±0.44

26-50 2.7±0.85 4.05±0.75 4.18±0.45 4.38±0.47 4.26±0.36 4.47±0.36 4.14±0.58

51-75 3.28±1 4.17±0.4 4.1±0.32 4.18±0.49 4.41±0.47 4.48±0.37 4.06±0.35

76-100 + 2.96±0.98 4.31±0.51 4.25±0.52 4.02±0.72 4.33±0.4 4.44±0.42 4.01±0.63

Total 2.5±0.91 4.17±0.6 4.23±0.57 4.33±0.54 4.4±0.46 4.56±0.46 4.03±0.62

Chi -square 18.309 2.42 1.782 14.324 4.147 4.772 0.77 p-value 0.001 0.659 0.776 0.006 0.386 0.311 0.942

* P-value is significant at the 0.01 level.

This table gives details about significance in view of total applicants tested by the selectors. Among 71 different types of selectors who tested applicants there was no significant difference for all of PQM types.

Only in PQM 1 P = 0.001 > 0.01 was lower as overall in view of insignificance. In PQM 4 insignificance was also noted as strong as of other PQM. It shows that those who tested the applicants were with similar views except a smaller difference in PQM 1.

141

Figure 4.9 Total applicants tested 4.7

4.2

3.7 P.Q.M 1 P.Q.M 2 P.Q.M 3

Responses P.Q.M 4

3.2 P.Q.M 5 P.Q.M 6 P.Q.M 7

2.7

2.2 Nill 1-25 26-50 51-75 76-100 + Range of applicants tested

The graph prepared above shows that in PQM 1 a larger difference for the responses was in the range of 51-75 at which most of selectors showed agreement for recent selection. Those who never tested any applicant showed a very low response for PQM 1.

When frequency of number of applicants tested increases then level of agreement to PQM 1 also increases. It indicates that experienced selectors showed good response to existing system. In all other bars there is no significance. All bars go parallel and adjoining with one another. PQM 2 and 3 has a very less insignificance.

Table 4.13

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Correlation in all types of PQM

Existing Future Future Subject Professional Personality Variable selection recruitment selection competency competency traits (PQM 1) (PQM 2) (PQM 3) (PQM4) (PQM5) (PQM 6) Future -0.02 recruitment (PQM 2) 0.555

Future -0.103** 0.534** selection 0.003 0.000 (PQM3) Subject -0.145** 0.448** 0.549** competency (PQM 4) 0.000 0.000 0.000

Professional 0-.075* 0.465** 0.579** 0.685** competency 0.03 0.000 0.000 0.000 (PQM 5) Personality -0.044 0.445** 0.531** 0.610** 0.752** traits 0.208 0.000 0.000 0.000 0.000 (PQM 6) Prior 0.070* 0.311** 0.372** 0.315** . 0409** 0.392** experience 0.041 0.000 0.000 0.000 0.000 0.000 (PQM 7)

**Correlation is significant at the 0.01 level. *Correlation is significant at the 0.05 level.

The above table shows that all the pairs are having statistically significant correlation except “existing selection” with “future recruitment” and “required personality traits” as their p-value is greater than 0.05, which means no linear relationship found in these variables.

And all pairs which significantly correlated are positively correlated except correlation between “existing selection” with “future selection”, “subject competency” “professional competency” and “required personality traits”; which means these are inversely correlated.

This shows PQM correlation among all types except PQM 8 where data was in nominal scale and it was analyzed through Kruskal Wallis H-test to determine significant criteria of recruitment of primary teachers.

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Table 4.14

Correlation matrix of existing selection system

Q 1 Q 2 Q 3 Q 4 Q 5 Q 6 Q 7 Q 8 Q 9 Q 2 .655** 0.000 Q 3 .619** 0.683** 0.000 0.000 Q 4 0.425** 0.403** 0.532** 0.000 0.000 0.000 Q 5 0.307** 0.367** 0.349** 0.195** 0.000 0.000 0.000 0.000 Q 6 0.377** 0.425** 0.471** 0.397** 0.321** 0.000 0.000 0.000 0.000 0.000 Q 7 0.443** 0.452** 0.527** 0.451** 0.280** 0.467** 0.000 0.000 0.000 0.000 0.000 0.000 Q 8 0.488** 0.503** 0.539** 0.423** 0.310** 0.413** 0.556** 0.000 0.000 0.000 0.000 0.000 0.000 0.000 Q 9 0.432** 0.462** 0.532** 0.430** 0.364** 0.383** 0.543** 0.573** 0.000 0.000 0.000 0.000 0.000 0.000 0.000 0.000 Q10 0.465** 0.439** 0.481** 0.406** 0.190** 0.402** 0.502** 0.561** 0.482** 0.000 0.000 0.000 0.000 0.000 0.000 0.000 0.000 0.000

** Correlation is significant at the 0.01 level. * Correlation is significant at the 0.05 level.

The above table indicates correlation matrix of existing selection system; which shows that all items have positive correlation at 0.01 levels. Q 1 to 10 signifies items of questionnaire for existing system. Although almost all variables have positive correlation with a significant value which is p = 0.000 but correlation index among different variables is not much strong except a few ones.

Highest correlation (r = 0.683) Q 2 is highly correlated with Q 3 (types of subject and professional tests with the existing system of interviews). Second highest correlation is (r = 0.655) between Q1 & Q 2 (follow up of existing selection policies and type of subject and professional tests conducted).

Although these items are having significant correlation, but few of the questions are less correlated (r = 0.190) as compared to others like Q 5 and Q 10

144

(checking of Curriculum vita and prohibition of all unfair means) is less correlated. Q 5 and Q 4 are also less correlated with one another (consideration of prior experience in selecting candidates and use of reference check and resume) here (r = .195) is less correlated. All other variables excluding these items are significantly correlated. It shows that views of respondents about existing selection for effective assurance of Quality Management are having a less correlation.

Table 4.15

Correlation matrix of future recruitment

Q 16 Q 17 Q 18 Q 19

Q 17 0.605** 0.000

Q 18 0.378** 0 .436** 0.000 0.000

Q 19 0.544** 0.565** 0 .371** 0.000 0.000 0.000

Q 20 0.393** 0.401** 0.370** 0 .393** 0.000 0.000 0.000 0.000

**Correlation is significant at the 0.01 level. *Correlation is significant at the 0.05 level.

The above mentioned table explains about Quality Management of Primary teacher’s recruitment process in future. In this table all variables are also highly significant and positively correlated. Highest index of correlation is noted between Q 16 and Q 17 where (r = 0.605) and (P = 0.000). The correlation between these item (management should take human resource planning for recruitment and all posts at primary level must be advertised) is very significant. Similarly item Q17 and 19 (r = 0.565) are also strongly correlated where role of management for advertisement and short listing for teaching posts is correlated. The correlation between Q 16 and Q 19 (r = 0.544) in which role of management in human resource planning and short listing of applications for selection is significantly correlated too.

The least correlation was between Q 20 and Q 18 where (r = 0.370) shows the least correlation than other pairs. All other statements are significantly correlated with one another. It highlights that management of selection should ensure suitable actions

145 at the priority basis first for human resource planning, then proper advertisement and short listing of application, checking of resume and references while recruitment.

Table 4.16

Correlation matrix of future selection

Q 21 Q 22 Q 23 Q 24 Q 25 Q 26 Q 22 0.501** 0.000 Q 23 0.381** 0 .479** 0.000 0.000 Q 24 0.425** 0.522** 0 .462** 0.000 0.000 0.000 Q 25 0.215** 0.259** 0.294** 0 .256** 0.000 0.000 0.000 0.000 Q 26 0.347** 0.463** 0.390** 0.509** 0 .301** 0.000 0.000 0.000 0.000 0.000 Q 27 0.336** 0.377** 0.302** 0.311** 0.266** 0 .363** 0.000 0.000 0.000 0.000 0.000 0.000

**Correlation is significant at the 0.01 level. *Correlation is significant at the 0.05 level.

In this table role of management for future selection in Quality Management has been shown. All correlated values are highly significant and positively correlated, the highest correlation (r = 0.522) & (P =0.000) is seen between item 22 and 24. In these items a most strong correlation between importance of experts for selection and conduct of interviews has been examined mostly correlated as compared to other items. Secondly (r = 0.509) the correlation between Q 24 and Q 26 in which conduct of interviews through primary education experts is significantly correlated with conduct of tests free of ethnic and cultural biases. Thirdly ( r = 0.501) between Q 21 and 22, conduct of subject and professional tests for selection in future are correlated as more significant.

It gives details that management should focus on both subject and professional based test for selection in future. All other items are also significantly correlated at 0.01 but less correlated as compared to above stated items. Importance of finding personality traits Q 23 is significant also with conduction of interviews Q 24 where correlation is (r = 0.79). Q 27 selection of primary teachers thorough National

146

Testing Service (NTS) is least significant against all other items where its relation to Q 25 (r = 0.266), precedence to previous teaching experience is less significant, here (r = 0.266). It describes that weightage to previous teaching experience and selection through NTS is much less as compared to needs of subject and professional tests, arrangement of interviews through experts and elimination of all types of biases in selection

Table 4.17 Correlation matrix of required subject knowledge competencies for selection Q 28 Q 29 Q 30 Q 31 Q 29 0.490** 0.000 Q 30 0.373** 0 .532** 0.000 0.000 Q 31 0.376** 0.494** 0 .627** 0.000 0.000 0.000 Q 32 0.353** 0.370** 0.517** 0.564** 0.000 0.000 0.000 0.000

** Correlation is significant at the 0.01 level. *Correlation is significant at the 0.05 level.

This above table describes about correlation matrix of subject knowledge competencies which are required for selection of prospective primary teachers; all pairs are highly significant and positively correlated. Here (r = 0.627) and (P = 0.000) shows a significant correlation between Q 30 and Q 31. In these items a strong correlation exists between follow up of improvements in profession of primary teaching and participation of research and scientific studies in field by a primary teacher.

Secondly (r = 0.564) in Q 31 about research and scientific participation is strongly correlated with Q 32, search of sources of new information in field of teaching with proofs. Understanding of interdisciplinary knowledge Q 29 is thirdly correlated to searching improvement in primary education where (r = 0.532).

The Q 28, knowledge of basic ideas and concepts with its generalization is also strongly correlated with understanding of interdisciplinary knowledge Q 29, at this level correlation strength was (r = 0.490). All other items although has a

147 significant correlation but not as much as above noted areas of subject knowledge skills. As a whole the most correlated subject knowledge competencies are following improvement and research in scientific studies, searching source of information with truth and understanding of interdisciplinary knowledge for a primary teacher.

148

Table 4.18 Correlation matrix of required professional knowledge competencies for selection Q 33 Q 34 Q 35 Q 36 Q 37 Q 38 Q 39 Q 40 Q 41 Q 42 Q 43

Q 34 0.496**

0.000 Q 35 0.473** 0.574**

0.000 0.000 Q 36 0.434** 0.597** 0.630**

0.000 0.000 0.000 Q 37 0.427** 0.521** 0.549** 0.577**

0.000 0.000 0.000 0.000 Q 38 0.381** 0.494** 0.567** 0.613** 0.607**

0.000 0.000 0.000 0.000 0.000 Q 39 0.422** 0.434** 0.524** 0.497** 0.505** 0.507**

0.000 0.000 0.000 0.000 .000 .000 Q 40 0.432** 0.474** 0.479** 0.445** 0.456** 0.506** 0.531**

0.000 0.000 0.000 0.000 0.000 0.000 0.000 Q 41 0.419** 0.428** 0.409** 0.387** 0.412** 0.414** 0.362** 0.448**

0.000 0.000 0.000 0.000 0.000 0.000 0.000 0.000 Q42 0.457** 0.455** 0.444** 0.398** 0.387** 0.429** 0.423** 0.511** 0.509**

0.000 0.000 0.000 0.000 0.000 0.000 0.000 0.000 0.000 Q 43 0.423** 0.404** 0.377** 0.368** 0.397** 0.345** 0.367** 0.409** 0.489** 0.461**

0.000 0.000 0.000 0.000 0.000 0.000 0.000 0.000 0.000 0.000 Q 44 0.418** 0.438** 0.410** 0.439** 0.414** 0.459** 0.424** 0.557** 0.457** 0.487** 0.503**

0.000 0.000 0.000 0.000 0.000 0.000 0.000 0.000 0.000 0.000 0.000

** Correlation is significant at the 0.01 level. *Correlation is significant at the 0.05 level.

This table gives the depiction of professional knowledge competencies which are required from primary teachers for Quality Management in selection process; all pairs are highly significant and positively correlated. In this table most of

149 competencies have a strong correlation. (r = 0.630) and (P = 0.000) shows the most strong correlation in Q 35 and Q 36, arranging the learning environment with organizing a positive climate in classroom. At second, correlation persists between Q 36 and Q 38 (r = 0.613). Keeping classroom climate positive and using teaching learning methods and strategies positively is prominently significant. Management of behaviors with the positive classroom climate Q 34 and 36 are significant at third level where classroom behavior management and positive class climate have been diagnosed as other important professional qualities needed for selection where value was ( r = 0.597). Q 36 and Q 37 keeping positive class environment and determining and monitoring rules of classroom are also significant with (r = 0.577). Similarly Q 34 and 35 with (r=0.574) are significantly correlated as other above noted aspects of quality management in the table.

Here professional skill of managing the classroom behavior has a prominent relation with arranging learning environment. Other significant correlations in noted between different professional skills are Q 35 and Q 38, arranging learning environment with use of teaching-learning methods , strategies and tactics , in this value ( r = 0.567) was also correlated. Correlation between Q 40 and 44, having research formation and understanding with monitoring and evaluation of teaching programs has also a correlation where value was (r = 0.524).

After this Q 35 and Q 39 arrangement of learning environment has significant relation with skills of Information communication technology, (r = 0.557) is significantly correlated. Further correlation exists between Q 34 and 37 (r = 0.607) managing behaviors and using information communication technology has a strong relationship. Q 40 and Q 42 has (r = 0.511) in which research formation has a significant correlation with relation of subject with real life. Q 43 and Q 44 with value of (r =0.503) are although less significant but has relationship of skills about knowledge of parents/families of primary child and evaluation of field teaching programs.

Q 43 in general has a less correlation but on the other way most of variables are highly significant with one another. In view of above professional skills needed for selection of primary teachers are keeping positive class climate , arrangement of good learning environment , management of behaviors of children, use of teaching

150

tactics and methods, associating the subjects with actual life skills and monitoring of teaching programs. The skills of being democratic in individual differences and knowledge of the family are least related to other skills of professional knowledge.

Table 4.19

Correlation matrix of required personality traits for selection of future teachers

Q 45 Q46 Q47 Q48 Q49 Q50 Q51 Q52 Q53 Q54 Q55

Q46 0.578**

0.000

Q47 0.561** 0.569**

0.000 0.000

Q48 0.530** 0.528** 0.670**

0.000 0.000 0.000

Q49 0.423** 0.495** 0.450** 0.492**

0.000 0.000 0.000 0.000

Q50 0.543** 0.575** 0.554** 0.577** 0.555**

0.000 0.000 0.000 0.000 0.000

Q51 0.522** 0.530** 0.565** 0.586** 0.473** 0.673**

0.000 0.000 0.000 0.000 0.000 0.000

Q52 0.555** 0.510** 0.641** 0.634** 0.449** 0.635** 0.643**

0.000 0.000 0.000 0.000 0.000 0.000 0.000

Q53 0.537** 0.513** 0.629** 0.601** 0.425** 0.592** 0.592** 0.724**

0.000 0.000 0.000 0.000 0.000 0.000 0.000 0.000

Q54 0.551** 0.584** 0.592** 0.581** 0.482** 0.613** 0.604** 0.649** 0.662**

0.000 0.000 0.000 0.000 0.000 0.000 0.000 0.000 0.000

Q55 0.522** 0.517** 0.580** 0.596** 0.498** 0.570** 0.529** 0.595** 0.633** 0.638**

0.000 0.000 0.000 0.000 0.000 0.000 0.000 0.000 0.000 0.000

Q56 0.493** 0.464** 0.572** 0.590** 0.393** 0.576** 0.538** 0.614** 0.603** 0.634** .571** 0.000 0.000 0.000 0.000 0.000 0.000 0.000 0.000 0.000 0.000 0.000

**Correlation is significant at the 0.01 level. *Correlation is significant at the 0.05 level.

Above constructed table explains correlation matrix of required personality traits for selection of future teaches; all pairs are highly significant and positively correlated. Most of variables reflecting different personality traits of teachers are highly correlated where indexes are seen high in their values. . Q 51 and Q 50 applying problem solving skills with motivation and confidence of a teacher with a value of (r = 0.673) is significant in correlation. Another significant value calculated was (r = 0.662), in this relation Q 53 and Q 54 , being equipped with strong character

151 and behaving according to ethical principal of teaching are regarded mostly correlated.

These two traits are generally regarded as a sign of role modeling for a teacher. Q 54 and Q 52 has also a significant ratio (r = 0.649) in which professional ethics has a strong relationship with honesty and trustworthiness of a teacher. Q 53 and Q 52 where strong character background is related to honesty and trust value is (r = 0.724) which is the most significant. Q 52 and Q 51 has a strong relationship with (r = 0.643) where trustworthiness and honesty has a strong relation with motivation and confidence.

Q 52 has also has a strong relationship with Q 47 which indicates that trustworthiness has a relationship with passion for professional responsibilities here value is (r = 0.641). After this Q 55 and Q 54 has a strong relationship, being with social and societal values and ethical principles, here significance is (r = 0.633). Q 55 and 54 (r = 0.068) was also strongly correlated in skills of behavioral and ethical principals with social and societal values.

Q 52 was correlated with Q 47, trustworthiness and honesty with professional responsibilities. Q 53 and 57 (r = 0.0629) were also strongly correlated about character background and sense of responsibilities. Likewise significant relation was eminent in Q 56 & 54 between sense or responsibilities and trustworthiness. In Q 52 and Q 54 correlation strength (r = 0.0634) was also significant between trustworthiness and being disciplined. All of other variables in PQM 6 were also correlated with one another but as comparison with others stated variables they were less significant.

152

Table 4.20

Correlation matrix of prior experience of teaching for selection

Q 57 Q 58 Q 59 Q 60 Q 61 Q 58 0.540** 0.000 Q 59 0.436** 0 .494** 0.000 0.000 Q 60 0.419** 0.456** 0 .531** 0.000 0.000 0.000 Q 61 0.319** 0.426** 0.472** 0 .610** 0.000 0.000 0.000 0.000 Q 62 0.336** 0.378** 0.516** 0.515** 0 .663** 0.000 0.000 0.000 0.000 0.000

**Correlation is significant at the 0.01 level. *Correlation is significant at the 0.05 level.

The table above describes correlation analysis of PQM 7 which was specified as prior experience of teaching. All variables were strongly correlated but as compared to PQM 6 their significance was not much strong. In Q 62 and 61 (r = 0.0663) was strongly significant about code of conduct in previous service with challenges and obstacles faced by candidate. Q 61 & 60 (r = 0.0610) was significantly correlated where obstacles in organization were correlated with social responsibilities. Q 58 & Q 57 (r = 0.540) shows correlation between organizational reputation and working condition performed by the candidate. Q 59 & 60 with (r = 0.0531) were also strongly correlated in view of duties and responsibilities with social role. All other variables in PQM 7 except above described variables were also strongly significant but not as much significant as above described variables.

4.5 Analysis of Qualitative Data (Open Ended Responses) The last item of questionnaire was kept open ended in order to know open suggestions of respondents for effective Quality Management practices in recruitment and selection of primary teachers. This item was kept open ended due to two reasons; first if any information other than established parameters is missing then respondents can give their responses easily to overcome the deficiency related to Quality Management. Secondly because open ended interviews from 122 selectors of 10

153 districts were not possible due to their continuous commitments, non presence in offices on few occasions, unfavorable environment, secrecy of questions and official trepidation.

Most of the respondents including the selectors and primary teacher provided their suggestions on existing system of selection as well as the propositions for selection of new teachers in future. There was no proper mechanism found in existing system of selection regarding selection on merit and righteousness. The suggestions were provided on a variety of aspects in view of requirements of Quality Management in recruitment and selection of primary teachers in AJ&K. All questionnaires were analyzed one by one from the last statement according to provided suggestion and propositions.

Most of participants of research did not agree with the existing policies and procedure taken at the management level for Quality Management. In view of the existing burning issues of human resource in teacher’s recruitment and selection numerous features were highlighted for improvement by research participants. Researcher examined each statement and all the opinions for improvement of Quality Management for selection of primary teachers. After a complete review of all responses researcher came at a conclusion where many areas were highlighted through necessary feedback. The feedback and necessary hints were arranged in a qualitative form for meaningful results. Following major aspects were highlighted for the betterment and commencement of Quality Management in recruitment and selection of primary teachers in future.

4.5.1 Dominance and Victimization by Political Groups Most of the respondents with 80 to 90 percent were having the views that existing system of recruitment and selection is totally politicized in its various forms and shapes. They stated that department of primary schooling is totally under influence of government senior officials and executive bodies in view of transparent selection. They called existing activities of selection totally faulty and borrowed. In the views of respondents the system was totally under dominance of senior members of government representatives. The district recruitment and selection committees were considered under pressure of government officials and such committees could not function independently. The figures which were attached with specific political

154 parties and pressure groups get appointments of vacant posts without any restrictions. Merits are formed only to support those individuals who have shown the loyalties to respective parties. They urged that department of education must be totally depoliticized with independence in all of its functions. Due to such political culture in the schooling and recruitment process most of the teachers lose their professional interests. These political affiliations result in wrong promotions and transfers of primary teachers. Teachers must refrain from such political agendas which are generally against their profession. They must be non-political in their jobs and an oath must be taken in this regard for strong commitment of profession. Who found in open politics and violation of code of conduct must be treated according to the legal rules.

4.5.2 Independent, Impartial and Autonomous Commission for Recruitment and Selection of Primary Teachers Most of respondents of the study urged that political influence must be demolished and to follow this step an impartial and autonomous commission or selection authority must be composed. Such commission must be completely out of all internal and external pressures imposed by any political party or group. The commission must possess full rights of selection and recommendations regarding any candidate. Likewise activities of such commission must be monitored by some upper hand in order to keep the check and balance of system transparent and affluent. The members of such commission should be honest, loyal, industrious, expert, responsible and god fearing persons. A few of participants suggested that few judges of Supreme Court or High Court may also be appointed as part of commission alogwith other members of educational experts. Educational experts and learned people from the related fields were also urged to be taken in such commission. The members of commission or selection committees were recommended to be appointed centrally. A separate human resource department was also recommended for smooth functioning of recruitment and selection. A few of respondents urged that only district selection committees with good and honest people will be enough to carry out all functions of selection but most of them were with the views that such committees will again be influenced by the political parties and senior officials. Technical experts and specialists of various subjects were recommended to be incorporated in the selection panels. Some of respondents suggested that senior school heads and teachers should be included in the selection process.

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4.5.3 NTS (National Testing Service) & PSC (Public Service Commission) Many of participants recommended that NTS and PSC, two of already established institutions of selection which are functioning at the state level can resolve issue of transparent and merit based selection for primary teachers. NTS conducts test of various professions which are both paper pencil and computer based. Public Service Commission already holds responsibility for tests of different posts which fall in BPS-16 and above. These two authorities are already functioning with a complete system. The respondents provided their opinion that despite of a separate selection commission, Public Service Commission and National Testing Service if given responsibility of selection then they can manage all activities in a right manner. These two bodies are also independent enough in view of their system and their selectors are fully trained and well qualified comprising different professionals. They can hold tests from a large number of applicants with proper documentation and preservation can be carried in a systematic and disciplined way.

4.5.4 Pitfalls of Existing System of Recruitment and Selection Respondents freely stated about flaws and shortcomings of existing system for recruitment and selection of primary teachers. The ongoing system was noted as a formality and a routine picture to the masses. The composition of district selection committees and finalization of merit all were described as fake activities overwhelmed by the political parties and renowned officials. Undue favoritism, political affiliations, red tapes and bribe were described as the cancer on the way to selection and appointment of righteous and deserving persons. The respondents viewed that sometimes merit is kept hidden or posts are pre-filled keeping them unadvertised. In the same way two merit lists are prepared, one as a formal and the other as hidden to meet demands of high officials or political groups. Only on a very few occasions people get their job on their rights, otherwise most of time only dominant or elite class occupy these posts as an exercise of might is right. Hence journey of quality continues falling down from top to bottom.

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4.5.5 Nepotism, Favoritism, Tribalism, Racism and Political Interests

The respondents described some key hindrances as major diseases on the way to pure selection and Quality Management. They stated that region is distributed in tribes and clans and most of the people prefer their own families and relatives on specific teaching posts therefore nepotism, favoritism and tribalism is evident in the whole selection. Just those teachers are recommended and favored who either have a strong family background or they have a dominance of politics in their region. On the other way some of learned people just come ahead as they are favored by the elites. Different tribes show their superiority and want the supremacy or they are inclined towards open racism. Hence well qualified and learned people fall behind to occupy the needed vacancies.

Posts are internally adjusted in a way that particular groups get benefit of new post or facilities of job placement. Merit of class, color and creed is prominent. Several people cannot challenge these posts on the legal grounds as either merit is changed or they have no financial power to face the judicial courts. District Education Officers has to functions mostly as a puppet in the open hands of senior officials of government authorities. Applications are received under no systematic way, but merit is imposed on the orders. All such personal interests and undue favors were regarded as a major interference in absolute selection system.

4.5.6 Personality, Medical, Aptitude Tests and Teaching Experience Respondents provided their suggestions in open ended views about the types of tests needed for selection of primary teachers. Majority were with the views that primary teacher must be with a sound personality, written expressive skills and physical caliber. They expressed that a primary teachers stands as a primary leader of education therefore such teacher must possess sound personality traits and academic skills. It was emphasized by research participants that a primary teacher who is closely related to the children in the early ages must know childhood psychology and learning skills. These teachers should know learning principles for different natures of children.

For this purpose they proposed that present system must include personality tests, aptitude tests and tests of medical fitness before placement to their jobs. These

157 entire tests should be standardized and taken by experts. Written tests were also strongly suggested by respondents and most of them supported that 70 to 90 percent weightage should be given to written and aptitude tests while only 10 to 20 percent marks should be reserved for the final interview. Subject tests on Mathematics, English, Science and languages were urged as the most important ones. Some respondents described that for every subject there should be a separate subject specialist teacher in primary education. They proposed written tests as a mandatory component in whole selection process. Likewise tests of IT competency where suggested alongwith other tests because ICT education has been made mandatory from primary education. A proper record of tests was advised if needed to be reviewed or re-examined at any time. One of the respondents proposed that audio visual record of complete testing and interview must be prepared and preserved. Maximum three years of previous teaching experience was suggested by the most of respondents. A great number of participants recommended B.A/B.Sc with B.Ed as educational and professional qualification for the enrollment of primary teachers.

4.5.7 Professional Ethics , Code of Conduct and Professional Spirit Among the much emphasized areas one was code of conduct and professional spirit while teaching primary classes. Respondents advised that primary teaching is the most important stage in view of character building and moral development for early age children. Therefore a primary teacher must be with the sound character and spirit to teach these children. Teacher must know professional ethics of teaching and his personality should reflect as a role model for children and other members of society. Teaching was described as sacred profession and work of the prophets, therefore moral and ethical standards of a teacher must be in a sound state. Similarly selection panel should judge candidates internal motives for teaching while selecting them for the profession. Most of teachers enter into profession of teaching only as a requirement of job not with a professional spirit to serve or bring an educational change. The sound mental and physical health was described another need to teach children.

For this purpose teachers must undergo a medical exam before placement to the job. Criminal history and intoxication were areas which were also proposed to be assessed while selection. Degrees of education and professional skills were suggested to be verified properly through HEC before appointment and placement. A missionary

158 spirit was asked for profession and a sacrificing mind was recommended to teach in primary schooling. A strong faith in almighty Allah and sense of moral obligation during job was regarded mandatory for sound educational basis. Strong ideology of religion and homeland were described as core elements in teaching profession for future teachers. It was also suggested that status of a primary teacher needs to be enhanced too in view of financial and social needs. They should be provided with high salaries and grades. They must also be placed in their nearest schools so that they may give maximum time to teaching and approach their schools without any difficulty. Placement of disabled people in primary schools was suggested to be abolished and a separate placement for these teachers in special schools was advised.

4.5.8 Privilege for Female Teachers in The Primary Classes A lot of respondents including some senior selectors advised that primary sections must be occupied by only female teachers because women are mostly close to the children for nourishing and care and they can teach these children according to their learning psychology. Training for ethical values and nature of interaction as compared to male teachers was suggested more effective by females in view of childhood training. Female teachers were stated as closely associated with children till their school entrance. Child care and early age learning was prescribed as mostly related to mother’s training who can care and train child in a loving manner.

4.5.9 Display of the Merit , Advertisement of Posts and Role of Panel Respondents recommended that all teaching positions in the primary schools must be advertised properly and a fair and transparent selection should be brought all the times. The composed merit must be displayed before public and all of its essentials should be kept recorded for the future purposes.

The panels should observe a moral and responsible behavior during selection and right and deserving candidates may be sought. All unethical observations and biases in selection should be neglected. Every member of commission in selection must be careful and all possible efforts should be done to select the right candidates. Discrepancies on the basis of age, color, race or sect must be strictly ignored and benefit of education may be preferred in all aspects.

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4.5.10 Other Aspects for Improvement of System Besides above mentioned suggestions research participants of different categories provided their views in the open ended suggestions on many other aspects for improvement of existing systems of selection. They proposed that future teachers must be with democratic minds, patience, strong ideology and pure professionalism. Utilization of new teaching methods and teaching aids were also given importance in the primary level teaching. Selectors were needed to be properly trained on new mechanism of selection in view of competitive needs. All certificates /degrees were recommended to be verified and checked by the HEC and if anyone fails to meet this condition then next senior candidate may be offered to get his/her degree verified to enter into profession.

Awareness of educational technology in primary classrooms was also highlighted. Selection after 35 years of service was overlooked while teachers having qualification of matriculation and intermediate with 25 years of service were recommended to be retired or retrained for more professional education. All selectors including district education officers must take a huge responsibility and oath for a fair selection. Primary teachers’ status was suggested to be uplifted by putting them in BPS-14 with service benefits.

A good moral gesture needed from a teacher was asked to be examined in selection process. Tests of extra-curricular activities should either be the part of written tests or interviews. Awareness with science and technology including ICT must be observed in testing phase. Spirit, patience and broad mindedness was asked to be examined. It was stated that there should be no temporary appointments and educational experts must always be invited for effectiveness and improvement of selection system. Female teachers in community must be monitored for their progress. A trial period of 60 days must be set in order to observe the effectiveness of newly selected teachers. In case they fail to conform to the prescribed code of teaching they must be withdrawn from teaching profession and new candidate may be given chance to fill up vacancy.

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4.6 Document Analysis of Existing Recruitment and Selection Procedure in AJ&K

In order to analyze existing systems of selection in AJ&K some procedural documents were also consulted. There were two major types of documents which reflected ongoing selection procedure of primary teachers in AJ&K. One document consisted information on selection procedure in Urdu language while the next comprised details on appointing authorities for primary cadres and it was in English language. (See appendix O).

Recruitment and selection aims to hire the best candidates to fill the job vacancies and to compete for maximum productive results in an organization. As per Azad Jammu & Kashmir Notification No 7(25) 2005 dated 10th September 2005 Secretary Education Government of Azad Jammu & Kashmir approved a different procedure to fill in the posts of Primary male and female teachers against the vacant posts in order to complete the flow of demand and supply of teachers in primary schools. In this procedure both written tests and the process of interview were redesigned.

The process of written test was designed on the following new patterns in view of educational and professional qualifications of candidates. This process involved the weightage of both written tests and the interview according to acquired qualification of candidates.

There are three stages of tests and assessment, first part comprises Multiple Choice Questions (MCQ) test in the subject areas which comprises fifty marks, next part of the test comprises of twenty five marks allocated for additional educational and professional degrees while the last phase of the tests are the interview of panel for the teachers. There are total 100 marks of three phases testing which are distributed below. Marks distribution of first part for written tests is as under:-

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Table: 4.21 Distribution of marks in existing selection system Subject Marks Allocated 1. Written Tests (MCQs Based) 50 2. Educational & Professional Qualification 25 3. Final Interview 25 Total 10 The marks distributions to different phases of tests have been given in a detailed elaboration as under;

Table: 4.22 Distribution of marks according to subjects Subject Marks Allocated 1. English 10 Marks 2. Urdu 10 Marks 3. Math 10 Marks 4. Pakistan Studies 10 Marks 5. Islamic Studies 10 Marks Total 50

The distribution of above mentioned marks have been framed in a composite test which is in the form of MCQs. The MCQ test is of total fifty marks on five different subject areas. There are total twenty five marks allocated for the acquired degrees in the educational and professional fields other than written type of MCQ test. The professional qualifications of candidates have been given the same weightage of marks distribution in the acquired degrees or certificates which have been described in the following table. The calculation of these marks is based on the following formula:-

Allocated marks X Marks achieved Total marks

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Table: 4.23 Marks distribution for acquired degrees Educational Marks Allocated Professional Marks Allocated qualification Qualification Matriculation 8 PTC 2 Intermediate 3 CT 2 Graduation 3 B.Ed 2 Masters 3 M.Ed 2 Total 17 08

Table above shows marks distribution for both educational and professional degrees for existing. The formula for calculation of the marks is the same as educational and professional certificates. The additional qualification has extra marks reserved for calculation of overall weightage in compilation of total scores.

The third and final stage of test is interview by the selection panel. The interview is headed by the District Education Officers (DEOs) with the concerned area Assistant Education Officer (AEO). The interview procedure has been allotted total twenty five marks and distribution of these marks is as under.

Table: 4.24 Marks distribution of interview Subject Marks Allocated Islamic Studies 10 Marks Current Affairs 10 Marks Pakistan/Kashmir movement 05 Marks Total 25

4.6.1 Selection Authorities & Jurisdiction of Selectors As per notification of revised system for selection of primary teacher in Azad Jammu & Kashmir the jurisdiction of selection for junior male and female school teachers was declared constituency of the district concerned. The union council of the

163 districts concerned was declared as the jurisdiction boundary and DEO of concerned district was nominated as selection authority. On the basis of the marks in academic qualification, professional qualification and final interview the candidates are placed on the merit lists.

4.6.2 Appointing Authorities As per AJ&K Services and General Administration Department Notification No S&GAD/R/A-4(91) 2003 power conferred by the section 23rd of AJ&K Civil Service Act of 1975, as per selection criteria the respective appointing authorities were conferred the right of appointment against the vacant posts of different pay scales. The table shows details of amended para for rights of appointments to the various posts against vacant cadres. The appointment for the posts BPS-9 and above the Divisional Director School (DDS) of the concerned district is the appointing authority for different posts of primary teachers and for the selection of BPS-7 and below the District Education Officer (DEO) of the district concerned is responsible for selection and appointment of teachers in various vacant cadres.

4.7 An Overview of Existing System of Recruitment, Selection and Appointment of Primary Teachers in AJ&K in View of Quality Management

4.7.1 Federal Education Policy as a central guideline The government of Azad Jammu & Kashmir is following the education policy of 1998-2010 as guideline for recruitment and appointment of primary teachers through the channels of district governments in a free, fair and transparent manner. These guidelines have been described in chapter 2 of policy directions for primary and elementary education where special instruction and guidelines for selection and appointment of teachers have been described in a declarative form. The government of AJ&K being a separate state of federation does not have any separate policy and directives for selection of primary teachers. Federally administrative all educational organs follow the same policy as a central guideline. The state has no separate policy describing the system of selection on the basis of Quality Management.

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4.7.2 Process of written Tests The process of written test for selection of teachers in AJ&K is the initial phase. The written test comprises 50 marks in which ten marks each have been specified for the subjects of English, Urdu, Mathematics, Pakistan studies and Islamic studies. This test has been prescribed as MCQ based with fifty items score. And each item has been given one mark. This process is good in view of subject assessment for primary education as these subjects are commonly taught therefore teacher candidate must be possessed with the knowledge competency of these subjects. The subjective knowledge about the test is an important element to examine the knowledge competency.

The tests of the subject knowledge assess candidate in the basic subjects in theoretical and practical perspectives and further its association with the curriculum of primary classes. But on the other hand these tests have been designed in MCQs pattern which are having no written part assess the writing skills of candidates. Urdu, English, Math and Social science subjects demand the language proficiency which is called written language skill. These skills are an important phase of verbal and written communication for teaching of children in primary classes. Languages have a great deal in primary education but the language proficiency tests are just a part of MCQs in existing procedure of selection. These MCQs are only a part of subject knowledge which does not reflect the area of written or verbal communication. The content knowledge although at primary education is a necessary part but children have to acquire language skills to brush up their cognition and social environment which is lacking in existing tests.

4.7.3 Marks Allocation of Educational and Professional Certificates/Degrees The basic qualification for selection of primary teacher in the existing system has been described intermediate with Certificate of Teaching (CT). Maximum education qualification as per recent practices of selection is Masters and the professional qualification is M.Ed. The basic level of education which is matriculation has been given maximum eight marks while the marks allocation to other certificates and degrees till MA/M.Sc is three marks to each degree. In the professional qualification two marks have been awarded to each degree from PTC (Primary Teaching Certificate) to M.Ed. By the calculation of marks in view of given formula

165 the individuals with maximum educational and professional degrees get maximum marks which seems a good method. However in the age of 21st century where the skills are having more importance than mere acquisition of knowledge the question arises that either only the marks allocation to various certificates and degrees is the authentic criteria of selection for future teachers. Whether only the degrees will show the requisite capabilities and skills or the subject and professional based testing? In the similar fashion the professional tests does not comprise any written or skills based test, why? The quality of a professional is seen in view of professional assessment and measurement which is found deficient in this system of selection.

4.7.4 The Interview Process and Its Marks Distribution The interview process of selection which is the last part has an allocation of twenty five marks. The assessment areas in interview are the Islamic knowledge, general knowledge, knowledge of Pakistan & Kashmir movement. However the conducting authorities and composition of the panel has not been described with clear attributes who has to work as members and president.

In the recent system of selection there is no pure machinery and policy for the conduct of interview in view of interviewer’s qualification and guidelines. The specifications of the marks for special achievement, skills and certificates have not been described. The degrees and certificates have the systems of Grade Point Averages (GPAs) and division of marks but here all types of GPAs and percentages have been put in the same conduit for calculation of marks, just additional degrees have been associated with the achievement of marks.

4.7.5 Personality tests Personality has an effect on learning process which also reshapes the personality of children according to the needs of society. Neither the interview part nor the written tests show any assessment of personality of teacher in the complete selection system.

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4.7.6 Composition of Selection Panel For the selection of primary school teachers District Education Officer will serve as chairman of selection committee while the members of selection committee will be the Assistant Education Officers of concerned union council according to the relevant cadre of available vacancies. Likewise in the selection of junior teachers the Assistant Director (AD) of division will serve as president while the District Education Officer (DEO) as the member of the panel. The composition of selection board does not include any expert of technical area related to primary education but it purely depends on the authority of directors and district education officers.

4.7.7 Appointments to Various Basic Pay Scales in Primary Education in AJ&K As per Azad Jammu & Kashmir Services & General Administration Department Notification No S&GAD R/A-4(91) 2003 following rules and procedures for recruitment and appointment of primary school teachers have been formulated. (Appendix O).

All teaching posts in primary and elementary cadres either male or female above BPS-7 & up to BPS-9 in education department schools about different cadres like Elementary teachers, Arabic teachers, Drawing teachers, Physical Education Teacher (PET) Qari & Qaria, the appointing authority is the divisional director of the concerned division on the basis of selection decisions. However for the appointment in the BPS-7 and below in posts of primary teaching District Education Officer of respective district will constitute the authority of appointment after selection decisions.

4.7.8 Methods of Recruitment, Minimum Qualification Criteria & Age Limits Age limits of all teaching posts for initial recruitment are 18 to 35 years. A ratio of 50% initial recruitment is based on the direct procedure for which vacant posts are advertised in newspapers while 50% of the posts are filled through promotion of existing staff on the basis of seniority cum fitness from among the primary teachers holding the described qualification. In selection for the posts of Arabic teachers if applicants from the available pool are not available with the requisite qualification or experience then untrained individuals will also be eligible,

167 however they would be placed in minimum scales. Prescribed qualification for BPS-9 posts for various cadres as per table for elementary teachers qualification has been described BA/BSc + CT, Arabic teacher, Graduation in Arabic + OT (Oriental Teaching), Drawing master intermediate with drawing certificate, Physical Educator BA/B.Sc + Junior diploma in physical education and Qari & Qaria must possess the qualification of Fazal Arabi & Sanad qirat respectively. Primary teachers for selection in BPS-7 must hold Intermediate 2nd Division with PTC while the Band master for the selection in BPS-7 must hold the matriculation with certificate in relevant field. All of these teachers are placed on the required posts after the completion of initial criteria of recruitment, selection and final merit lists.

4.7.9 Condition of Previous Teaching Experience for Primary Teachers In view of the review of literature in the context of different countries for selection and appointment of primary teachers’ previous teaching experience is also a condition for recruitment in different teaching posts. The other countries have the conditions of license of teaching on the basis of previous teaching experience from some college or teacher education institution. But in the existing system of selection in AJ&K there is no such condition determined for the initial recruitment or for final selection of primary teachers. Neither the experience nor the license of teaching is demanded while selection. Primary teachers are selected only on the basis of numbers allocated for their educational and professional degrees with the marks acquired in written tests. The phase of interview at the end is only in the subject areas like general knowledge and knowledge about Pakistan/ Kashmir movement whereas professional part of experience or assessment has totally been neglected.

4.7.10 Work Samples or Teaching Practices At entering into the profession of teaching a work sample or teaching practice in an actual classroom situation is considered an important part of selection to know the quality of teaching from the candidate. The countries in the western world prefer this practice in order to implement the quality measure in the selection of teachers. In the existing scenario of selection in AJ&K there is no such condition of work sampling or the teaching practice to examine the professional caliber of new candidates applying for teaching posts.

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4.7.11 The Process of Screening of Applicants In the initial selection process of teachers the candidates are screened just on the basis of initial and professional qualification required for the post. The selection system does not have any directions or instructions leading to the process of initial scrutiny, short listing and the reference checks. The initial recruitment involves only the assurance about provision of documents to entertain applications. The curriculum vita (CV) is not demanded as a detailed description about candidate’s experiences.

4.7.12 Validity and reliability of selection tests & Interviews Tests & interview procedures are examined in view of their validity and reliability for Quality Management in all over the world. Validity and reliability of tests help to know about the quality of tests and assurance whether they are at the level to measure certain traits or behaviors required for specific purpose. There is seen a general description of testing and interviewing of candidates only in the particular area of education. There is no provision of validity and reliability of these tests and measurement techniques to ensure the Quality Management. In this way there is no guarantee of the existing systems of selection that either the tests & interviews for the primary teachers measure the professional norms, values, subject knowledge and professional knowledge which is a part of measurement and testing for novice graduates who will enter into the field of primary education.

Tests of professional competence have not been included, no background checks of fake educational and professional certification is carried which is a general practice in less developed countries. Who prepares these tests? Either professional or the relevant subject specialists or just the people of management, either they can measure the certain characteristics or skills of candidates for selection of primary schools are some other arising questions of quality. The Quality Management requires the quality of people in the selection system like professional experts or trained individuals who are absent as a part of selection or interview panel. Quotas of selection, unauthorized routes, biased channels, no background authority to control the process and the rights of appeal against unfair selection have not been described. Teachers also need healthy minds and healthy body to fit into the profession but no mental and physical health check or physical exam is the part of system.

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Teacher should be with good character and fair records in life. There should be no problems like indulgence in drugs, crimes and child abuse which is the prevalent factor of today’s world. There is no such assurance as a part of Quality Management for the candidate’s background checks of history or unlawful activities or indulgence in the activities which are against the profession of teaching.

4.8 Conclusion of Data analysis The territory of Azad Jammu & Kashmir is functioning as a separate state under the federal government of Pakistan with the distinct features of its education system. The literacy rate according to census of 2004 is 74% which is regarded as a good figure as compared to other regions of the country. There are more than 5600 primary and 687 high school functioning in the region in which about 14312 primary teachers are employed. Although the state is taking the actions to implement the policy guidelines of federal government for quality primary education but despite of the efforts in the century of technological revolution the lack of resources and improper planning a lot needs to be done in coming eras.

The recruitment and selection in schools is controlled by the respective districts of school territories. Decentralized system of selection as parallel to other parts of the country concentrates on the local needs of primary education and selects the candidates with the help of district education officers. Although certain efforts are being made to select the best candidates but still most of the selection system has not been revised according to quality parameter of selection. Testing, evaluation, interviewing techniques and personality characteristics are not examined as they should be in view of country’s needs. Traditional ways of recruitment and selection with the normal process of tests and interview are carried out to hire teachers. Neither the system of selection is revised nor updated according to the quality education needs of the world.

This study involved triangulation process for in-depth investigation of complete system prevailing for recruitment and selection. Multi-perspective data gathered through different methodologies brought significant new realities which were required to be taken into consideration. Four types of major findings drawn from

170 literature review , document analysis, descriptive analysis , inferential data and open ended responses were analyzed separately not only to meet the objectives of study but also to design measures and strategies for implementation of quality in future. Findings of data analysis have following sequence in order to bring a comprehensive investigation of complete system as a case study.

Literature Document Descriptive Inferential Qualitative review analysis analysis analysis data analysis

Figure 4.10: Data Analysis Process

4.8.1 Literature review Review of related literature regarding selection of human resource in teaching sector opened a lot of new facts and figure to hire competent workforce. There were different types of recruitment and selection methodologies, which were used by organization and famous were internal and external ways of selection. Internal recruitment was a process to hire workforce from existing pool of organization.

External recruitment is carried through advertisements, consultants, agencies and job fairs etc. Both types of recruitments have some merits and demerits. Organizations can adopt any method either one or more than one to hire the employees. Tests of employees to hire are of different types like psychomotor, job knowledge, inventories, personality, polygraph and graphology etc. Types of interviews include structured, semi-structured, un-structured, stress, panel and interview by video conferencing. Alongwith other types of tests, assessment of physical abilities, background check, reference check, degree verification and work samples are very famous. Personality is a dominant factor and most of schools use five factors model of personality tests. There are some famous series of tests designed to examine teacher’s suitability in urban and rural system. Haberman series of tests is very famous to help the HR professional of education in this regard. Gallup Teacher Insight Assessment is also famous and it is a MCQ type testing. These tests are reliable and valid and also helpful for selectors in view of their administration and scoring.

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4.8.2 Document analysis

Two major policy documents were analyzed to know about existing systems of selection. All steps of selection in view of test process, types of tests, validation process, interviewing techniques and other expertness were analyzed. In view of existing document analysis basic pay scale of a primary teacher was 07 and needed qualification was intermediate with PTC. There were two major parts of existing selection which were MCQ type test and final interview. In total 100 marks of selection 50 marks were for MCQ type subject based test, 17 marks for educational degrees from matriculation to masters and 8 marks were reserved for professional degrees. For final interview 25 marks were allocated. On the other side in view of testing, validation and age criteria situation was of different nature.

There were no professional type tests held and those which were held were not valid and reliable. Previous teaching experience and age criteria for all types of posts were same. There was no previous teaching experience asked in selection documents. Similarly medical fitness, background check and authentication of degrees were not properly assured. Quality policy, procedure, inspection and control were not part of system.

In the marks of MCQ tests there were five subjects i.e. English, Urdu, Math, Islamic studies and Social studies. In total marks of interviews 10 marks were allocated for Islamic and current affairs while 05 for Pakistan/Kashmir movement. Jurisdiction of selection was union council and DEOs and AEOs were final authority to select primary teachers. In the technical posts of BPS-9 like Qari, etc Division Director was final authority of selection. In order to fill up different cadres 50% posts were filled through existing pool of teachers and 50% through direct selection. In complete picture of selection documents there were a lot of shortcomings in the light of quality and major reason was that no planning for quality of selection was undertaken.

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4.8.3 Descriptive analysis Descriptive analysis of study also explored many realities. A significant criteria in view of recruitment was proposed by respondents in view of age, gender, qualification and experience etc. Graduation with B.Ed entry qualification, 21-25 years age and both genders were proposed. In view of descriptive statistics significant difference for views of respondents was noted for PQM 1 (existing system of selection) in which most of respondents were disagree. District Haveli and Bagh were dissatisfied while others were moderately satisfied. Mirpur was highest in satisfaction for ongoing system. According to gender and age groups there were no significant differences for the system of selection.

According to qualification less and highly educated were not fully agree with existing system. Respondents with Intermediate or Bachelor qualifications were highly disagreed. In view of different rank structures people with higher ranks were showing that they were highly satisfied with system while primary teachers were not satisfied. According to participation in selection new selectors were not agree with system while old selectors were agreed. In all other variables no significant differences according to demographic variables were found.

4.8.4 Correlation analysis According to correlation analysis Spearman Rho correlation was used to see either there was a significant correlation among different PQM with Quality Management. There was a strong correlation among all PQM. Most of variables were strongly correlated with one another. However for PQM 1 few of variables were no correlated. There was an inverse correlation in PQM 3, 4, 5, & 6. Existing selection has no relation with future recruitment and personality traits. Existing selection was inversely related with future selection, subject competencies, professional competencies and required personality traits. In all of other PQM determinants there was a significant correlation.

4.8.5 Results of qualitative data From a large population of respondents open ended views through a survey questionnaire were collected. All of these views were coded and analyzed in view of response types. Responses were valuable in the light of future directions for management of selection. All views of categorical nature were classified one by one.

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Responses were of miscellaneous nature reflecting different thoughts of respondents according to their personal views and expertise.

An urgent need was felt to establish a separate and autonomous HR department for all recruitment and selection activities in AJ&K. The system was under strong victimization of politics. Higher officials had a clear hand to influence overall selection activities. Composed selection committees were not fully impartial. A lot of responses were in favor of a central system through NTS or PSC. Injustice and discrepancies in the merit were seen due to political pressure, cultural, religious and ethnic biases.

Most of discrepancies found from document analysis like lack of validity and reliability of tests, medical fitness tests, background check were also clearly noted in open ended views. Duration of 1-3 years of previous teaching experience was also suggested. Teachers above 35 years of service were intended to be retired and maximum service limit for new entrants was 25 years. Inner zeal and missionary spirit were other dominant factors recommended to be examined in selection.

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CHAPTER 5

SUMMARY, FINDINGS, DISCUSSION, CONCLUSION & RECOMMENDATIONS

5.1 Introduction After discussion on analysis of data in different perspectives of objectives, both descriptive and inferential statistics were used. Then open ended views acquired from last item of instrument were analyzed separately. Documents about existing policy and procedures of selection were also analyzed. Data was presented according to demographic characteristics of sample and responses were analyzed in all determined PQM types which were named parameter of Quality Management. Quality Management dimensions were portrayed in all PQM constructs and these were analyzed separately through descriptive and inferential statistics. The recent chapter discusses major findings of study in the light of all acquired results from data analysis. Then on the basis of major findings further conclusions, discussions and recommendations have been formulated for beneficiaries of study. The research also concludes major PQM types in the light of all qualitative and quantitative data for recruitment and selection of future teachers. At the end on the basis of conclusions and recommendations a model has been proposed for selection of future primary teacher.

5.2 Summary The study was descriptive and aimed to analyze existing recruitment and selection practices and proposed system for recruitment and selection of prospective teachers. Major Parameters of Quality Management (PQM) were described as salient features of existing selection practices, criteria of future recruitment, process of future recruitment, process of future selection, subject knowledge competencies, professional knowledge, competencies, personality traits for teaching and prior experience. Major dimension of Quality Management from ISO: 9000 were considered in the study of recruitment and selection on the basis of quality needs. These dimensions were mostly related to human and resource management for selection process.

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The study have not included Quality Management System (QMS) framework but only major characteristics like policy, planning, control, inspection and improvement have been included in the all process. The purpose was to see complete system in view of major dimensions but not as a part of ISO complete Quality Management System due to less awareness of Quality Management System. A teacher is regarded as a change agent therefore at early stages of schooling recruitment and selection of primary teachers on basis of Quality Management is an important element and it needs to be implemented. A self structured instrument including eight PQM for recruitment and selection of teachers was validated in view of factor analysis and reliability. It was administered on primary teachers of 172 randomly selected schools of both males and females. Tool was administered on 850 sampled primary teachers. The instrument was also administered on 122 selectors of teachers in all ten school districts of AJ&K. Data from locations of longer distances was collected through postal mails while few of districts were physically accessed by researcher.

Study also included two major selection documents and existing education policy of state for transparent selection. In view of defined PQM all documents were analyzed and every imperfection and discrepancy was noted after a keen overview. Initially a detailed review of literature for recruitment and selection of primary teachers was searched on the basis of PQM practices mostly in all around the world. The major parts of literature review were process of human resource, teachers demand and supply flow, recruitment and selection, competencies of primary teachers, Iceberg theory of competency, methods of recruitment and selection, national professional standards for teachers in Pakistan, quality and Quality Management and accreditation and standardization for quality licensure of teachers.

Different previous studies were explored from literature of libraries, websites and researches undertaken, but hardly any was found on this area. However international researches of teacher’s recruitment and selection supported to go ahead in depth not only to view existing practices of selection but also to explore new competencies for prospective teachers. Data regarding documents was also analyzed. Descriptive and inferential statistics was applied to bring results into a meaningful

176 form through MS Excel and SPSS 20. In view of all demographics different results were achieved and these were explained in details.

In analysis of document and descriptive data all set research objective, questions and hypotheses for PQM were taken separately to reach at conclusions. Few of objectives and hypotheses were met through literature review and document analysis. These include analysis of existing system of selection in its salient features and methods of recruitment and selection. All other objectives and research hypotheses were explored in all PQM which were on existing system, proposed criteria of recruitment, criteria of selection, subject skills, professional skills, teachers required personality characteristics and nature of previous experience. For analysis of variance or significant differences Kruskal Wallis H-test alternative to ANOVA was used, factor analysis for instrument validity and spearman rho for correlation was also used to analyze numerical data. Results revealed from document analysis showed major flaws in view of quality for recruitment of teachers according to developed PQM. Testing and validation was not undertaken by selectors. Similarly subject based tests and professional test in their written forms were not found except MCQs assessment. Personality tests were not conducted. There were lot of biases seen in the form of political, social and cultural interests.

Results also revealed different other facts from respondents which were distributed into demographics of age, gender, district, education, professional qualification, experience, number of times worked with selectors and total applicants tested. In all of groups related to various demographics responses for all types of PQM were analyzed. Except PQM 1 (existing system of selection) no significant differences were found in participant groups. Only a less insignificance was calculated in PQM 2, 4 & 6 (recruitment criteria, selection process of future teachers and required personality traits). Response rates in PQM 1 in view of demographical details were also very different.

District Haveli and Bagh disagreed with existing system in their views; highest response rate was in Mirpur which showed good agreement with existing selection. Neelam, Poonch and Sudhnoti had also lower response for existing system. Second low response was against PQM 7 (prior experience) in which response score

177 of all districts were a bit lower but these responses were not so significant in view of other differences. Age and gender wise responses for all PQM were also without any significant difference. In view of selector’s responses most senior selectors has very high agreement for PQM 1 while lower ranks are disagreed and their responses are low too. In view of correlation analysis all PQM aspects are significantly correlated to one another except PQM 1 with PQM 2, 3 & 6.

PQM 1 was also significantly correlated in inverse correlation with PQM 4, 5 & 6. Level was tested on both 0.05 and 0.01 levels of significance. Recruitment and selection parameters which were named as PQM in the study showed many significant defects. There was no clear documented quality policy for recruitment and selection. Documents did not comprise important activities which usually are observed in selection of primary teachers in a spirited selection environment. There was a great disagreement for existing system and ongoing political, social and cultural biases in selection process were clearly observed. A well responded system of all PQM was proposed by the participants. Criteria of education , professional qualification and role of management with prescribed competency skills was also suggested in open ended views where a lot of individuals with different ranks opposed and favored many things. On the basis of all types of literature review, document, descriptive and inferential analysis a model was proposed alongwith suitable recommendation for Quality Management. Steps for Quality Management required at different levels were also proposed.

5.3 Findings of the Study After review of literature, analysis of policy documents, descriptive and inferential analysis of all empirical data acquired through PQM survey instrument, researcher of this study came on following major findings:-

5.3.1 Findings from Literature Review Following findings of literature review supported researcher to meet up objective No 8. “To find out about various methods of recruitment and selection for primary teachers”

178 a. In current world of recruitment and selection a range of recruitment and selection methods are used. All these methods are used according to nature and needs of many human resources everywhere in the world. b. Recruitment has two major sources generally which are internal and external. Internal recruitment is brought from existing employees, employee’s referral and older employees who have already worked in the organization and those applicants whose application were received previously but not taken for recruitment. c. Internal recruitment is carried through advertisements, consultants, competitors, college recruitment, agencies, job fairs and online sources. d. All recruitment methods have both merits and demerits; most of organizations adopt the feasible ways of recruitment according to their local needs. e. Recruitment from external sources is much cost effective as compared to internal source. f. Methods of selecting employees are of different types. Some employers adopt only one method while others follow multistage methodology. g. Most commonly used methods of selecting employees are aptitude tests, psychomotor tests, job knowledge tests, interests’ tests, personality tests, polygraph tests and graphology. h. Interview is commonly used method of selection, most commonly used methods of interviews are structured interview, unstructured interview, semi-structured interview, stress interview, panel interview, behavioral interview and video conferencing. i. In order to hire the most suitable workforce some other tests like tests of physical abilities, personality inventories, work sample, video based testing, background information, reference check, honesty tests, physical tests and different interview techniques are used. j. Tests in selecting and hiring of primary teachers are a little bit different as compared to other tests. To know the personality traits of a teacher most schools use five factors model or big five.

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k. Haberman star teacher evaluation pre-screener helps to know teachers effectiveness in urban classroom environment as a prediction of future. l. Gallup TIA and other online version of Gallup help in assessment through MCQs to find out teacher attributes. m. In Haberman and Gallup teachers test and interviews teacher’s effectiveness, retention to profession or suitability of teaching in urban or rural school is examined. n. These tests are mostly used by schools for teacher’s recruitment; they test teacher’s attributes as well as their fitness for job to stay for a long time. Gallup and Haberman test series can be administered and scored without longer time, reliability and validity of these tests is also very high.

5.3.2 Findings from Document Analysis To meet first and second objective of study documents about existing recruitment and selection policy were analyzed.

To meet first objective of study “To find out salient features of existing recruitment and selection process of primary teachers in AJ&K” following findings from documents were drawn.

a. Basic qualification for recruitment of primary teacher in (BPS-7) is Intermediate with PTC. b. Existing selection system for primary teacher consists of two parts. MCQs type written tests and final interview only. c. In total of 100 marks allocated for selection, 50 marks are allocated for MCQ type tests. d. Written MCQ type paper of 50 marks includes 10 marks each for Urdu, English, Math, Islamic studies and Pakistan studies. However Urdu and English part is just MCQ typed, no written of verbal skills are assessed. e. In 100 marks 25 marks are allocated for earned educational and professional qualification. From Matriculation to Masters educational, while from PTC to M.Ed professional qualification is included, distribution is as following.

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Second objective of study was “To analyze existing recruitment and selection system in view of Quality Management in AJ&K” In view of prescribed parameter of Quality Management all recruitment and selection phases were analyzed. After complete review and analysis of documents following findings were drawn by researcher. a. Written tests of primary teachers does not comprise proficiency test in Urdu and English languages. These tests are only MCQs, which may not examine written or verbal language skills. Professional and personality tests of teachers are not conducted. b. Validity and reliability of tests and interviews is not assured. c. Previous teaching experience has no importance or precedence in whole selection process. d. The age criteria specified for all teaching posts in primary cadres is same. Age range determined for recruitment is 18-35 for all types of teaching posts. e. Medical fitness, reference check, background check and verification of acquired degrees are not a part of teacher’s selection. f. In view of quality there is no description or declaration seen in view of quality policy, planning, control, inspection, assurance and improvement. g. Marks allocation for degrees and certification is not according to GPAs or results, but they are awarded just on the basis of degrees acquisition.

Table 5.1 Marks distribution of professional degrees Educational Marks Professional Marks Grand Total Qualification Qualification Matriculation 08 PTC 02 Intermediate 03 CT 02 Bachelors 03 B.Ed 02 Masters 03 M.Ed 02 Total 17 08 25

181 f. Final interview comprises 25 marks in which 10 marks on Islamic knowledge, 10 on current affairs and 05 marks on Pakistan/Kashmir movement are added. g. Interviews are conducted by DEOs and AEOs of concerned districts. h. Jurisdiction for selection of primary teachers is union council of concerned district. i. Appointing authorities for selection and appointment in primary cadres in (BPS-9) like drawing teacher, physical education teacher and Qari is the divisional director of concerned division. j. Ratio of 50% of posts in primary cadres is filled through promotion of existing staff while 50% through direct selection.

5.3.3 Findings from Descriptive Analysis In order to address research objectives 3 & 4 descriptive statistics was used. To deal with research questions “ To explore basic criteria of recruitment with respect to educational and professional qualification, age , gender and prior experience for teaching in relation to Quality Management” & “To find out significant difference in view points of selectors and teachers with respect to demographic variables i.e. age, gender, educational qualification, professional qualification and criteria of prior experience”. Following findings were drawn:- a. Table 4.3 shows that a significant criterion of recruitment with respect to age, gender, education, professional qualification and experience was determined. Frequency, chi-square and p-values are indicating that significant criterion was proposed for future recruitment. Proposed an age criterion was 21-25 years, gender criteria both male and female, minimum educational qualification was graduation, professional qualification B.Ed and no previous experience was proposed. P-value calculated in all demographics was P = 0.000 < 0.01 significant. Higher frequency/percentages were noted in gender, education and experience criteria. b. Table 4.4 shows views of respondents according to their districts, there was no significant difference in views of respondents for PQM types, however a significant difference was found in PQM 1 P = 0.000 < 0.01 significant. Responses of district Haveli and Bagh for PQM 1 were very low, Neelam ,

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Poonch and Sudhnoti were with similar proportion while Mirpur was highest in agreement to PQM 1. In all of other PQM there was no significant difference. c. Table 4.5 describes comparison and significance in view of gender for different PQM. There was no significant difference for different PQM parts except PQM 4 & 6. P = 0.001 and p = 0.000 were noted in these PQM at 0.01 level, first was less while second was more significant. In all of other PQM variables mean, SD, z and p-values show that there was no significant difference for different PQM types in view of gender. d. In Table 4.6 difference of opinion of respondents were noted in view of diverse age groups. There was no significant difference found for all PQM in view of age groups. However in PQM 1 and 3 insignificance was noted very minor. e. Table 4.7 explains details of respondents for PQM according to educational qualification. There were five ranges of education but no significant difference was observed. Only in PQM 1 Matriculation and MS/PhD people were less disagreed while Bachelor, Intermediate and Masters were highly disagreed in this regard. Mean and SD were also noted significant in Matriculation and MS/PhD qualifications. f. In Table 4.8 difference of views according to professional qualification of respondents were noted. There was no significant difference in the views of participants except a minor insignificance was noted in PQM 1,2,4,6 &7. g. Table 4.9 explains PQM in view of designations. Among different types of designation of selectors only significant difference was found in PQM 1. P = 0.000 < 0.01 is significant. It shows that only significant difference according to rank structure was taking place in PQM 1 and all other PQM have no significant variation in view of ranks. In PQM 1 as seniority of ranks goes on the level of agreement increases gradually. High rankers show higher agreement with PQM 1 while lower rankers less agreement. Primary teachers were with least agreement for PQM 1 in this regard. h. Table 4.10 explains significance in view of five different ranges of teaching or administrative experience, there was no significant difference for PQM of all types. Only mean score in PQM 1 was noted higher for 1-5 and 21 or more years of experience. Experience ranges of 11-15 were less agreed.

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i. Table 4.11 tells that a minor insignificance was found in PQM 1 for participators of selection where P = 0.000 > 0.01 but not so significant. Mean and SD show that those who never participated in selection were with low response while all others were with high response for PQM 1. There was no significant difference in all variables of other PQM. j. Table 4.12 shows that a significant difference was found only in PQM 1 in view of those selectors who participated in selection for different time durations. P = 0.001 < 0.01 significant. New selectors who tested fewer applicants were less agreed while selectors who tested more than 50 applicants on different occasions were more agreed with PQM 1.

5.3.4 Findings from Inferential Analysis Findings from correlation analysis consist of major results drawn by spearman rho correlation analysis for all types of PQM in view of Quality Management. These findings show the relationship of different variables. Correlation was established on both levels of significance i.e. 0.01 & 0.05.

5.3.4.1.1 Findings from correlation analysis Findings from correlation analysis address following research objectives and research questions. Research Objective No 5. “To investigate about the required competencies of subject knowledge for selection of primary teachers” 6. “Find out the required competencies of professional knowledge for selection of primary teachers” & No. 7. “Find out the salient personality traits for selection of prospective primary teachers”. Research Questions No 1. What is relationship of existing recruitment and selection process of prospective primary teachers and Quality Management? & No 2. What is the relationship between proposed recruitment and selection process of primary teachers and Quality Management?

Seven major null hypotheses were developed in view of all types of PQM to find their relationship with Quality management. All hypotheses were tested one by one either to accept or to reject the phenomenon of study.

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Ho1 There is no significant correlation among different PQM aspects of recruitment and selection in view of Quality Management.

A table 4.13 describes details of all PQM aspects which were statistically significant in correlation except PQM 3 & 6. No relationship was found in these parameters. All other pairs of PQM were positively correlated except PQM, 3, 4, 5 & 6 with Quality Management which shows an inverse correlation between these pairs.

These PQM were inversely related. Hence existing selection has no significant relation with future recruitment and required personality traits of teachers. Existing selection is inversely related with future selection, subject skills, professional skills and required personality traits.

On the basis of finding from Table 4.12 null hypothesis “there was no significant correlation among different PQM aspects of recruitment and selection in view of Quality management was accepted.

Ho2 There is no significant relationship between existing selection process of public sector primary school teachers and Quality Management.

Correlation matrix of PQM 1 in Table 4.14 shows that there was no significant correlation between all variables of PQM at 0.01 and 0.05 levels. However Table 4.5 to 4.10 shows that this correlation exists in view of low responses to PQM 1 (existing system).

In most of tables a significant correlation for all PQM is examined due to low agreement to all items. Therefore this correlation although exists but it is in disagreement against statements of PQM 1. A large sample is showing low responses for existing system. Similarly in most of items correlation is not much strong.

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On the basis of these findings second hypothesis “There is no significant relationship between existing selection process of public sector primary school teachers and Quality Management” is rejected.

Ho3 There is no significant relationship between future recruitment process of public sector primary school teachers and Quality Management.

Table 4.15 shows PQM 2 in which a significant correlation exists in all variables in view of Quality Management. Significance at both levels is good. PQM 2 was also strongly correlated with Quality Management. Here all of items were strongly correlated with one another. Table 4.15 with related graph shows all details and indexes.

Therefore on the basis of all findings null hypothesis Ho3 “there is no significant relationship between future recruitment process of public sector primary school teachers and Quality Management” is rejected.

Ho4 There is no significant relationship between future selection process of public sector primary school teachers and Quality Management.

Table 4.16 shows a positive correlation where there is a significant correlation found in all items of PQM 3 which were related to future selection process. Mostly correlated items in view of Quality Management are 21, 22, 24, 26 and 27.

On the basis of these results null hypothesis “there is no significant relationship between future selection process of public sector primary school teachers and Quality Management” is rejected.

Ho5 There is no significant relationship between competencies in subject knowledge for public sector primary school teachers and Quality Management.

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Table 4.17 shows a significant relation in all items. Most significant items were 28, 29, 30 31 and 32. There were only few of items on major subject areas all of which were highly correlated.

In view of all results in table 4.17 about PQM 4 proposed null hypothesis “there is no significant relationship between competencies in subject knowledge for public sector primary school teachers and Quality Management” is rejected.

Ho6 There is no significant relationship between competencies in professional knowledge for public sector primary school teachers and Quality Management.

In table 4.18 correlation strength of PQM 5 for Quality Management is much stronger in all of variables. In PQM 5 mostly correlated items were 34, 35, 36, 37, 38, 40, 41, 43 and 44. PQM 5 highlighted the parameters of professional knowledge for Quality Management in selection. There were twelve constructs which were highly correlated.

On the basis of findings from Table 4.18 proposed null hypothesis “there is no significant relationship between competencies in professional knowledge for public sector primary school teachers and Quality Management is rejected.

Ho7 There is no significant relationship between required personality traits of future primary school teachers and Quality Management

In Table 4.19, PQM 6 there was a significant correlation in all items. Most of traits were strongly correlated in view of Quality Management. Most significant correlation was found in items 50, 51, 52, 53, 54, 55 and 47. This was the only PQM where both mean and SD were significant. All items show a strong response for personality traits of future primary teachers.

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Therefore on the basis of all findings about PQM 6 null hypothesis “there is no significant relationship between required personality traits of future primary school teachers and Quality Management is rejected.

Ho8 There is no significant relationship between required previous teaching experience of prospective primary school teachers and Quality Management

Table 4.20 is about PQM 7, there was a high correlation in few of items which were 57, 58, 59, 60, 61 and 62. All items were strongly significant at 0.05 and 0.01 levels. However in view of tables from descriptive statics PQM 7 (Prior experience) was showing some variance in view of response scores from all respondents after PQM 1.

Therefore in view of all findings about PQM 7 null hypothesis “there is no significant relationship between required previous teaching experience of prospective primary school teachers and Quality Management” is rejected.

Ho9 There are no significant recruitment criteria for future primary teachers with respect to education qualification, professional qualification, age, gender and prior experience.

In order to test Ho9 Table 4.3 illustrates all types of prescribed criteria by the research contributors. In finding five types of criterion a significant criteria was found for future recruitment process.

P = 0.000 < 0.01 here all criteria show a significant association which was determined by calculating chi square in these variables. Percentages and frequencies also indicate that in every criterion most of participants proposed a significant criterion. Most significant criterion was found in prior experience while least criteria was professional qualification,

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Therefore on the basis of all values in Table 4.3 developed null hypothesis “there is no significant relationship between competencies in professional knowledge for public sector primary school teachers and Quality Management is rejected.

Ho10 There is no significant difference for various PQM in view of demographic variables like gender, age district, designation, qualification, experience participation in selection and number of applicants tested.

In order to test Ho10 table 4.4 to 4.12 describes complete details in which according to demographic variables there was no significant difference found in most of PQM. However only PQM 1 was with significant difference in most of demographic variables. In view of districts, designation and applicants tested the PQM 1 was significantly different.

Thus on the basis of all statistics in these tables null hypothesis “ there is no significant difference for various PQM in view of demographic variables like age , district, designation, qualification , experience, participation in selection and number of applicants tested is rejected also.

5.4 Findings from Qualitative data (Open ended views) There were 837 respondents who took part in the study , among all 697 responded in open ended items where question was stimulated to get views and suggestions for weaknesses in existing systems as well as for betterment in order to establish best Quality Management for future selection. Views and comments noted were written separately from coded questionnaire and these were arranged in nexus of ideas for better propositions. Following findings were drawn from qualitative data. a. There is an urgent need for establishment of a separate human resource department for selection of primary teachers. b. Prevailing systems of recruitment and selection for primary teachers was regarded under a severe dominance and victimization of political groups. It was revealed that higher officials were fully governing upon selection, appointment and transfer of all types of teaching posts in primary education.

189 c. Selection committees composed for recruitment process and conduct of tests were pre-occupied by political groups. There is an open involvement seen in political activities from most of schools. d. There is an urgent need to establish an independent and autonomous authority for selection of primary teachers according to their possessed capabilities. e. A central system on the shape of Public Service Commission or NTS needs to be established for fair and meritorious selection. Public Service Commission can be given the responsibility to conduct all recruitment. f. Member of selection appointed for commission or respective authority must be honest, responsible, trustworthy and loyal. They must hold their responsibilities in true spirit. g. Ongoing system is a shallow mirror in which organized tests, interviews and prepared merits are not real in nature. Before finalization many injusticed documentation is observed which defaces all reality. h. Due to politicization red tape is evident; these activities come in different shapes like involvement of pressure groups and personal interests. i. There are certain racial, cultural and social barriers due to which tribalism, favoritism and nepotism is openly found. j. Personality traits, medical fitness, background check and verification of acquired degrees is never checked or verified for authentication. k. Written tests are only MCQs typed, they are not in declarative form and these tests are of only 50 marks which comprise only subject knowledge. l. There are no tests of professional knowledge competency in existing selection. So teaching being profession is not tested, no sample lesson or practice teaching is examined. m. While testing and interviewing inner motives and missionary spirit as a force to change scene of primary education must be examined among candidates. n. Though experience was not suggested as a major prerequisite for recruitment but most of qualitative data urged for minimum 1-3 years of experience. o. Both male and female teachers should be selected for teaching in primary classes; however female teacher can better handle primary schooling. p. In all phases of selection true and impartial selection should be organized. Legal, ethical and social needs of deserving and best out of all teachers may be sought.

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q. Use of teaching methods, strategies, adeptness in teaching aids and open mindedness in candidates while selection may be examined. r. Teachers above 35 years of teaching service may be retired from service pool so that new and well trained teachers may take place in primary schools. s. Duration of service for a primary teacher for future selection may be determined 25 years only.

5.5 Discussion The study under exploration attempted to analyze the existing recruitment and selection system of AJ&K and to propose an effective model of recruitment and selection on the basis of different PQM aspects. Quality Management is need of every sector and sector of primary education with a large teaching workforce cannot be ignored in view of continuous improvement in technology and mode of teaching- learning. In Pakistan Quality Management for higher education has been a focal point of research so far but primary education which is a major nursery for nation building and literacy has always been ignored. Although there are shortages of other resources in primary education which mainly includes its infrastructure but recruitment of effective teaching staff is not fully implemented. As a result of bad teacher’s recruitment most of new school going children drop from schools or their quality of education stands much lower for career building. Human Resource in primary education is not hired according to their competencies. Most of teachers lack in different educational and pedagogic competencies.

The study involved triangulation approach and a survey instrument was a major source of data collection. Study also attempted to find out future criteria of recruitment and selection of primary teacher, their required competencies in subject and professional knowledge, type of personality traits and required previous experience of teaching. Quality generally means degree of excellence, customer satisfaction, or conformance to specification. Quality Management means unified activities of an organization in view of quality policy, planning, control, inspection, assurance and its improvement. These dimensions are mainly related with the role of management who selects teachers in primary education. It is both a system and process approach in which different processes are observed to examine the quality

191 practices needed for customer satisfaction. Teachers for primary schools are going to be shortened and quality of schools due to poor recruitment standards is much worse.

In order to reach Universal Primary Education a large gap of primary teacher’s recruitment is required to be filled. According to UNSECO Institute of Statistics (2012) up to 2015 there is an acute need of filling vacancies of 1.7 million primary teachers all over the world approximately in 114 countries. In these figures 14% are needed in south and west Asia. Although Pakistan is not with true statistics of needs of primary teachers but due to a high population increase, increase in numbers of accumulated new primary classes, low income in teaching and teacher’s dissatisfaction, a lot of schools are much crowded where ratio of students against teachers is large. In 2010 ranking of Pakistan according to pupil –teacher ratio was 40:1 which means that to teach a group of 40 children there was only one teacher. An aggregate ratio of pupil-teacher has been examined 24:1 in all over the world. Ratio of female primary teachers teaching in these schools was 47:1 percent. However world has an aggregate of approximately 62% female teachers in primary classes. In Asia 1, 14000 primary teachers are to be recruited till 2015. This wider gap for recruitment of primary teachers is an evidence where teachers recruitment is highly needed not only for UPE but to maintain overall quality in primary education.

In process of recruitment and selection of primary teachers instead of Quality Management System (QMS) only process variables were included from ISO Quality Management Systems which were policy, planning, assurance, control and improvement etc. In the same manner this study does not involve Total Quality Management (TQM) aspects because of nature of study a separate tool of research was build in. Questions of instrument were expressed in view of needs of Quality Management in eight types of PQM as a parameter of study. Study analyzes two major documents of existing system one of which was recruitment criteria with selection authorities and second was process of selection through different tests and interviews. Both descriptive and inferential statistics were also used separately to analyze quantitative data and to meet related research objectives.

A detailed review of related literature was searched for quality recruitment and selection and also for sound theoretical grounds. New ISO 10018 guideline for people

192 involvement and competence is a very useful tool which could be used by HR managers to get best out of best people in order to implement Quality Management. Merrill (2012) describes that it is up to leadership of organization to set policies, purposes and directions for Quality Management as a system. Competence is the ability of an individual which is applied by using knowledge and skills in order to achieve desired results while involvement is related to engagement and contribution to organizational shared objectives. New ISO 10018 is following paths of ISO: 9000 in relation to Clause 4 where role of management has been described with involvement and competence of people. These include management responsibility, resource management, product realization, measurement, analysis and improvement. In view of people competence and involvement in recruitment and selection qualities like awareness, communication, creativity, innovation, education, training, empowerment of staff and continuous engagement are very import. Teamwork and collaboration are other attributes desired to hire competent workers. Empowerment is related to open decisions and engagement shows continuous commitment.

A thorough review of literature also helped to know about plight of existing selection in the country. In context of selection of Pakistani school teachers Memon (2007) highlights that a major problem of primary school teacher’s weakness is low level educational qualification at the time of entry, only ten or twelve year schooling is conditioned at the time of recruitment. A second major problem is lack of professional training or continuous professional development, similarly quality of professional education is not accredited. While third problem diagnosed is that in every constituency of primary schooling there are certain regional and political groups who interfere whole of recruitment and selection. Therefore self-interests of people results in lack of teaching motivation, absenteeism and teaching quality.

There are different critical factors in selection of primary teachers in view of Quality Management. Generally role of management keeps importance in organizing, conducting and evaluating these activities. In recruitment and selection activities there are lapses in conduct of selection tests, interviews and composition of interview panel. These are not organized keeping in view Quality Management. Selectors did not get any training and most of initial recruitment activities like screening and reference checks are ignored. Critical success factors that contribute in quality recruitment and taken by top management include management support , focus on customer

193 orientation , cooperation, participation of competitive staff, training of selectors , preventing problems, use of proper selection tools and theoretical and practical implications. (Cho et al, 2012)

Results acquired through survey instruments showed different results. Study put emphasis on ongoing recruitment and selection practices and its policies. Most of respondent were not satisfied with existing selection activities like clear policies and procedures of selection and their implementation, type of subject and professional tests, competencies of selection committee, tests, interviews and unbiased selection. In view of age gender, qualification, professional skills and experience etc most of members showed significant difference for PQM 1 (existing system of selection). Responses on different aspects for existing system were also noted. Views of teachers and junior selectors were mismatching with other groups, they showed positive responses for system and a need for Quality Management. More senior officials were in favor of existing selection and about 87% teachers did not agree with system.

They commented that there are many flaws in ongoing system especially political influence and regional biases. Selection committees outline all activities of selection in view of their personal interests and to protect their designations. Primary teachers are not selected on their professional and subject knowledge competencies. Examination of personalities teaching spirit, physical fitness and degree verifications are ignored. Selection committees do not consist of honest and loyal people but they are supporters of different political groups. There was a strong need of some centralized impartial system or a system which is totally self-governing at district level. In Pakistani educational environment of primary schooling is decentralized system but it is not liberal or unbiased.

Newly enrolled teachers must not be left alone in their teaching rather they need continuous support and monitoring. According to Rizvi (2003) all such teachers must be supported through collaboration of both public and private sector. Trained teachers and supporting staff must be assigned the responsibilities to look after these teachers. Their practices of teaching must be arranged and they must be trained to supervise their schooling.

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Teacher’s autonomy is important for sustainable teaching profession. It shows that a teacher possess some authority in view of teaching in schools. Due to most of pressure groups teacher’s autonomy has been a matter of discussion. It has been decreasing due to which teachers face problems in decision making. Teacher in primary education must be given some power and autonomy to function independently but this autonomy must be in limitations. Teacher must be given autonomy over instructional powers and decision making process. Less autonomy over critical thinking, decision making and other school activities is a barrier in teacher’s sustainability of profession. Autonomy for those who selects teachers is also important to balance demand and supply of teachers for high quality. (Bracy & Moinar, 2003)

Some previous researches consulted in literature indicated that a wider unrest is prevailing in Pakistani educational environment which is mostly seen in primary school system. Different violations are detected on a number of occasions. Among principal drawbacks unfair testing and interviews in selection process are evident. Sometimes different phases of tests are prolonged just to favor the elites or a pressure group or different criteria of selection are immediately changed. In these depressing conditions candidates either withdraw themselves from whole process or they peruse courts or tribunals due to such injustice. Higher official due to their departmental associations or personal interests influence on these posts. These factors also enhance psychological pain and as a result different other incidents occur. (Memon, 2010)

If recruitment and selection is carried in the light of teaching competencies in Pakistan then most of problems in primary school can be controlled. Existing study focuses on role of teaching in change of primary teaching. Heart of primary student is a center which is to be changed through teacher’s quality. Some core qualities of subject and professional skills were included in studies which were related to behavior, classroom, teaching methods, assessment and program developments. Significant results were achieved where most of respondents agreed with these attributes as a part of future recruitment. Teachers need missionary spirit and motives to lead forces of learning. Missionary spirit is a dominant fact which prevails in inner motives to bring primary teacher towards success. This aspect also retains the ratio of drop out or failure in early age children. Most of teachers in primary schools lack

195 missionary spirit and zeal. In recent changing scenario of technological advancements in schools every child needs an individual attention. Teacher’s lack of interests and absenteeism are also blocks in primary teaching due to which child’s attention is affected. A competent and well motivated teacher can minimize all these issues. (Chohan & Qadir, 2013)

Survey results acquired through questionnaire showed a strong interrelationship of different PQM variables. In examining teacher’s subject and professional competencies a lot of aspects in classroom and out of classroom with school and community were brought into light. In all of these teaching qualities a strong correlation between subject, teaching skills and Quality Management existed. Descriptive statistics like means, SD and correlation analysis showed a positive correlation with these skills. Mean was noted high in the favor of all subject and professional skills in recruitment. In complete research future selection was a focal point of respondents to bring qualitative changes in the system.

Mulkeen, Chapman , Dejaeghere, & Leu (1999) suggest that for quality induction of a teacher a systematic and adequate policy of teacher’s selection may be launched. Motivation is a enlightening force behind the teacher to be professional of all the time. Therefore inner spirit of teaching must be sought out while selecting a teacher. It will further help teachers to prepare and develop themselves as professionals of teaching field. Females who have fewer responsibilities at home and are with educational degrees can be motivated to come in this field.

Selection is more important than training especially when teachers are to be selected in urban poverty or rural areas. Teacher’s ideology and strong belief to learn are the charismatic factors to bring a change. Because teacher’s ideology and vision has a clear impact on learning process therefore while selecting out of best, teacher’s perspective of ideology is to be taken into consideration. Ideology and vision cannot be taught in initial training program but mostly these are built in where as an inner spirit of teaching they float being a charm and change. In Haberman teacher’s evaluation and selection some of teachers are regarded as “Stars”. These stars are those teachers which are popular due to their inner competency and student’s success.

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Between 5-8% of urban poverty teachers are star teaches who are popular among supervisors, teachers, families and students. Important qualities in selecting star urban teachers are strong persistence for learning of students and solution of problems. Protecting learner and learning environment reflects to deal with the help of theory and to teach with examples and concrete evidences. It is teacher who controls learning with the help of teaching techniques and students to create a learning climate. Application of generalization is another quality of a star teacher in which practical applications, all types of theories and principals are strived. Easy to difficult, general to specific and minor to major are ways by which thorough examples major concepts are learned and applied. Ability to identify students at risk is also important factor because some students need special attention and aids to be taught

The study comprised an in depth review of literature. A teacher through strong observation and teaching skills catches all learners and develops either a separate or a combined strategy of teaching for these students. Professional versus personal attention for students is the quality of star teachers in which love affection and care is given and taken to develop sense of learning in students. A beauty of star teacher is that he/she knows causes and cures of burnouts.

To protect from bureaucratic burn out and to save profits of teaching for community a star teacher is always able to understand system and its negative impacts on education. He/she is able to protect the learning from such impacts and tries to sustain under stress like conditions. Fallibility is natural, a star teacher understands that every human commits mistakes so he/she improves through mistakes and accepts mistakes from students for their learning. Star teacher helps to improve human relation and affection. Some of among other fourteen qualities related to star teacher are organizational ability, emotional and physical endurance, styles of teaching, explaining and understanding of success factors, student’s involvement and readiness to work. (Haberman, 1995).

If teacher is selected on merit and motivation then he/she can stay in the profession for a long period. Kayuni & Tambulasi (2007) state that teaching profession is no longer an association with academic environment but with the community of which ones comes from. On the whole teacher’s turnover is a problem

197 which must be addressed through sound recruitment. Wrong ways to select candidates and delegation of teaching those subjects which the teachers have no mastery results in a sluggish progress. Recruitment on the basis of academic marks or degrees also contributes a lot in slow progress of primary education. In order to intervene all such malpractices government should take the measures on spot with clear policy and implementation methodology.

Study brings to light important characteristics of a teacher like a star for which different types of subject and teaching skills were incorporated in gathering data. Among indicators of effective teaching a list of subject and professional competencies was prepared in view of primary education. In process of selection there is a great deal between quality indicators for teaching and selection. Teaching effectiveness also highlights those attributes which are required at a particular level for any class.

As teacher is a person, therefore both personal and professional skills are needed to accomplish for good teaching. Major pre-requisites before entering into teaching profession are verbal ability, knowledge of content, educational course work and teaching certificate. In selecting teaching among Teacher Quality Index (TQI) there are most important quality domains with their indicators which are to be examined. Verbal ability, content knowledge, teaching knowledge, certification, experience, motivation, dedication, student interaction, discipline, class management, instructional strategies, teaching contents, assessment, monitoring and evaluation are major quality indexes. (Hindman & Stronge, 2006 )

Personality of a primary teacher not only influences student’s personality but it contributes towards students learning. Students take teacher as role model where only teacher sparkles in their mind every time wherever a student persists. In view of profession, this study included important factors of teacher’s personality which bears in physical and hidden characteristics of a teacher. In all professional and subject competencies personality attributes of a teacher were given much importance. The empirical data gathered through survey revealed that there was a significant correlation in personality factors. In view of demographics all groups strongly agreed with personality traits of a primary teacher. These traits were asked in physical

198 abilities, mental abilities, sense of responsibility, team work, problem solving skills, honesty, trust, strong character, ethical values, open mindedness, discipline and social values etc. In qualitative data gathered from open ended responses showed that all people laid importance on physical and mental health and sense of responsibilities. Character background and problems solving skills were given importance too as part of personality.

There are different ways to examine personality of a teacher in selection. Most of schools use Big five or Personality inventories. Personality factors are also influenced by society and culture. In other way a family too has a role in building personality patterns. A teacher’s personality is mostly build by school, family, educational institutions and social environment. Personality traits also vary according to gender; woman and man both have different characteristics in their personalities. There is also a close relationship in all personality characteristics of an individual. In student’s evaluation for a teacher, personality of a teacher has a great role. Personality has an impact on quality of instruction and learning besides other factors. Physical characteristics have an impact on student’s social attitude and teachers rating. However despite of outer traits of personality hidden traits like honesty, trust, social values, teamwork and motivation has also an impact on students learning. (Kneipp ,et al, 2010)

Through investigation of extensive literature different traits of personality were explored. In different personality traits different traits are dominant at different levels and teacher with most dominant traits is attracted by most of students. Every teacher has dominant personality traits due to cultural differences. All these traits promote learning environment, student satisfaction and student-teacher relationship. Most important traits are considered as adaptability, responsibility, respectfulness, enthusiasm, honesty, friendliness, expectation, agreeableness and care etc. Most of these traits are part of teaching profession and to explore a better trait according to profession different tests are administered. (Gao & Liu, 2013)

Literature search also helped to know about the importance of previous teaching experience as a factor which empowers profession of teaching. Prior experience in most of HR organization is given a preference in new jobs. Primary

199 teacher needs training to come up to standards of teaching. Study under analysis took previous teaching experience also as a parameter for Quality Management. Review of different studies help to expose different sides of experience which may be considered important in selecting employees. However previous teaching experience was not supported fully by respondents in survey responses. Only 25-30% respondents supported different ranges of experiences however a very short range of previous experience of 1-3 years was strongly supported in most of open ended responses. Responses for previous teaching experience as a condition for Quality Management as compared to other PQM was less supported. After low responses for existing system previous experience was second parameter where respondents did not fully agree. Despite of all that a sufficient number of participants strongly agreed that prior experience with minimum range would be beneficial as a condition to maintain Quality Management. Main elements of previous experience in primary teaching sector were added in view of review of extensive literature. These parts were about reputation of organization where an individual performed duties or responsibilities, working conditions, nature of educational tasks, social responsibility, adaptability, faced challenges, hurdles and code of conduct in service.

These elements were answered and findings were sought. Respondents with higher level of teaching experience supported a wide range of experience and those who were novice entrants did not favor much experience except a favor for 1-3 years previous experience was noted through qualitative data.

Two major documents were analyzed one by one. Therefore this study endeavors to explore the hidden realities of selection system through document analysis alongwith collection of empirical data. Eight major Parameters of Quality Management (PQM) for selection of primary teachers were taken as a framework for research. These were analysis of existing system through document analysis and surveyed data, criteria of recruitment for future teachers, role of management for future recruitment, role for selection of future teachers, required subject competencies, professional competencies, personality traits and previous experience. Data was gathered through a self-structured questionnaire constructed on eight PQM components. Data comprised both qualitative and quantitative types in which document analysis and survey questionnaire were applied on a large sample including

200 selectors of different designations and primary teachers. Review of related literature for theoretical grounds was mostly consulted on human resource process in recruitment and selection, existing system of selection in the country, primary teachers’ demand-supply process, teacher’s selection process, traits of primary teachers’ quality certification and national professional standards for teachers. Data gathering took a large time because of different groups of participants.

Findings of study were of varied nature, however a greater relationship was found among analyzed data. There were two types of qualitative data, one from document analysis while the others from open ended responses for the existing system to implement quality. Quantitative data analyzed through descriptive statistics revealed that a lot of sampled groups were having categorical responses. There was no significant difference for implementation of PQM in view of gender. In view of districts there was also no significant difference except in PQM 1 which was about existing system. All districts disfavored the practices followed by existing system. Selectors also gave their opinions about recent system which was mostly in its favor. Management of selection with higher ranks favored the system but lower ranks and teachers showed strong dissatisfaction.

Qualitative data also helped to find out criteria of future recruitment. Criteria in view of age, gender, educational qualification, professional qualification and experience were clearly significant, Bachelor, B.Ed , 21-25 years age of recruitment and a minor previous experience was suggested. There was no significant difference for PQM in view of gender, education and professional qualification etc except PQM 1. Data was also analyzed in view of experience, participation in selection and number of applicants tested by selectors. In view of qualitative data analysis two documents (recruitment policy and procedures) were studies in view of determined parameters of selection.

There were many defects founds in prevailing system because system comprises only MCQ type written test of 50 marks in five major subject areas of Urdu, English , Math, Islamic studies and Pakistan studies. Testing and evaluation was not up to the standards and practices followed for testing and interviewing were orthodox. Interviews consists 25 marks from total 100 of marks of testing. Hence the

201 system was found weak in reliability and validity of testing, examining of personality, conduct of interviews through experts, written tests of subject, profession and prior experience. There were no latest tests of fitness like physical fitness, background check and authenticity of certificate/degrees. Qualitative data from open ended responses of nearly 700 respondents was also analyze one by one in view of open propositions for existing system and future recommendations.

In the open ended responses mixed views were gathered. Areas which were examined imperfect include politicization of selection process, poor practices of selection, biased merits, tribalism, racism, and red tapes. The expressions and comments analyzed from qualitative data exposed many concealed stories which indicate that participants were in state of complete boredom and dissatisfaction. Most of comments were reflecting top management and political groups which were regarded as barriers of destination. Criticism on officials, pressure groups, tribal interests and other red tapes were very clear. District Education Officers were commented as non functional due to pressure of higher officials. Only a few of chances were described where free selection may have been carried by selection panel. Deficiencies which were noted in document analysis were also reflected by respondents in their open ended responses. In testing and evaluation of candidates written tests on subject and profession including medical fitness and degree verification were recommended. Few of them proposed Public Service Commission while others directed NTS for future selection. Some of respondents recommended army based selection on transparent and competitive manners. Personality traits were urged to be explored and experience before entering teaching was recommended necessary. HR department was urged to be established on immediate basis, it was supported both in qualitative and quantitative types of findings.

Corruption in any shape destroys regularities and structure of any system. Corruption in the form of bad recruitment is much drastic and alarming. Atashak (2011) states that favoritism among pupils, parents and teachers destroy competency spirit and due to these regular customs new traditions are established in education system. Root causes which are mostly seen in system of recruitment and selection are lack of transparencies in examination and testing, documentation , lack of check and balance, lack of trained human resource infrastructure, poor coding, confidentiality of

202 exams, lack of Quality Management in administering and documenting different tests, authenticity of certification, lack of professional code of conduct , lack of rules and procedures for quality, illogical replacements of teachers based on private needs, appointments and promotions related to subject, payment of bribes for incentives, favoritism and gains on the basis of political or personal interests. These negative factors in teacher’s recruitment, selection and placement are poisonous and cutting roots of quality education.

There was a need of responsibility and loyalty of selection panel that may have to work under non feared climate and with full autonomy. Training of selectors was proposed in qualitative data which was also supported through quantitative data in which training of existing selection staff was inquired. Human resource planning (HRP), advertisement of posts and a transparent recruitment were demanded. Proper record of data in view of documentation and management was advised. Teacher’s character and internal motivation were two other major variables highlighted for Quality Management in qualitative data. Written tests were recommended to be given more importance and only 30% marks were proposed for interview in complete selection. Hence most of views or observance of quality indicators have cross check in three different attempts for real findings and underlying obstacles. These were document analysis, quantitative data and finally qualitative data in all open ended views.

Through quantitative data a correlation among determined PQM was also established. In view of correlation analysis Spearman Rho was used to determine level of significance at 0.01 and 0.05 levels. In the light of all PQM correlation there was an inverse correlation of existing selection with subject competency, professional competency, role of management for future selection and required personality traits. Existing selection with future recruitment and personality was having no significant correlation.

In other PQM a significant correlation was found among all types of parts. All variables of existing system were strongly correlated. Role of management for future recruitment and selection were also strongly correlated but their correlation strength

203 was not strong as other PQM variables. Correlation in subject knowledge competencies was at a moderate level.

Higher level of correlation was found in professional knowledge competencies for selection of future primary teachers. After this correlation in personality traits was found higher enough. Correlation in experience was neither much higher nor too low. Except existing system where correlation was in the state of disagreement for statements all other PQM were positively correlated with one another, personality traits and professionals skills were also highly correlated.

5.6 Conclusion This part of study comprises major conclusions which have been drawn on the basis of all finding of study. These conclusions are based on finding of document analysis, descriptive analysis, inferential analysis and data which have been analyzed on qualitative grounds through open ended views.

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5.6.1 Conclusion from Literature Review Human resource management is widespread all around the world which seeks competitive workforce for effective outcomes in different organization. Educational industry goes in search for recruitment and selection of those teaching forces which have to change not one industry but industries all over the world. Recruitment and selection of primary teachers in order to build grass roots of leaning has become a matter of great attention. Primary education asks for recruitment of those teachers who bears strong potential of teaching quality for effective Quality management. Literature of study from multiple sources provided basis for better recruitment in future for Quality Management. On the basis of major finding from literature review researcher came on following conclusions.

a. Human resource management in process of recruitment and selection is one of the important factors to run organizations by selecting competitive working force for highest output and profitability of organization. b. Recruitment is done both from internal and external channels, internal recruitment is easy and less cost effective, external recruitment is difficult and more cost effective, internal recruitment is time saving while external recruitment is time taking. c. Internal recruitment is carried through bulletin boards; notification etc while external recruitment is done through advertisements, online sources, consultants and job fairs etc. d. Among different types of recruitment tests most common are aptitude, psychomotor, job knowledge, interests, personality, polygraph and graphology. e. Common types of interview methods for selection are structure, unstructured, semi-structured, stressed and panel interviews. f. To meet better qualities and best standards organization also take tests of physical abilities, work sampling, video testing, personality inventories, background check and record of criminal history. g. In testing a teacher in view of personality characteristics, most of schools follow Big five or five factor personality inventory. h. Haberman star tests help in teachers pre-screening, interviewing, effectiveness in rural or urban schools and retention in profession for a longer period.

205 i. Series of Gallup Teacher assessment includes teacher’s insight assessment through MCQs based techniques. Most of schools adopt Gallup and Haberman school tests.

5.6.2 Conclusion from Document Analysis All conclusions which were drawn from document analysis comprising existing policy and procedure of selection are described as under. a. Test of language skills are conducted only in MCQ type testing, there are no other written type of test to examine Urdu-English proficiency of reading, writing and speaking. b. There are no professional tests to examine professional characteristics of teachers; similarly personality tests are also lacking from selection of teachers. c. There is no description in documents that existing selection test of 100 marks is reliable and valid in terms of scoring. d. Age criteria of all teaching posts like Qari, Bandmaster and Physical Education Teacher etc is same i.e. 18-35 years age is set for entry of all primary, elementary and high school teachers. e. Being public sector schooling some important tests other than traditional testing like medical fitness, reference check, background check, and degree authentication is not included. f. To ensure quality there is no description of Quality Management; necessary documents like quality manual, policy, planning, control procedures and improvement are not described. g. Award of marks on the basis of academic degrees is 25 in which only eight marks are for professional degrees, no professional testing is added. h. Basic qualification is Intermediate with PTC, in 100 marks test scoring 50 marks are for MCQ type test on five subjects mostly used in primary schools, 25 marks are for educational and professional degrees and 25 for final interview. i. AEOs and DEOs of districts conduct interviews but some time additional members like Assistant Director or Div Director may visit to check. j. Appointing authority for BPS-7 posts is DEO while in BPS-9 concerned Div Director holds authority of appointment.

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k. Total 50% posts are filled through direct selection whereas 50% are filled among existing pool of teachers through their promotions.

5.6.3 Conclusion from Descriptive Analysis On the basis of major findings acquired from descriptive statistics of study, following major conclusion have been drawn.

a. Table 4.3 indicates through p-values and averages that there was a significant criteria determined for recruitment of future primary teachers with respect to their age, gender, education, professional qualification and experience. Both female and male genders, 21-25 years age, Bachelors as basic education, B.Ed professional qualification and no previous experience was proposed. b. There was no significant difference against different PQM elements in view of respondent’s districts except PQM 1 which shows a significant difference in views and suggestions from researcher contributors (See Table 4.4). District Haveli and Bagh showed very low response for existing system, Poonch , Sudhnoti and Neelam were with similar nature of response for all PQM. Mirpur was highest in all responses for existing system. c. There was no significant difference in all PQM types according to gender except PQM 4 and 6 which were about subject competencies and personality traits. Table 4. 5 where p-values of both PQM in view of gender were less than 0.01 shows an insignificance. d. Difference of agreement for PQM in view of various age groups was not significant, however level of insignificance was very minor in PQM 1 and 3 for existing system and role of management for future selection. (Table 4.6). e. There was no significant difference among participants for PQM in view of education qualification. But in view of mean differences a minor variation was found. Matriculation and MS/PhDs were highly agreed with PQM 1 while all others qualifications have nearly same responses. (Table 4.7)

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f. There was no significant difference noted in view of professional qualification in all PQM except 1, 2, 4, 6 &7. In these PQM a very minor insignificance was found. (Table 4.8) g. In view of rank profile or designations of sample there was no significant difference in all groups for PQM except PQM 1. Higher ranks were strongly agreed with prevailing system of selection while gradually junior ranks were disagreed. Primary teachers representing large population were quite disagreed about system in progress. (Table 4.9) h. There was no significant difference in view of teaching or administrative experience of teachers and selectors. People with newer experience and old experience were agreed with PQM 1 in view of mean difference. Those who were between middle ranges of experience (11-15) did not like existing system. (Table 4.10) i. A very minor insignificance was found in view of selectors and teachers participation in selection process for existing selection. All other PQM were having no significant differentiation in view of those members who participated in selection process on different timings. (Table 4.11) j. Difference in view of number of applicants tested by selectors was significant only for PQM 1. New selectors who tested different ranges of applicants were not satisfied with existing system meanwhile all those who tested up 50 applicants were agreeing with existing system. (Table 4.12)

5.6.4 Conclusion from Inferential statistics (Correlation Analysis) To find correlation analysis spearman rho was used for response against different types of PQM. On the basis of all findings from correlation analysis, following conclusion have been drawn.

a. Propose null hypothesis Ho1 “there is no significant relationship among different types of PQM aspects of recruitment and selection for Quality Management” was accepted and it was concluded that there was a significant relation of existing system with future selection,

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subject skills, professional skills and required personality traits. It further proves that existing system has no relationship with determined Parameters of Quality Management (PQM) which has been proposed. So current system is progressing without necessary parameters of Quality Management. b. Null hypothesis Ho2 “there is no significant relationship between existing selection process of public sector primary teachers and Quality Management” was rejected. This hypothesis was rejected on the grounds that there was a significant correlation existing among all variables of existing system but this correlation exists in view of low response scores for existing system as table 4.5 to 4.10 show all details of low responses of respondents for existing system. Similarly 4.14 also show a low correlation in this respect. c. Null hypothesis Ho3 “there is no significant relationship between proposed future recruitment process of public sector primary teachers and Quality Management” was rejected because a strong correlation exists among all variables of PQM 2. Therefore it is concluded that there is a significant relationship between proposed future recruitment and Quality Management. d. Null hypothesis Ho4 “there is no significant relationship between future selection process of primary teachers and Quality Management” was rejected. It was rejected because all variables of PQM 3 for future selection in view of Quality Management were strongly correlated. e. Null hypothesis Ho5 “there is no significant relationship between competencies in subject knowledge for selection of primary teachers and Quality Management was also rejected. All variables of PQM 4 in view of different subject knowledge competencies like knowledge of theories, principles, generalization, sources of knowledge and following improvement were correlated. f. Null hypothesis Ho6 “there is no significant relationship between competencies in professional knowledge for selection of primary teaches and Quality Management” was also rejected. It is concluded that all described competencies of professional knowledge for selection of future teachers were highly correlated as compared to other PQM.

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Motivation, behavior management, learning environment, class rules, methodologies, individual differences and family relationship etc, all were strongly correlated. g. Null hypothesis Ho7 “there is no significant relationship between required personality traits of future primary teachers and Quality Management” was rejected too on the basis that in view of PQM 6, all personality traits were highly correlated more than professional skills. Statistical correlation in view of scores at 0.01 was highest from all PQM. It is concluded that focus on personality traits was very strongly urged. Traits like passion of profession, being disciplined, teamwork, motivation, confidence, trust, strong character, social values, sense of responsibility and mental and physical health were strongly correlated. h. Null hypothesis Ho8 “there was no significant relationship between required previous teaching experience of prospective primary teachers and Quality Management” was rejected too. Significant correlation between aspects of previous teaching experience and Quality Management was found. Although this correlation was not much strong as compared to other required skills of teacher for future selection but significance was found at 0.01. On the basis of this correlation it is concluded that work in previous organization, nature of duties, working conditions, social responsibilities and challenges etc, all were correlated. i. Null hypothesis Ho9 “there are no significant recruitment criteria of future primary teachers with respect to age, gender, education, professional qualification and required previous experience” was rejected. It is concluded that a significant criteria through descriptive statistics was noted where p-values at 0.000 were calculated. In all five major criteria of selection a significant criterion in view of age was supported with 21-25 years of age, graduation as educational qualification, B.Ed as professional qualification and no previous experience was recommended. However in quantitative data about 30% respondents supported previous experience with a range of 1-5 years. Others recommended a range of 1-3 years experience in open ended views.

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j. Null hypothesis Ho10 “there is no significant difference for various PQM in view of demographic variables like age , gender , district designation , qualification , experience, participation in selection and number of applicants test” was rejected also because PQM 1 was significantly different in view of districts, designations, and number of applicants tested.

5.6.5 Conclusion from Qualitative Data (Open Ended Views) From findings of qualitative data which were acquired from almost 700 participants major results were achieved, researcher reached on following conclusion.

a. There is no separate human resource department for recruitment and selection process in the region where geographical area is large and teachers are in many thousands in primary sector. Only office of DEO is responsible for all recruitment activities. b. System in recent practices for selection of public sectors primary teachers is under ascendancy of higher officials, political affiliations and interests. c. Committees of selection are not independent in selection and appointment matters; they favor only interests of higher officials or political groups. d. There is no central authority which may hold responsibility with independence in view of selection on fair and transparent basis. e. Autonomy of selection decisions is very poor; all steps from recruitment to selection and recommendation have severe irregularities in view of wrong documentation and merit. f. Public Service Commission or NTS if given responsibility of selection then it can resolve the issues of widely observed red tape, partiality and biasness. g. Selection panels are not honest, loyal and motivated to select only best skilled and deserving candidates. h. Red tape, tribalism, favoritism and ethnic difference are mostly seen which are poisons to fair selection.

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i. Tests of professional knowledge skills and personality are totally missing from system, these two tests have a greater impact on schools achievements. j. Written tests are only MCQs natured in which only five basic subjects of Urdu, English, Math, Islamic studies, and Pakistan studies are assessed. There are no oral or written language tests included in selection. k. There is no previous experience described, service range of retirement from existing pool of teachers has been recommended 35 years while for new entrants maximum 25 years age is recommended l. On the basis of gender both male and female teaches were recommended for recruitment, use of teaching methods , aids and ICT were needed to be assessed in selection.

Conclusion from different sources of document, empirical data and literature reflect that existing system of selection in Azad Kashmir is although functional in its recent framework but there are many flaws from recruitment to selection and placement of primary teachers. Most of teachers and even selectors themselves are quite dissatisfied with the process adopted for selection of teachers. There is no clear and independent agenda of top management to be followed and exercised. The system was labeled as politicized, biased and without practice of Quality Management. Existing system was examined very weak in its professional spirit and competency of selection. An urgent need was felt for establishment of an autonomous and independent system. Subject and professional knowledge competencies alongwith personality tests were strongly urged for selection of future teachers. ICT competency, mental and physical health fitness, degree verification and characterization were also strongly suggested for new system.

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5.7 Recommendations After having an in depth analysis through both qualitative and quantitative data and drawing major conclusions on the basis of findings at the end researcher of study has following succinct recommendations on the basis of this study:-

a. Recruitment and selection procedure which is recently being followed in AJ&K must be put under continuous review, Quality Management framework may be developed and all existing flaws may be noticed as soon as possible. b. Management at recruitment and selection level of public sector primary teachers may have to develop a documented quality policy and procedure for selection of teachers. Quality policy may be drafted keeping in view value of Quality Management in academia. Procedures and parameters for quality policy, planning, control, inspection and improvement may have to be defined clearly. This work may have to be accomplished with experts of Quality Management. c. Ongoing system may be de-politicized completely in all its forms and shapes. Interference in teacher’s selection through politics or any other sources may be strictly disregarded. There is a need of enactment of legislation and its implementation against involvement of politics in educational institution by which all such wastes may be removed. d. In the light of different irregularities, lack of mechanism and centrality to manage all types of recruitment and selection activities of public sector primary teachers a separate human resource department may be established on immediate basis. A clear code of conduct and mechanism of such department may be described. e. In order to ensure Quality Management an autonomous, self regulatory and centralized system of selection may be designed. This system may be kept under continuous monitoring and evaluation. f. If new independent authority of selection is not composed, then existing selection system may be brought under supervision of NTS or PSC both of which are already conducting transparent selection of candidates. g. Professional Knowledge tests are necessary to be conducted, existing system do not possess any type of professional knowledge test, only marks

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are allocated for professional degrees, tests of Urdu and English may be given importance. Use of teaching methods, aids and ICT is necessary to be assessed. h. Personality traits of primary teachers in terms of teaching profession may be examined at priority with other tests, internal motives for teaching, honesty and strong character may be given importance in examining personalities. i. Though much testing is not good in selecting candidates but to ensure better Quality Management some of international approaches in teacher’s selection like medical and physical examination, record of child abuse, background check, reference check and authentication/verification of acquired academic degrees may be brought into system. j. Panels of selection may be composed in a ways so that only loyal, honest and god fearing members may lead whole system. These selectors may be given proper training of selecting candidates solely on merit basis. k. Selection discrimination on ethnic, cultural, religious, class, clan, creed, tribe, or party may be strongly discouraged. Through strict legislation strong measure may be adopted against all of such impacts. l. Process of test administration, scoring, validity, reliability and preparation of final merit may be described clearly in policy document. m. Both male and female teachers may be selected without gender differences, age range may be from 21-25 years, basic education Bachelor degree and professional education B.Ed may be prescribed according to growing needs of Quality Management in primary education. n. Although previous experience was not fully supported but in accordance with needs of Quality Management and international trends, previous experience of minimum 1-3 years may be considered mandatory for recruitment. o. To ensure better quality teachers with old qualifications either be trained or they may be retired from services to give place to competent teachers. Maximum service for new teachers may be determined 25 years. p. System of documentation, recording and preservation of all tests and interviews must be clean and transparent to check any mishap or abnormality on as and when needed base.

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q. This study recommends a new selection system for future teachers, however for those teachers who have already been selected and their selection does not fall in quality parameters, they may be trained and retrained till they meet a specific standard of teaching. In the same way teacher teaching in primary sections may be monitored and a system of check and balance in view of quality teaching may be designed by every school.

5.7.1 Limitations of the study Study has a few limitations due to wide-ranging aspects of quality and spread population. Limitations of time, scarcity of financial resources, lack of means to access all educational institutions and training for Quality Management are some important one, all of these are described as under:

a. Teachers and selectors were not fully equipped with knowledge of Quality Management in hiring and selecting primary teaching force which may limit the results. b. Although confidentiality and anonymity due to nature of study was ensured, names of respondents were not mandatory to be written in provided blank spaces, questionnaires were coded properly but despite of that organizational stress and official fears to expose real system may have influenced results to some extent. c. Ratio of participation from selectors was although 74% but despite of that most of top management related to selection did not expose their reality in questionnaire especially in open ended responses which was a limitation too. d. Instrument of research only covers eight prescribed parameters for Quality Management of teacher’s selection; therefore some other aspects related to teacher’s selections may have limited results of study in general. e. This study did not included complete framework of ISO Quality Management System where all aspects of system are kept in mind for quality, this study deals only with Quality Management of human and physical resources mainly related to recruitment and selection process which in other way may reduce generalization of results as a QMS.

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5.7.2 Recommendations for future researchers The researcher tried utmost of its capabilities to reach in dearth of complete system utilized for recruitment and selection for which both qualitative and quantitative approaches were used. In qualitative data existing policy and procedure were analyzed keeping in view importance of Quality, open ended responses from most of teachers and selectors were analyzed in view of deficiencies and lapses. Despite of findings drawn from a large area no claim in all can be stated for 100% accuracy. Keeping in mind all of future phases of research till its closing stage researcher has following directions for researchers in future which may overcome shortcomings and beneficiaries can avail this work in a healthy manner.

a. ISO Quality Management System approach was not a complete part of this study therefore dimension of quality policy; planning, assurance, control and improvement were taken as major components of Quality Management. Purpose was to develop an instrument which on the one way may cover recruitment and selection process of teachers while on the other way it may highlight major aspects of Quality Management. Major emphasis was on resource management, management responsibility, measurement, analysis and improvement which include management with involvement of people for Quality. In future with rapid developments and improvement of concept of quality in recruitment and selection systems of AJ&K complete Quality Management System of ISO: 9000 may be implemented. b. Word quality is not so new but concept and implication of Quality Management as a system has less knowledge in public and school management in AJ&K. For this purpose researcher added a general idea of complete concept as a process in cover a letter addressed to respondents of all ranks for effective responses. However limited knowledge of Quality Management may affect results to some extent. c. This research may be replicated to other provinces of Pakistan including Gilgit Baltastan for recruitment and selection process of primary teachers because criteria and schooling in other provinces is not much different and

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directions set by federal government through education policies are homogeneous. d. Although a counter check to elucidate hidden phenomena and obstacles through three different angels i.e. Survey instrument, analysis of policy & procedures of recruitment and lastly open ended suggestions from all ranks were added which proved reliable in brining true findings according to designations of officials appointed in different district. Despite of that reluctance was observed from some respondents due to official phobia of top management. Therefore it is suggested that open ended interview study for improvement of system under supervision of governmental authorities of AJ&K for better quality implementation may be fruitful. e. This research although is purely designed for public sector primary teachers but according to needs of quality it can be replicated to private sectors institution where primary classes are running. f. Research can also be conducted for different induction courses designed for teachers of primary education, because it would help to establish criteria and competencies for professional courses of educators. g. The research focused on future recruitment and selection process but efforts should be made or studies should be conducted to improve the quality of existing primary teachers through human resource development because it may cover a wider gap in building competencies of teachers. h. This type of studies can be conducted on elementary, and secondary education system for selection of elementary and secondary teachers of schools, such researches may further improve quality of selection for senior classes like elementary level (8th class) and secondary school level (9th & 10th class).

5.7.3 Quality Management Parameter Framework for Recruitment & Selection of Future Primary Teachers To meet 9th objectives of the study “To propose an effective recruitment and selection model for prospective primary school teachers in AJK” a model was proposed as a framework for future recruitment of primary teachers. Keeping in mind all findings from data which were gathered through survey instrument, open suggestions, reviews of policy documents at the end recommendations were proposed

217 for future recruitment and selection. On true and transparent lines a framework for selection of future teachers was developed. This framework for recruitment and selection activities according to major dimensions of Quality Management would help in selection to mark its routes and destination to get qualified and competent teaching workforce. This framework is divided into three major phases which are active, pre- active and post-active phase. Before going through all its routes and channels, its major are phases are described in following details.

1. Pre-active phase Pre-active phase for Quality Management includes planning phase. In this phase quality policy and quality planning for recruitment and selection of teacher has been developed. In developing quality policy existing system has to be reviewed completely in order to develop a well-directed and documented quality policy. Objectives of quality will be described in quality policy as a route to move ahead till its execution.

Document analysis exposed that existing system did not comprise any type of quality policy, as a result policy will serve as a pathway for Quality Management. Quality planning is also a pre-active phase in which planning about recruitment of human resource in primary teaching , criteria to recruit a primary teacher, types of subject and professional tests, composition of selection panels, test validation , test administration , scoring, record and preservation are planned for Quality Management.

2. Active phase Active phase consists of quality assurance and quality control system. Quality assurance is a level of confidence or satisfaction within staff or company that a particular product or service is fit for consumer according to conformance criteria. Quality of tests, administration of tests, and scoring etc is perfect in all aspect and it may be launched for further process. Active phase also comprises control of quality that prepared service is offered under a control system and none of its resources or energies are spoiled and exploited.

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In teacher’s recruitment and selection system, procedures for proper conduct of tests and interviews for quality accomplishment must be described. Such controls are necessary to ensure smooth conduct of tests without any internal or external pressures. Availability of all human and material resources to conduct tests within quality parameters and documentation with evaluation etc is an integral part of this phase. Quality inspection is also an element of active phase where quality being a process is seen in view of its nuts and bolts.

All infrastructures of human and material resources are inspected in accordance with norms and standards of service. In this phase all input variable for any process are inspected to see whether those variable which have been described for Quality Management are up to their standards while they function. In recruitment and selection different inspections, visits, spot checks, document checks and observations can be helpful. This process helps not only to observe steps in quality process but also to control them to reach level of quality.

3. Post-active (evaluation phase) This is the last phase for recruitment and selection according to proposed framework on coming pages. It is an assessment of all types of previous actions which have been a part of teacher’s selection. This phase observes Quality Management implementation and effectiveness in a complete sense. All steps are reviewed and analyzed according to specified parameters of quality. It is also a self-assessment phase at management level to get an assurance of procedures and activities which were followed to get quality recruitment and selection.

The whole followed steps are seen on one side whereas prescribed parameters to acquire Quality Management on the other way are judged. If any specified standard or criterion to meet quality is still short of that level, then it may be noted and steps may be re-planned. Tests, interviews, scores, validity and fair selection etc will be analyzed.

Questions like were skills and competencies through testing or interviewing measured? What was needed to be measured? Procedures of conduct and evaluation were good? Screening and pre-testing was according to designed parameters? All

219 shortages may try to be recovered one after another till final satisfaction of management so quality to be acquired and service of recruitment and selection may becomes up to the mark.

In the light of all three phases which would be helpful in future to work on the path of Quality Management for all activities of recruitment and selection, on coming pages two separate models have been formulated. Last objective of this study was also to propose the models of framework for future recruitment and selection in order to assure Quality Management. First model is a picture of Quality Management framework for recruitment and selection of primary teachers in AJK while the next model describes the procedural steps to be taken in complete recruitment and selection activities.

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QUALITY MANAGEMENT FRAMEWORK FOR RECRUITMENT & SELECTION OF PRIMARY TEACHER IN AJ&K

Establishment of a separate Human Resource (HR) Power delegation to National department for Primary Teachers Recruitment & Selection Testing Service or AJK

Yes No Public Service Commission

Review of existing selection system for

Quality Policy Quality Management, statement mission, objectives and goals to achieve quality,

preparation of documented policy for achievement of Quality Management

Plan Plans to fill teaching posts, determining

activephase) - Quality Planning criteria of age, gender, subject, and

(Pre professional skills, specifying type of tests & interviews, composition of selection met. is quality till it Improve committees, validation of tests, exam/records

Quality Assurance Confidence that selection criteria conforms to quality, types of tests, interviews are valid/standardized, panels are experts, test

documentation/recording is effective

Conduct of testing/interview is up to defined quality, no irregularities, no wrong channels, Quality Control no internal/external pressures observe,

sufficient staff organized tests, testing

Do&Check

(Activephase) /evaluation was conducive

Management monitored/inspected recruitment Quality Inspection & selection for quality, Inspection/spot check/document checks were carried, tests/interviews were evaluated/ marked up to standard of quality

Were designed standards of tests, evaluation Quality up to quality?, were all activities of Improvement recruitment & testing within quality?, did

improvement? or inspection control, planning, policy, in quality shortage, is Where Act test/interviews measured teachers

activephase) - skills/competencies?, were activities fair?

(Post Yes No Figure 5.1

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Model on previous page is a complete representation of required steps to ensure Quality Management. In the first step an urgent need of a separate HR department or delegation of selection power to NTS or AJK public service commission has been suggested. Lower part of flow chart comprises three main phases

Pre-active phase comprises quality policy and quality planning in which policy documents, objectives, goals, planning to develop recruitment and selection activities like criteria of age, gender, educational and professional qualification, testing, interviewing, validation of tests, preservation and records etc are included. Quality policy and planning are initial phases of selection process which mark a path to travel for other steps of quality.

This phase is named as “Plan” which means most of activities are planned on papers as a part of action. Active phase involves activities of quality assurance, control and inspection. This phase is also called Do & Check phase. Quality assurance is the level of confidence for testing and interviewing process whether they conform to quality standards or they fall away from such standards. Quality control is process oriented in which conduct of tests, interviews, fairness, conducive environment etc is observed. Standardization process in view of control procedures is carried so that quality may be examined in true sense.

In the same way quality inspection is also a part of active phase (Do & Check). Quality inspection helps in spot checks of all activities like documentation on the lines of quality, validity and reliability of tests or interviews, level of expertness from selectors, evaluation and measurement of all tests, scoring process, recording and preservation of test procedures etc. Quality inspection keeps a keen eye on all events of selection process to examine even a diminutive flaw which needs a proper and in time action to meet the quality.

Last phase of this model consists of quality improvement which is also called Act phase. It is the last and final step to cover all unnecessary imperfections. This phase sees the system as a complete process to examine where and by which way mistakes occurred and why the targets of quality are still not in access. It examines the system as a complete progression in view of all previous observed steps like fairness, smoothness’, standardization and accuracy etc. If the system meets the yes level it

222 means that there is no discrepancy and all phases are well functional to observe the quality but if it does not conform to the quality principles then bar on the right side of model gives a direction to follow all previous steps and to oversee the activates and necessary shortages. If imperfection lies in any of previous steps then action should be taken in time and it may be addressed properly.

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PROPOSED MODEL FOR RECRUITMENT & SELECTION PROCESS OF PRIMARY TEACHERS IN AJ&K

Establishment of an HR department or Power delegation to PSC/NTS for conduct of primary teacher’s transparent recruitment/selection

Planning to fill new primary teacher’s posts in view of periodic demand/supply flow,

distribution in districts/regional/special quota, Job description and job specification

Criteria of age 21-25 years, Basic education BA/B.Sc, Professional qualification B.Ed & minimum 1-3 year teaching experience (preferable)

Proper advertisement of vacancies through national newspapers with teaching

duties/responsibilities, relevant criteria and application deadlines

Short listing/screening according to proposed Professional criteria and application requirements within training due date before placement Conduct of subject, professional, language and personality tests, interviews through experts, training of selectors

Issuance of Consult final merit appointment Preparation of final merit on performance in to offer job to next letters subject, professional, language and senior candidate personality tests according to cadre/posts

specified

Yes Final medical fitness tests, Background No check, verification of academic / professional degrees by HEC or concerned DAI

Final Selection

Figure 5.2

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Previous model for recruitment and selection of primary teachers highlights all important steps which are essential to be implemented for all recruitment and selection activities. The model has been framed on the basis of all results of this study. Model gives a route of all steps which may be followed one after another to guarantee a clean process of recruitment and selection.

There are eight major sequential steps which are gradually needed for smooth and fair conduct of recruitment and selection activities in all schools of region. First step of model emphasizes needs of Human Resource department. Second phase is a view of demand-supply process of teachers and vacancies of relevant cadres in view of job description and job specification.

Next step is the criteria of recruitment in view of age, gender, qualification and experience. Criteria in view of research study have been clearly mentioned in this phase. In the fourth step proper advertisement of teaching vacancies through newspaper or other media are suggested alongwith job responsibilities. Stage fifth comprises short listing and screening process according to advertised criteria of vacant posts where applications only on required criteria would be entertained.

In the sixth step different tests like subject, professional, language, personality and interviews would be conducted. All these measures would be carried through expert and trained selectors. In the seventh step record of all tests and interviews will be preserved, finalization of merit will be progressed only on the basis of true record and scores acquired from all types of tests and interviews. Final and eighth step is related to fitness of physical and mental health, background checks and verification of academic and professional degrees of candidates. On the basis of all test records and fitness certification from mental and physical sides would be verified and necessary background check from sound character through channels of police department etc would be processed. Those who meet all such criteria would be placed on merit list according to their complete record. While those who did not meet such standards would be declined from selection and next senior candidate from merit list would be verified in view of medical fitness and degree authentication through Higher Education Commission (HEC) or degree awarding institution.

225

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238 http://www.icac.nsw.gov.au/preventing-corruption/knowing-your-risks/recruitment- and-selection/4303 (Accessed on January 22, 2013) http://www.acas.org.uk/index.aspx?articleid=746 (Accessed on Jun 05, 2013) http://www.ucl.ac.uk/hr/docs/recruitment.php (Accessed on August 18, 2013) http://www.ssa.vic.gov.au/products/view-products/best-practice-recruitment-and- selection-toolkit.html (Accessed on September 6, 2013) http://www.staffingpractices.soe.vt.edu/recruitsel.htm (Accessed on April 10, 2013) http://www.lra.org.uk/index/employment-questions-and- answers/recruitment_and_selection-2.htm (Accessed on May 23, 2013) http://businesscasestudies.co.uk/tesco/recruitment-and-selection/attracting-and- recruiting.html#axzz2TdcUM4ur (Accessed November 12, 2013) http://det.wa.edu.au/policies/detcms/navigation/human-resources/recruitment-- selection--appointment--transfer-and-deployment/?oid=Category-id-3457997 (Accessed on March 20, 2013) http://webcache.googleusercontent.com/search?q=cache:J1wmuKYsbpgJ:www.web- ceo-site- auditor.com/+websites+for+quality+management&cd=1&hl=en&ct=clnk&gl=pk (Accessed on July 11, 2013) http://webscience.fh-koeln.de/smwiki/index.php/Quality_Management_for_the_Web (Accessed on February 22, 2013) http://www.stat.ufl.edu/~ssaha/3/24.html (Accessed on October 9, 2013)

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APPENDICS

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Appendix “C”

To:

______

Dear Respondent,

I, Zulfiqar Ahmed am a PhD scholar at Department of Education, National University of Modern Languages (NUML), Islamabad. The topic of my research is “An analysis of selection process of teachers at primary level as a parameter for quality management”

Quality generally means the degree of excellence, customer satisfaction or fitness of any product or service for its use. While quality management means coordinated activities to direct and control an organization with regard to its quality and control. It includes the establishment of quality policy, quality planning, quality assurance, quality inspection, quality control and quality improvement. The major parameters for quality management in recruitment and selection have been determined as criteria of recruitment and selection for primary teachers, competencies of teachers in subject knowledge, competencies in professional knowledge, personality traits and importance of prior experience while teaching.

Research findings derived from this study would assist both the teachers and selectors at public sector primary schools in Azad Kashmir to devise more comprehensive recruitment and selection system keeping in view the quality management. It will also assist to monitor the existing selection system and to implement new strategies to overcome the possible shortcomings in it. Your assistance while completing this questionnaire will help the researcher to gather the requisite data to meet the objectives of study and it will be appreciated with profound thanks.

Instruction for completion of Questionnaire (10-15 minutes)

1. In view of the nature of questions relevant authority letter has been provided for this study. You are requested to be independent as much as you can in completing this survey. Major objective of this study is to bring significant findings for improvement of existing system. 2. Please, read out the complete statements/items before rating them, your answers should be based on your existing knowledge and service experiences without discussing or taking any help from organization. 3. Only take one choice of answer from the given choices, encircle or mark the answer properly with your pen or pencil. 4. A self address postage envelope has been provided for return of this questionnaire. Try to post the questionnaire after completion as soon as possible not exceeding more than 07 days. 5. Your information will be treated as strictly confidential and will only be used for the purpose of study. With profound regards

Zulfiqar Ahmed Contact: 0333-9336386 / 0321-5230025 Email: [email protected]

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Primary Teachers Recruitment and Selection

Survey Questionnaire

Note: Please circle your basic demographic data by your appropriate response for given choices.

1. Your name______(optional) 2. Name of the district where you serve. a. (Poonch) b. (Sudhnoti) c. (Kotli) d. (Bagh) e. (Muzaffarabad) f. (Bhimber) g. (Mirpur) h. (Neelam) i. Hatian j. Haveli

3. Gender

a. Male b. Female

4. Your age in years

a. (16-25) b. (26-35) c.(36-45) d. (46-55) e. (56 or more)

5. Your educational qualification

a. (Matriculation) b. (F.A/F.Sc) c. (BA/B.Sc) d.(MA/M.Sc) e. (M.Phil/PhD)

6. Your professional qualification

a. (PTC) b. (CT) c. (Diploma) d. (B.Ed) e. (M.Ed)

7. Your designation

a. (Primary Teachers) b. (AEO) c. (Deputy DEO) d. (DEO) e. Director f . Deputy Director. g. Assistant Director

8. Your teaching or administrative experience in years

a. (Nil) b. (1-5) c. (6-10) e. (11-15) f. (16-20) g. (21 or more)

9. The number of the times you worked with selectors for selection of primary teachers in the last three years.

a. (Nil) b. (one time) c. (two times) d. (three times) e. (four times or more)

10. The average number of applicants you tested or interviewed for selection

a. (Nil) b. (1-25) c. (26-50) d. (51-75) e. (76-100 or more)

What relationship do you think the quality management has with the existing selection system of primary teachers in AJK?

SD = strongly disagree (1) D = Disagree (2) N = Neutral (3) A = Agree (4) SA= Strongly Agree (5)

S.No Statement Strongly Disagree Neutral Agree Strongly Disagree Agree

1 The management at selection level adheres to 1 2 3 4 5 the quality policies and procedures of selection.

2 The subject and professional tests are 1 2 3 4 5 conducted in quality management perspective

3 Interviews conducted for the selection of teachers 1 2 3 4 5 are designed in view of quality management

4 Prior experience of teaching is considered 1 2 3 4 5 mandatory while selection

5 Curriculum vitae (CV) and references are 1 2 3 4 5 checked properly while selection

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6 Keeping in view the needs of quality management a separate 1 2 3 4 5 human resource department has been established for selection

7 Examiners/Interviewers are given proper training 1 2 3 4 5 for recruitment and selection

8 The primary teachers are selected on the basis of 1 2 3 4 5 their academic competencies

9 The primary teachers are selected on the basis of 1 2 3 4 5 their professional competencies

10 All unfair channels of selection are strictly 1 2 3 4 5 disregarded

Which basic criteria do you suggest for recruitment of future primary teachers?

11 What should be the age for recruitment of future primary teachers?

15 Years or less 16-20 21-25 26-30 31-35

12 What should be the gender for recruitment of future primary teachers?

Only male Only female Both male - - and female

13 What should be the educational qualification of primary teacher in future?

Matriculation Intermediate Graduation Masters M.Phil/PhD

14 What should be professional qualification of a primary teacher in future?

PTC CT Diploma B.Ed M.Ed

15 What should be teaching experience of primary teacher in years for recruitment?

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No experience 0-5 6-10 11-15 16 or more

Which actions the management should take for recruitment of primary teachers in future?

Strongly Disagree Neutral Agree Strongly Disagree Agree

16 Management should carry out human 1 2 3 4 5 resource planning for recruitment

17 All teaching posts at primary level needs to be advertised with job 1 2 4 5 functions 3

18 A comprehensive resume (CV) should be 1 2 3 4 5 asked along with application for post

19 Applications should be shortlisted properly 1 2 3 4 5 according to recruitment criteria

20 All described references should be checked and 1 2 3 4 5 verified

Which actions the management should take for selection of primary teachers in future?

Strongly Disagree Neutral Agree Strongly Disagree Agree

21 Subject based tests should be a part of 1 2 3 4 5 selection for future

primary teachers

22 Professional tests may be considered vital in 1 2 3 4 5 the selection process

23 Personality traits of primary teachers may 1 2 3 4 5 be examined while selection

24 Interviews should be conducted in the particular areas of 1 2 3 4 5 primary education by the experts

25 Experience should be considered as a major 1 2 3 4 5 precedence during selection

26 Selection activities should be based on transparent manners 1 2 3 4 5 without ethnic, cultural and religious biases

27 Selection should be carried out under some centralized system i.e. 1 2 3 4 5 NTS (National Testing service).

Which subject knowledge competencies do you think a primary teacher needs to possess for selection?

Strongly Disagree Neutral Agree Strongly Disagree Agree

28 Knowledge of basic concepts and its 1 2 3 4 5 generalization in subject

29 Understanding of interdisciplinary 1 2 3 4 5 knowledge and skills

30 Following improvements in the 1 2 3 4 5 field of profession in daily life

31 Participation in research/scientific 1 2 3 4 5 studies carried out in the field

32 Searching the source of information in the field 1 2 3 4 5 with its proof.

Which professional knowledge competencies do you think a primary teacher needs to possess for selection?

Strongly Disagree Neutral Agree Strongly Disagree Agree

33 Developing internal motivation in the 1 2 3 4 5 student

34 Managing the behaviors 1 2 3 4 5 in the class

35 Arranging the learning 1 2 3 4 5 environment

36 Keeping class climate 1 2 3 4 5 positive

37 Determining the rules of class and monitoring 1 2 3 4 5 their application

38 Using teaching-learning methods, strategies and 1 2 3 4 5 tactics

39 Being equipped with information 1 2 3 4 5 communication technologies (ICT)

40 Having research formation and 1 2 3 4 5 understanding

41 Being democratic keeping in mind the 1 2 3 4 5 individual differences

42 Associating the subject 1 2 3 4 5 with real life

43 Knowing the family and being neutral in relation 1 2 3 4 5 with the families

44 Monitoring and evaluation of specific 1 2 3 4 5 field teaching programs

Which personality traits do you think a primary teacher needs to possess for selection?

Strongly Disagree Neutral Agree Strongly Disagree Agree

45 Being healthy 1 2 3 4 5 physically and mentally

46 Being open to changes 1 2 3 4 5 and innovations

47 Having passion for professional 1 2 3 4 5 responsibilities

48 Being organized and 1 2 3 4 5 disciplined

49 Being open to team 1 2 3 4 5 work

50 Being able to apply the 1 2 3 4 5 problem solving skills

51 Being motivated and 1 2 3 4 5 confident

52 Being trustworthy and 1 2 3 4 5 honest

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53 Being possessed with strong character 1 2 3 4 5 background

54 Behaving with ethical 1 2 3 4 5 principles of profession

55 Being with social and societal values as a 1 2 3 4 5 teachers

56 Being with the developed sense of 1 2 3 4 5 responsibility

Which aspects of prior experience are important for selection of primary teachers?

Strongly Disagree Neutral Agree Strongly Disagree Agree

57 Organization reputation where the individual 1 2 3 4 5 served

58 Working conditions 1 2 3 4 5

59 Duties and responsibilities 1 2 3 4 5 performed

60 Social responsibilities and adaptability in 1 2 3 4 5 organization

61 Challenges and obstacles faced in 1 2 3 4 5 organization

62 Code of conduct while 1 2 3 4 5 serving

63.

Please suggest some other aspects of primary teachers’ recruitment and selection process which are required for better quality management in future in AJK.

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(Thank you for participation in this survey study)

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Appendix “G”

To,

District Education Officer (Male/Female)

______

Respected Sir/Madam,

I, Zulfiqar Ahmed am a researcher and conducting my research study on “An analysis of selection process of primary teachers as a parameter for quality management”. The sample of the research comprises male and female primary teachers of high school with their selectors in AJ&K. In view of geographic remote locations, regional distributions, inaccessible communication & lack of transportation this research project requires untiring efforts for which I am working hard day & night. I took area of AJ&K for research to bring some significant findings for improvement in primary education. I adopted the means of postal survey for 172 randomly selected high schools and 122 selectors. I have sent the data to all of the schools including 850 teachers (25%) and 122 selectors (100%) of various designations.

I am getting the responses from male schools in a better way because I am with the possession of contact numbers of male school heads but the responses from female schools are very much poor and I have no source to contact these schools. The Directorate of Education Schools Muzaffarabad instructed me to get the mobile/official contacts of these female school heads from the respective District education officers. I request you being the district education officer (female) and as an administrator to provide me the official/personal contacts of these head mistresses for recovery of data. According to research ethics I assure you that these contacts will only be utilized for recovery and collection of data. The contact numbers will be kept in privacy and will be utilized only in view of facing hurdles/restriction in data collection. Kindly provide the contacts of Assistant education officers also with school headmistresses with the attached list of this letter I shall be very much thankful to you and shall remember your cooperation forever. After filling in the attached list please dispatch it with you solved questionnaire to me through provided envelop.

With profound gratitude Zulfiqar Ahmed Contact: 0333-9336386 / 03215230025 Email: [email protected]

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Appendix “I” District Wise List of List Of Boys and Girs High Schools (GBHS = Government Boys High School & GGHS = Government Girls High School) District Tehsil Union council Institute 1. Bagh Dheer Kot Mallot GBHS ARJA 2. Bagh Harighel Banni Passari GBHS AWERA 3. Bagh Bagh Bagh (MC) GBHS BAGH 4. Bagh Bagh Bir Pani GBHS BANI MAHALDARA 5. Bagh Bagh Swanj GBHS BARI KOT 6. Bagh Harighel Thub GBHS BEES BUGLA 7. Bagh Harighel Rawali GBHS BURKA MAIRA 8. Bagh Dheer Kot Mallot GBHS CHALANDRAT 9. Bagh Harighel Topi GBHS CHITRA TOPI 10. Bagh Dheer Kot Mallot GBHS CHOOR 11. Bagh Bagh Bagh GBHS CHOWKI 12. Bagh Bagh Islam Naggar GBHS DALL 13. Bagh Bagh Banni Passari GBHS DHAL QAZIAN 14. Bagh Bagh Dharay GBHS DHERRAY 15. Bagh Dheer Kot Dheer Kot GBHS DHIR KOT 16. Bagh Harighel Thub GBHS DHUNDAR 17. Bagh Dheer Kot Chirala GBHS DONGA KHATER 18. Bagh Dheer Kot Makhyala GBHS GHAZI ABAD 19. Bagh Harighel Topi GBHS GHEL TOPI 20. Bagh Harighel Topi GBHS HATTALA TOPI 21. Bagh Bagh Bagh (MC) GBHS HULLAR SYEDAN 22. Bagh Dheer Kot Mallot GBHS JABRRI CHOOR 23. Bagh Harighel Juglari GBHS JAGLARI 24. Bagh Harighel Juglari GBHS KAFFUL GARH 25. Bagh Bagh Bagh GBHS KEHNA MOHRI 26. Bagh Dheer Kot Chamyati GBHS KENYATI 27. Bagh Dheer Kot Chirala GBHS KHAPADDAR GBHS KHARAL 28. Bagh Bagh Islam Naggar MALDIALAN/GIALAN 29. Bagh Harighel Topi GBHS KOTHIAN 30. Bagh Harighel Thub GBHS MEET GALI 31. Bagh Dheer Kot Mallot GBHS MONG BAJRI 32. Bagh Bagh Nar Sher Ali GBHS NAR SHER ALI KHAN 33. Bagh Harighel Rawali GBHS NARYOLA 34. Bagh Dheer Kot Makhyala GBHS NEELA BUT 35. Bagh Dheer Kot Rangla GBHS PADDER MUSTU KHAN 36. Bagh Harighel Banni Passari GBHS PANYALI 37. Bagh Harighel Thub GBHS RAIR BAN 38. Bagh Bagh Bir Pani GBHS RATNOI 39. Bagh Dheer Kot Rangla GBHS RINGOLI 40. Bagh Dheer Kot Sahlian Dhundan GBHS SAHLIAN DHUNDAN 41. Bagh Bagh Dharay GBHS SAHLIAN MALDIALAN 42. Bagh Dheer Kot Chamyati GBHS SANGER BATHERA 43. Bagh Bagh Swanj GBHS SERI GALAH 44. Bagh Dheer Kot Chirala GBHS SOHAWA SHARIF 45. Bagh Harighel Thub GBHS THUB 46. Bagh Bagh Dharay GGHS BADYAR DHERAY 47. Bagh Bagh Bagh (MC) GGHS BAGH

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48. Bagh Bagh Bir Pani GGHS BANI MINHASAN 49. Bagh Harighel Rawali GGHS BASSARA 50. Bagh Bagh Islam Naggar GGHS BHOUNT 51. Bagh Dheer Kot Hill Surang GGHS CHAMAN KOT 52. Bagh Dheer Kot Chamyati GGHS CHAMYATI 53. Bagh Bagh Dharay GGHS CHATTER NO.2 54. Bagh Dheer Kot Mallot GGHS CHOOR 55. Bagh Bagh Bagh GGHS CHOWKI 56. Bagh Bagh Banni Passari GGHS DHAL QAZIAN 57. Bagh Harighel Topi GGHS GHAIL TOPI 58. Bagh Dheer Kot Makhyala GGHS GHAZI ABAD 59. Bagh Harighel Juglari GGHS HARI GHEL 60. Bagh Harighel Banni Passari GGHS JHOLA PANYALI 61. Bagh Harighel Juglari GGHS JUGLARI 62. Bagh Bagh Bir Pani GGHS KHAWAJA 63. Bagh Dheer Kot Dheer Kot GGHS KHUNTAL NEELA BUT 64. Bagh Bagh Nar Sher Ali GGHS KOLLAH NAR 65. Bagh Dheer Kot Chamyati GGHS KOTLI LATIF SHAHEED 66. Bagh Bagh Bir Pani GGHS MAHLDARA 67. Bagh Dheer Kot Makhyala GGHS MAKHYALA 68. Bagh Harighel Rawali GGHS NARYOLA 69. Bagh Bagh Bagh (MC) GGHS NINDRAI 70. Bagh Bagh Bir Pani GGHS RATNOI 71. Bagh Dheer Kot Rangla GGHS RINGOOLI 72. Bagh Bagh Dharay GGHS SAHLIAN MALDIALAN 73. Bagh Dheer Kot Chirala GGHS SARI BANDI 74. Bagh Bagh Bagh GGHS SAVER MUTWALY KHAN 75. Bagh Dheer Kot Dheer Kot GGHS SESSAR 76. Bagh Dheer Kot Chirala GGHS SOHAWA SHARIF 77. Bagh Bagh Bir Pani GGHS SUDHAN GALI 78. Bagh Harighel Rawali GGHS SULLOT KOTHIAN 79. Bagh Bagh Swanj GGHS SWANJ 80. Bagh Harighel Thub GGHS THUB GGHS WASTI CHOWKI NAR SHER 81. Bagh Bagh Nar Sher Ali ALI KHAN 82. Bhimber Bhimber Bhimber (MC) GBHS (PILOT) BHIMBER 83. Bhimber Bhimber Panjeri GBHS ALI BAIG 84. Bhimber Barnala Malot GBHS BABOOT 85. Bhimber Smahani Bagsar Bandala GBHS BANDALA 86. Bhimber Smahani Khamba GBHS BAROH 87. Bhimber Smahani Poona GBHS BHAMLA BIANS 88. Bhimber Bhimber Bhimber Rajani GBHS BHARING 89. Bhimber Smahani Chowki GBHS BINDI 90. Bhimber Bhimber Panjeri GBHS CHILLA KOOHAL 91. Bhimber Smahani Smahani GBHS DAB 92. Bhimber Smahani Khamba GBHS DANNA 93. Bhimber Smahani Poona GBHS DARHAL GAGGAN 94. Bhimber Bhimber Daoora GBHS DHOKE LILYAN 95. Bhimber Smahani Khamba GBHS HARI PUR 96. Bhimber Barnala Panghali GBHS ISLAMABAD (NUNDPUR) 97. Bhimber Smahani Smahani GBHS JANDI CHONNTRA 98. Bhimber Barnala Malot GBHS KADHALA 99. Bhimber Bhimber Dhandor Kot GBHS KASCHANATER

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100. Bhimber Bhimber Kalri GBHS KHADORA 101. Bhimber Barnala Watala GBHS KOT JAMEL 102. Bhimber Bhimber Dhandor Kot GBHS MAGHLOORA 103. Bhimber Barnala Malot GBHS MALOTE GBHS MOHALLAH CIVIL 104. Bhimber Bhimber Bhimber (MC) HOSPITAL BHIMBER 105. Bhimber Barnala Patni GBHS PATTNI 106. Bhimber Bhimber Daoora GBHS PINDI JHUNJA 107. Bhimber Bhimber Dhandor Kot GBHS PITHO RANI 108. Bhimber Barnala S-Iftikharabad GBHS PORR 109. Bhimber Smahani Chowki GBHS REHIAL 110. Bhimber Smahani Smahani GBHS SAMMANI 111. Bhimber Bhimber Dhandor Kot GBHS SANGAR 112. Bhimber Barnala Patni GBHS THUB 113. Bhimber Smahani Chowki GBHS TONEEN RAJANI 114. Bhimber Bhimber Panjeri GGHS ALI BAIG 115. Bhimber Smahani Bagsar Bandala GGHS BAGH CHAGGA 116. Bhimber Smahani Bagsar Bandala GGHS BANDALA 117. Bhimber Smahani Khamba GGHS BAROH 118. Bhimber Bhimber Bhimber Rajani GGHS BARSALI 119. Bhimber Bhimber Bhimber (MC) GGHS BHIMBER 120. Bhimber Bhimber Bhimber Rajani GGHS BHIMBER RAJANI 121. Bhimber Smahani Smahani GGHS CHAHI 122. Bhimber Bhimber Daoora GGHS DAOORA 123. Bhimber Smahani Poona GGHS DARHAL GAGGAN 124. Bhimber Bhimber Kas Guma GGHS DHAMAWA (KASGUMA) 125. Bhimber Bhimber Dhandor Kot GGHS DHANDER KALAN 126. Bhimber Barnala N-Iftikharabad GGHS DHEENGAWALI 127. Bhimber Barnala Barnala GGHS GALOTA 128. Bhimber Bhimber Kalri GGHS GURA NAKA 129. Bhimber Bhimber Panjeri GGHS GURAH KANJAL 130. Bhimber Smahani Khamba GGHS HARI PUR 131. Bhimber Barnala Malot GGHS KADHALA 132. Bhimber Smahani Chowki GGHS KADIALA 133. Bhimber Bhimber Kalri GGHS KALRI 134. Bhimber Bhimber Kalri GGHS KHADORA 135. Bhimber Barnala Panghali GGHS KHOKHRA 136. Bhimber Smahani Poona GGHS KOTLA HORRAN 137. Bhimber Bhimber Dhandor Kot GGHS MAGHLOORA 138. Bhimber Barnala Malot GGHS MALOTE 139. Bhimber Barnala N-Iftikharabad GGHS MOIL 140. Bhimber Barnala S-Iftikharabad GGHS PANGRIAEN 141. Bhimber Barnala Patni GGHS PATNI 142. Bhimber Bhimber Daoora GGHS PINDI JHUNJA 143. Bhimber Bhimber Dhandor Kot GGHS PITHO RANI 144. Bhimber Smahani Poona GGHS THATHI JANDALA 145. Bhimber Barnala Watala GGHS WATALA 146. Hattian Chikar Salmia GBHS ANDRA SERI 147. Hattian Hattian Banamula GBHS BANAMULA 148. Hattian Hattian Chinari GBHS BANDI SYEDAN 149. Hattian Hattian Sena Daman GBHS BANI LANGRIAL 150. Hattian Hattian Chak Hama GBHS BUTTANGI 151. Hattian Hattian Chinari GBHS CHAKOTHI

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152. Hattian Chikar Chikar GBHS CHIKAR 153. Hattian Hattian Chak Hama GBHS GARTHAMA 154. Hattian Hattian Banamula GBHS GHAIPURA GBHS GUJARBANDI KHURSHID 155. Hattian Hattian Gujar Bandi HASSAN 156. Hattian Hattian Gujar Bandi GBHS GUNDI GRAN 157. Hattian Chikar Salmia GBHS KARLI 158. Hattian Hattian Lamnian GBHS LAMNIAN 159. Hattian Hattian Langla GBHS LANGLA GBHS MIRZA SAJJAD ANJUM 160. Hattian Hattian Chinari CHINARI 161. Hattian Hattian Chak Hama GBHS NARDAJIAN 162. Hattian Hattian Hattian Bala GBHS NOSHERA 163. Hattian Hattian Leepa GBHS NOWKOT 164. Hattian Hattian Gujar Bandi GBHS PAHAL 165. Hattian Hattian Lamnian GBHS RASHIAN 166. Hattian Chikar Salmia GBHS SALMIA 167. Hattian Hattian Hattian Bala GBHS SARRAN 168. Hattian Hattian Sena Daman GBHS SENA DAMAN 169. Hattian Hattian Langla GBHS SHARIAN 170. Hattian Hattian Banamula GGHS BANAMULA 171. Hattian Hattian Sena Daman GGHS BANI HAFIZ 172. Hattian Hattian Chinari GGHS CHINARI 173. Hattian Hattian Chak Hama GGHS GAIL JABRA 174. Hattian Hattian Langla GGHS GOHARABAD 175. Hattian Hattian Langla GGHS KAKARWARA 176. Hattian Hattian Leepa GGHS NOWKOT 177. Hattian Hattian Gujar Bandi GGHS PAHAL 178. Hattian Chikar Salmia GGHS SALMIA 179. Hattian Hattian Hattian Bala GGHS SARRAN 180. Hattian Hattian Langla GGHS SHARIAN 181. Haveli Haveli Kala Mula GBHS BISAHAN 182. Haveli Haveli Budhal Sharif GBHS BUDHAL SHARIF 183. Haveli Haveli Sangal GBHS CHERI KOT 184. Haveli Haveli Degwar GBHS DEGWAR 185. Haveli Haveli Bhadi GBHS DOBA BHADI 186. Haveli Haveli Degwar GBHS FATEH PUR 187. Haveli Haveli Kala Mula GBHS HALLAN SHAMALI 188. Haveli Haveli Khurshidabad GBHS HILLAN 189. Haveli Haveli Chanjal GBHS HOTAR 190. Haveli Haveli Kahuta (TC) GBHS KAHUTA 191. Haveli Haveli Kala Mula GBHS KALA MULA 192. Haveli Haveli Chanjal GBHS MONDHAR 193. Haveli Haveli Bhadi GBHS MUHRI MAIDAN 194. Haveli Haveli Sangal GBHS NAGA NARRI 195. Haveli Haveli Sangal GBHS PALLANGI 196. Haveli Haveli Degwar GBHS RAINKRI KHASS 197. Haveli Haveli Budhal Sharif GGHS BUDHAL SHARIF 198. Haveli Haveli Chanjal GGHS CHANJAL BALA 199. Haveli Haveli Sangal GGHS CHARI KOT 200. Haveli Haveli Sangal GGHS CHAROON 201. Haveli Haveli Degwar GGHS DEGWAR 202. Haveli Haveli Budhal Sharif GGHS GUGDAR

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203. Haveli Haveli Kala Mula GGHS HALLAN SHAMALI 204. Haveli Haveli Degwar GGHS HUNDI PIRAN 205. Haveli Haveli Kalali GGHS KALALI 206. Haveli Haveli Khurshidabad GGHS KHURSHID ABAD 207. Haveli Haveli Bhadi GGHS MOHRI MEDAN 208. Haveli Haveli Kala Mula GGHS SOLI 209. Kotli Kotli Kotli GBHS (PILOT) NO.1 KOTLI 210. Kotli Kotli Seri GBHS ANDERLA KOTEHRA 211. Kotli Fatehpur Karaila Majhan GBHS ANDERLA NAR 212. Kotli Sehansa Bahnir GBHS ANOHI SARHOTA 213. Kotli Kotli Chowki Teenda GBHS BAGAH 214. Kotli Charhoi Kotli Sohlana GBHS BAL BRAHMNAN 215. Kotli Kotli Khui Ratta GBHS BANDLI 216. Kotli Sehansa Sehansa GBHS BARI GHORAH 217. Kotli Kotli Behal GBHS BHIAL 218. Kotli Charhoi Bratla GBHS BRATLAH 219. Kotli Charhoi Throchi GBHS CHANPUR KHAWAS 220. Kotli Kotli Roli GBHS CHAUKI MOONG 221. Kotli Sehansa Kathar GBHS CHHOOCHH 222. Kotli Sehansa Atkora GBHS DAKH 223. Kotli Kotli Dhanwan GBHS DANDLI KOTLI 224. Kotli Fatehpur Datote GBHS DATOTE 225. Kotli Fatehpur Dabsi GBHS DEHRI DABSI 226. Kotli Kotli Barali GBHS DOONGI 227. Kotli Fatehpur Dabsi GBHS DUBSI 228. Kotli Fatehpur Nakial GBHS FATEHPUR KHANDHAR 229. Kotli Kotli Behal GBHS GIAEEN 230. Kotli Charhoi Panjan Charhoi GBHS GOLA 231. Kotli Kotli Phagwari GBHS GUNNI GHAZIAN 232. Kotli Sehansa Sehansa GBHS JABRI MOHRI 233. Kotli Fatehpur Nakial GBHS JANDROT 234. Kotli Charhoi Kotli Sohlana GBHS JUNA 235. Kotli Charhoi Bratla GBHS KAJLANI 236. Kotli Kotli Goi GBHS KANYAT 237. Kotli Sehansa Kathar GBHS KATHAR 238. Kotli Charhoi Khanka Kotera GBHS KHANKA KOTERA 239. Kotli Kotli Khore GBHS KHORE 240. Kotli Kotli Khore GBHS KHORE RACHALA 241. Kotli Fatehpur Khad Gujran GBHS KHUD GUJRAN 242. Kotli Kotli Khui Ratta GBHS KHUIRATTA 243. Kotli Sehansa Bahnir GBHS MALHAR 244. Kotli Fatehpur Mathrani GBHS MANDHATAR 245. Kotli Fatehpur Mathrani GBHS MATHRANI 246. Kotli Kotli Goi GBHS NARALI MOHAR 247. Kotli Kotli Nidi Sohana GBHS NIDI SOHANA 248. Kotli Sehansa Tarala GBHS PALYAT 249. Kotli Fatehpur Qamrooti GBHS PANAG 250. Kotli Kotli Phagwari GBHS PHAGWARI 251. Kotli Kotli Roli GBHS PHUGWAR MOHRA 252. Kotli Charhoi Prahi GBHS PLAHAL KALAN 253. Kotli Sehansa Tarala GBHS PLEER 254. Kotli Charhoi Prahi GBHS PRAHI AMBAN 255. Kotli Charhoi Rajdani GBHS RAJDHANI

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256. Kotli Kotli Nidi Sohana GBHS RAJDHANI SOHANA 257. Kotli Kotli Roli GBHS ROOLI 258. Kotli Kotli Khore GBHS SAID PUR 259. Kotli Fatehpur Nakial GBHS SALOON 260. Kotli Sehansa Sehar Mandi GBHS SEHAR MANDI 261. Kotli Sehansa Sehansa GBHS SEHNSA 262. Kotli Kotli Sarhota No 2 GBHS SERHOTA NO. 2 263. Kotli Kotli Seri GBHS SERI 264. Kotli Sehansa Tarala GBHS TARALA 265. Kotli Fatehpur Mathrani GBHS TURKUNDI 266. Kotli Sehansa Panjera GBHS UDHAY SHARIF 267. Kotli Kotli Aghar GGHS AGHAR 268. Kotli Kotli Seri GGHS ANDERLA KOTEHRA 269. Kotli Sehansa Bahnir GGHS ANOHI SERHOTA 270. Kotli Sehansa Atkora GGHS ATKORA 271. Kotli Kotli Khore GGHS BAHROT GALA 272. Kotli Charhoi Kotli Sohlana GGHS BAL BRAHMANAN 273. Kotli Kotli Khui Ratta GGHS BANDLI 274. Kotli Charhoi Barali GGHS BARALI 275. Kotli Charhoi Bratla GGHS BRATLAH 276. Kotli Kotli Roli GGHS CHOWKI MOUNG 277. Kotli Kotli Aghar GGHS DAHMOL 278. Kotli Kotli Dhanwan GGHS DANDLI 279. Kotli Fatehpur Datote GGHS DATOTE 280. Kotli Kotli Sarhota No 2 GGHS DHANNA 281. Kotli Kotli Dhanwan GGHS DHANWAN 282. Kotli Fatehpur Dharutti GGHS DHRUTI 283. Kotli Charhoi Rajdani GGHS DULIAH JATTAN 284. Kotli Fatehpur Nakial GGHS FATEHPUR 285. Kotli Kotli Behal GGHS GHIEEN 286. Kotli Kotli Goi GGHS GOI 287. Kotli Charhoi Panjan Charhoi GGHS GOLA 288. Kotli Fatehpur Nakial GGHS JANDROOT 289. Kotli Kotli Dhanwan GGHS JANJOHRA 290. Kotli Charhoi Kotli Sohlana GGHS JUNA 291. Kotli Charhoi Bratla GGHS KAJLANI 292. Kotli Kotli Goi GGHS KANYAT 293. Kotli Sehansa Kathar GGHS KATHAR 294. Kotli Charhoi Khanka Kotera GGHS KHANKA KOTEHRA 295. Kotli Kotli Khui Ratta GGHS KHUI RATTA 296. Kotli Sehansa Sehansa GGHS KLOOR 297. Kotli Fatehpur Karaila Majhan GGHS KOT KANDHAR 298. Kotli Kotli Roli GGHS KURTI 299. Kotli Sehansa Bahnir GGHS MALHAR 300. Kotli Kotli Barali GGHS MANEEL 301. Kotli Fatehpur Mathrani GGHS NADAR KOT 302. Kotli Charhoi Bratla GGHS NAR 303. Kotli Kotli Nidi Sohana GGHS NIDI SOHANA 304. Kotli Kotli Kotli GGHS NO.1 KOTLI 305. Kotli Kotli Kotli GGHS NO.2 KOTLI 306. Kotli Sehansa Tarala GGHS PALYAT 307. Kotli Fatehpur Qamrooti GGHS PANAG 308. Kotli Sehansa Panjera GGHS PANJERA

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309. Kotli Kotli Phagwari GGHS PHAGWARI 310. Kotli Charhoi Prahi GGHS PLAHAL KALAN 311. Kotli Charhoi Prahi GGHS PLAHAL RAJGAN 312. Kotli Charhoi Prahi GGHS PRAHI AMBAN 313. Kotli Fatehpur Qamrooti GGHS QAMROOTI 314. Kotli Kotli Roli GGHS ROLI 315. Kotli Sehansa Sehar Mandi GGHS SEHAR MANDI 316. Kotli Fatehpur Khad Gujran GGHS SOONA KHAD GUGRAN 317. Kotli Sehansa Tarala GGHS TARALA 318. Kotli Fatehpur Mathrani GGHS TARKUNDI 319. Mirpur Mirpur Afzalpur GBHS AFZAL PUR 320. Mirpur Dadyal Onah GBHS BALLOH 321. Mirpur Dadyal Ankar GBHS BATLI 322. Mirpur Dadyal Onah GBHS BEHARI 323. Mirpur Mirpur Mirpur (M.Corp.) GBHS BUN KHURMAN 324. Mirpur Mirpur Kanely GBHS BURJUN 325. Mirpur Mirpur Nawan Gran GBHS CHAK GHAIAN 326. Mirpur Dadyal Chatro GBHS CHATROH 327. Mirpur Mirpur Khari Khas GBHS CHITTER PARI 328. Mirpur Dadyal Dadyal (MC) GBHS DADYAL 329. Mirpur Mirpur Dhangri Bala GBHS DHANGRI BAHADER 330. Mirpur Mirpur Dhangri Bala GBHS DHANGRI BALA 331. Mirpur Mirpur Mirpur (M.Corp.) GBHS DHERI THOTHAL 332. Mirpur Mirpur Islamgarh (MC) GBHS ISLAMGARH 333. Mirpur Mirpur Nawan Gran GBHS JATLAN 334. Mirpur Mirpur Potha Bansi GBHS JATTI DHERY 335. Mirpur Mirpur Mirpur (M.Corp.) GBHS KALYAL SHERU 336. Mirpur Mirpur Kanely GBHS KANAILY 337. Mirpur Dadyal Ankar GBHS KANDORE 338. Mirpur Dadyal Ankar GBHS KHADIM ABAD 339. Mirpur Mirpur Rathoah M. Ali GBHS KHALIQ ABAD 340. Mirpur Mirpur Kharak GBHS KHARAK 341. Mirpur Mirpur Afzalpur GBHS KOTLA JANGIAN 342. Mirpur Mirpur Mangla GBHS MANGLA HAMLET 343. Mirpur Mirpur Mirpur (M.Corp.) GBHS No.2 (1st Shift) MIRPUR 344. Mirpur Mirpur Mirpur (M.Corp.) GBHS No.2 (2nd Shift ) MIRPUR 345. Mirpur Mirpur Pind Khurd GBHS PALAK (Basharat Shaheed) 346. Mirpur Mirpur Panyam GBHS PANYAM 347. Mirpur Mirpur Mirpur (M.Corp.) GBHS PILOT NO.1 MIRPUR 348. Mirpur Mirpur Pindi Suberwal GBHS PIREY SHAH GAZI 349. Mirpur Mirpur Potha Bansi GBHS POTHA BANSI 350. Mirpur Dadyal Ratta GBHS RATTA 351. Mirpur Dadyal Raipur GBHS SAMLOTHA 352. Mirpur Mirpur Samwal Sharif GBHS SAMWAL SHARIF 353. Mirpur Mirpur Mirpur (M.Corp.) GBHS SANGOT 354. Mirpur Mirpur Mirpur (M.Corp.) GBHS SECTOR F-1 MIRPUR 355. Mirpur Dadyal Siakh GBHS SIAKH 356. Mirpur Mirpur Nawan Gran GBHS SUKHCHAIN PUR 357. Mirpur Dadyal Ratta GBHS SURAKHI 358. Mirpur Mirpur Afzalpur GGHS AFZALPUR 359. Mirpur Mirpur Islamgarh (MC) GGHS ANDRA KALAN 360. Mirpur Mirpur Mirpur (M.Corp.) GGHS BAN KHURMAN 361. Mirpur Mirpur Nawan Gran GGHS BIDDER BAINS

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362. Mirpur Mirpur Dhangri Bala GGHS BOAH 363. Mirpur Mirpur Nawan Gran GGHS CHAK GHAYAN 364. Mirpur Dadyal Chatro GGHS CHHATRO 365. Mirpur Dadyal Dadyal (MC) GGHS DADYAL 366. Mirpur Dadyal Kathar GGHS DAGGAR 367. Mirpur Mirpur Islamgarh (MC) GGHS DHALLA 368. Mirpur Mirpur Dhangri Bala GGHS HAMID ABAD 369. Mirpur Mirpur Nawan Gran GGHS JATLAN 370. Mirpur Mirpur Potha Bansi GGHS JATTI DHERI 371. Mirpur Mirpur Mirpur (M.Corp.) GGHS KALYAL (Shift-1) 372. Mirpur Mirpur Mirpur (M.Corp.) GGHS KALYAL (Shift-2) 373. Mirpur Mirpur Potha Bansi GGHS KALYAL BANSI 374. Mirpur Mirpur Kanely GGHS KANALI 375. Mirpur Dadyal Ankar GGHS KANDORE 376. Mirpur Dadyal Ankar GGHS KHADIM ABAD 377. Mirpur Mirpur Rathoah M. Ali GGHS KHALIQ ABAD 378. Mirpur Mirpur Pind Khurd GGHS KHAN ABAD 379. Mirpur Mirpur Kharak GGHS KHARAK 380. Mirpur Mirpur Khari Khas GGHS LEHRI 381. Mirpur Mirpur Nawan Gran GGHS MANGRAJ 382. Mirpur Mirpur Kanely GGHS MAWAH 383. Mirpur Mirpur Afzalpur GGHS MEHMUN PUR 384. Mirpur Dadyal Onah GGHS MOHRA KANYAL 385. Mirpur Mirpur Samwal Sharif GGHS NAGYAL 386. Mirpur Mirpur Islamgarh (MC) GGHS NEW ISLAM GARH 387. Mirpur Mirpur Pind Khurd GGHS PALAK 388. Mirpur Mirpur Panyam GGHS PANYAM 389. Mirpur Mirpur Pind Khurd GGHS PIND KALAN 390. Mirpur Mirpur Pindi Suberwal GGHS PINDI SUBHERWAL 391. Mirpur Dadyal Ratta GGHS RATTA 392. Mirpur Mirpur Samwal Sharif GGHS SAHANG 393. Mirpur Mirpur Kanely GGHS SAHAR 394. Mirpur Dadyal Raipur GGHS SAMLOTHA 395. Mirpur Mirpur Samwal Sharif GGHS SAMWAL SHARIF 396. Mirpur Mirpur Mirpur (M.Corp.) GGHS SANGOT 397. Mirpur Mirpur Mirpur (M.Corp.) GGHS SECTOR C-4 398. Mirpur Mirpur Mirpur (M.Corp.) GGHS SECTOR F-1 MIRPUR 399. Mirpur Dadyal Siakh GGHS SIAKH 400. Mirpur Dadyal Ratta GGHS SURRAKHI 401. Mirpur Mirpur Dhangri Bala GGHS TANG DEOW 402. Mirpur Dadyal Kathar GGHS THARA 403. Muzaffarabad Muzaffarabad Chatter Domel GBHS ALI AKBAR AWAN 404. Muzaffarabad Muzaffarabad Charkpura GBHS ANWAR SHARIF 405. Muzaffarabad Muzaffarabad Hattian Dopatta GBHS AWAN PATTI 406. Muzaffarabad Muzaffarabad Gojra GBHS BRARKOT 407. Muzaffarabad Muzaffarabad Danna GBHS BUGNA KHAIRABAD 408. Muzaffarabad Pattika Kahori GBHS BUTTLE 409. Muzaffarabad Muzaffarabad Tharian GBHS CHANAL BUNG 410. Muzaffarabad Muzaffarabad Chatter Klass GBHS CHATTER KLASS Muzaffarabad 411. Muzaffarabad Muzaffarabad (M.Corp) GBHS CHEHLA BANDI 412. Muzaffarabad Muzaffarabad Kai Manja GBHS DACHOOR MIRAN 413. Muzaffarabad Muzaffarabad Muzaffarabad GBHS DUBBEN

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414. Muzaffarabad Muzaffarabad Garhi Dupatta GBHS GARHI DUPATTA 415. Muzaffarabad Muzaffarabad Kot Komi GBHS GHAIL Muzaffarabad 416. Muzaffarabad Muzaffarabad (M.Corp) GBHS GOJRA 417. Muzaffarabad Muzaffarabad Muzaffarabad GBHS GUN CHATTER 418. Muzaffarabad Muzaffarabad Hattian Dopatta GBHS HATTIAN DUPATTA 419. Muzaffarabad Muzaffarabad Muzaffarabad GBHS HOTRARI 420. Muzaffarabad Pattika Sirli Sucha GBHS JHEENG Muzaffarabad 421. Muzaffarabad Muzaffarabad (M.Corp) GBHS JINNAH PILOT MZD 422. Muzaffarabad Muzaffarabad Kacheeli GBHS KACHEELI 423. Muzaffarabad Pattika Kahori GBHS KAHORI 424. Muzaffarabad Muzaffarabad Kai Manja GBHS KAIMANJA 425. Muzaffarabad Pattika Punjgran GBHS KANOOR 426. Muzaffarabad Muzaffarabad Mera Kalan GBHS KASSIAN HALLAL 427. Muzaffarabad Muzaffarabad Katkair GBHS KATKAIR 428. Muzaffarabad Muzaffarabad Garhi Dupatta GBHS KHUN BONDWAY 429. Muzaffarabad Muzaffarabad Danna GBHS KOT TERHALA 430. Muzaffarabad Muzaffarabad Gojra GBHS LAMIAN PATTIAN 431. Muzaffarabad Pattika Machyara GBHS MACHYARA 432. Muzaffarabad Muzaffarabad Tharian GBHS MATEHAI 433. Muzaffarabad Muzaffarabad Muzaffarabad GBHS MIANI BANDI 434. Muzaffarabad Muzaffarabad Tharian GBHS MUSA KHARIAN 435. Muzaffarabad Muzaffarabad Mera Kalan GBHS MUSHTIMBA 436. Muzaffarabad Muzaffarabad Heer Kutli GBHS MUSLIM ABAD 437. Muzaffarabad Muzaffarabad Tharian GBHS NARRAN Muzaffarabad 438. Muzaffarabad Muzaffarabad (M.Corp) GBHS NARRUL 439. Muzaffarabad Muzaffarabad Muzaffarabad GBHS NIAZ PURA 440. Muzaffarabad Muzaffarabad Kot Komi GBHS NOOR PUR NAKRAN 441. Muzaffarabad Muzaffarabad Hattian Dopatta GBHS PATHIALI 442. Muzaffarabad Pattika Saidpur GBHS PEHALIAN 443. Muzaffarabad Muzaffarabad Katkair GBHS PIDHOT 444. Muzaffarabad Muzaffarabad Kot Komi GBHS PILOT KOT KOMI Muzaffarabad 445. Muzaffarabad Muzaffarabad (M.Corp) GBHS PILOT NO.1 MZD 446. Muzaffarabad Muzaffarabad Katkair GBHS PRAME KOT 447. Muzaffarabad Pattika Punjgran GBHS PUNJGRAN 448. Muzaffarabad Pattika Punjkot GBHS PUNJKOT 449. Muzaffarabad Pattika Talgran GBHS RAJPIAN Muzaffarabad 450. Muzaffarabad Muzaffarabad (M.Corp) GBHS RANJATA 451. Muzaffarabad Muzaffarabad Chatter Klass GBHS RARA 452. Muzaffarabad Pattika Saidpur GBHS SAID PUR 453. Muzaffarabad Muzaffarabad Muzaffarabad GBHS SERI DARA 454. Muzaffarabad Pattika Sirli Sucha GBHS SERLI SACHA 455. Muzaffarabad Muzaffarabad Gojra GBHS SRARR 456. Muzaffarabad Muzaffarabad Tharian GBHS THERIAN 457. Muzaffarabad Muzaffarabad Jhand Gran GBHS TIMBI 458. Muzaffarabad Muzaffarabad Chatter Klass GBHS UTTRASI 459. Muzaffarabad Muzaffarabad Hattian Dopatta GGHS AWAN PATTI 460. Muzaffarabad Pattika Balgran GGHS BALGRAN 461. Muzaffarabad Pattika Kahori GGHS BATAL

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462. Muzaffarabad Pattika Machyara GGHS BATDARA Muzaffarabad 463. Muzaffarabad Muzaffarabad (M.Corp) GGHS BELA NOOR SHAH 464. Muzaffarabad Pattika Bheri GGHS BHERI 465. Muzaffarabad Muzaffarabad Gojra GGHS BRARKOT GGHS CHAMAN KOTLI AZIM 466. Muzaffarabad Muzaffarabad Tharian KHAN Muzaffarabad 467. Muzaffarabad Muzaffarabad (M.Corp) GGHS CHELLA BANDI 468. Muzaffarabad Muzaffarabad Kai Manja GGHS DACHOOR MIRAN 469. Muzaffarabad Muzaffarabad Danna GGHS DANNA 470. Muzaffarabad Muzaffarabad Muzaffarabad GGHS DHERIAN SYEDAN 471. Muzaffarabad Muzaffarabad Muzaffarabad GGHS DUBBAN 472. Muzaffarabad Muzaffarabad Garhi Dupatta GGHS GARHI DUPATTA 473. Muzaffarabad Muzaffarabad Garhi Dupatta GGHS HATTIAN DUPATTA 474. Muzaffarabad Muzaffarabad Muzaffarabad GGHS HOTRARI 475. Muzaffarabad Pattika Sirli Sucha GGHS JHEENG 476. Muzaffarabad Muzaffarabad Charkpura GGHS KAPPA BUT 477. Muzaffarabad Muzaffarabad Katkair GGHS KATKAIR 478. Muzaffarabad Muzaffarabad Heer Kutli GGHS KHANNIAN 479. Muzaffarabad Muzaffarabad Kot Komi GGHS KOT KOMI 480. Muzaffarabad Muzaffarabad Gojra GGHS LAMIAN PATTIAN 481. Muzaffarabad Muzaffarabad Langar Pura GGHS LANGAR PURA Muzaffarabad 482. Muzaffarabad Muzaffarabad (M.Corp) GGHS LOHAR GALI 483. Muzaffarabad Muzaffarabad Garhi Dupatta GGHS LOWASI 484. Muzaffarabad Muzaffarabad Chatter Domel GGHS MAJHOI 485. Muzaffarabad Muzaffarabad Chatter Domel GGHS MOHAJAR COLONY No.1 486. Muzaffarabad Muzaffarabad Kai Manja GGHS MOYIAN SYEDAN 487. Muzaffarabad Muzaffarabad Mera Kalan GGHS MUSHTIMBA Muzaffarabad 488. Muzaffarabad Muzaffarabad (M.Corp) GGHS MUZAFFARABAD Muzaffarabad 489. Muzaffarabad Muzaffarabad (M.Corp) GGHS NALOOCHI Muzaffarabad 490. Muzaffarabad Muzaffarabad (M.Corp) GGHS NARRUL 491. Muzaffarabad Pattika Noora Seri GGHS NOORA SERI 492. Muzaffarabad Pattika Punjkot GGHS NOSERI 493. Muzaffarabad Muzaffarabad Gojra GGHS PAJGRAN 494. Muzaffarabad Pattika Saidpur GGHS PEHALIAN Muzaffarabad 495. Muzaffarabad Muzaffarabad (M.Corp) GGHS PLATE MZD 496. Muzaffarabad Pattika Punjgran GGHS PUNJGRAN 497. Muzaffarabad Muzaffarabad Katkair GGHS RAHIM KOT 498. Muzaffarabad Pattika Talgran GGHS RAJPIAN 499. Muzaffarabad Muzaffarabad Muzaffarabad GGHS RAJVIYAN (Gun Chatter Bala) 500. Muzaffarabad Muzaffarabad Chatter Klass GGHS RARRA MZD Muzaffarabad 501. Muzaffarabad Muzaffarabad (M.Corp) GGHS SATHI BAGH 502. Muzaffarabad Muzaffarabad Noora Seri GGHS SATHRA SARI DARA 503. Muzaffarabad Muzaffarabad Gojra GGHS SRARR 504. Muzaffarabad Muzaffarabad Chatter Domel GGHS TANDALI 505. Muzaffarabad Muzaffarabad Muzaffarabad GGHS TARIQ ABAD

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(M.Corp) 506. Muzaffarabad Muzaffarabad Gojra GGHS THANGAR 507. Muzaffarabad Muzaffarabad Chatter Klass GGHS UTTRASI 508. Neelum Athmuqam Barian GBHS CHILAHANA BALA 509. Neelum Athmuqam Neelum GBHS DAWARIAN 510. Neelum Sharda Dudnial GBHS DOSUT 511. Neelum Sharda Gurez GBHS HALMAT 512. Neelum Athmuqam Barian GBHS JABBER BARIAN 513. Neelum Athmuqam Kundal Shahi GBHS JAGRAN 514. Neelum Athmuqam Ashkot GBHS JURA 515. Neelum Athmuqam Shahkot GBHS KATHA PIRAN 516. Neelum Athmuqam Kundal Shahi GBHS KUNDAL SHAHI 517. Neelum Athmuqam Kundal Shahi GBHS KUTTAN 518. Neelum Athmuqam Neelum GBHS LAWAT BALA 519. Neelum Athmuqam Ashkot GBHS LESWA 520. Neelum Athmuqam Neelum GBHS NEELUM 521. Neelum Sharda Gurez GBHS PHULAWAI 522. Neelum Athmuqam Athmuqam (MC) GBHS PILOT ATHMUQAM 523. Neelum Sharda Sharda GBHS SHARDA 524. Neelum Sharda Sharda GBHS SURGAN 525. Neelum Athmuqam Neelum GGHS BARRI DAWARIAN 526. Neelum Athmuqam Neelum GGHS DAWARIAN 527. Neelum Sharda Dudnial GGHS DUDNIAL 528. Neelum Sharda Kel GGHS KHAKHIAN KEL 529. Neelum Sharda Sharda GGHS KHAWAJA SERI 530. Neelum Athmuqam Kundal Shahi GGHS KUTTON 531. Neelum Athmuqam Neelum GGHS LAWAT BALA 532. Neelum Athmuqam Barian GGHS MIRPURA 533. Neelum Athmuqam Neelum GGHS NAGDAR 534. Neelum Sharda Gurez GGHS SARDARI 535. Neelum Sharda Sharda GGHS SHARDA 536. Poonch Hajeera Hajeera GBHS (PILOT) HAJIRA 537. Poonch Rawalakot Rawalakot GBHS (PILOT) RAWALAKOT 538. Poonch Abbaspur Abbaspur GBHS ABBASPUR 539. Poonch Hajeera Bhantini GBHS AKHOR BUN 540. Poonch Hajeera Phagwati GBHS AKRAM ABAD 541. Poonch Rawalakot Rehara GBHS ANDROT 542. Poonch Rawalakot Hurnamara GBHS BANAKHA 543. Poonch Rawalakot Bangoien GBHS BANGOIEN 544. Poonch Rawalakot Banjosa GBHS BANJONSA 545. Poonch Rawalakot Pachiot GBHS BARREEN 546. Poonch Hajeera Bhantini GBHS BHANGO 547. Poonch Rawalakot Thorar GBHS BOSA GALA 548. Poonch Abbaspur Chaffar GBHS CHAFFAR 549. Poonch Abbaspur Chattara GBHS CHATTRA 550. Poonch Rawalakot Dothan GBHS CHOTTA GALA 551. Poonch Hajeera Tahi Sehra GBHS DARA SHER KHAN 552. Poonch Rawalakot Dhamni GBHS DHAMNI 553. Poonch Rawalakot Dothan GBHS DOTHAN 554. Poonch Rawalakot Rawalakot GBHS DRAKE 555. Poonch Rawalakot Hurnamara GBHS HOLDAR KOTERA 556. Poonch Rawalakot Hurnamara GBHS HURNAMARA 557. Poonch Rawalakot Bangoien GBHS JANDALA

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558. Poonch Hajeera Jandali GBHS JANDALI 559. Poonch Hajeera Hajeera GBHS JETTA NI HILL SARARI 560. Poonch Hajeera Sehar Kakuta GBHS KAKUTA 561. Poonch Abbaspur Khali Draman GBHS KHALI DARMAN 562. Poonch Rawalakot Rawalakot GBHS KHARICK 563. Poonch Rawalakot Pakhar GBHS KOUHKOT 564. Poonch Abbaspur Khali Draman GBHS MARCHKOT 565. Poonch Rawalakot Banjosa GBHS MIRAL GALA 566. Poonch Abbaspur Khali Draman GBHS NAMJAR 567. Poonch Rawalakot Tain GBHS NAR 568. Poonch Hajeera Bhantini GBHS NATHA GALA 569. Poonch Hajeera Kathiara GBHS NUMBLE SARRARI 570. Poonch Rawalakot Hurnamara GBHS PAK GALI 571. Poonch Rawalakot Pakhar GBHS PAKHAR 572. Poonch Rawalakot Tain GBHS PATOLA 573. Poonch Hajeera Kathiara GBHS PERRKOT 574. Poonch Rawalakot Rawalakot GBHS POTHI BALA 575. Poonch Hajeera Kathiara GBHS POTHI CHAPPRIAN 576. Poonch Rawalakot Rawalakot GBHS POTHI MAKWALAN 577. Poonch Hajeera Hajeera GBHS RAKKAR 578. Poonch Rawalakot Rehara GBHS REHARA 579. Poonch Rawalakot Thorar GBHS SARDI BHALGRAN 580. Poonch Hajeera Tahi Sehra GBHS SEHRA 581. Poonch Rawalakot Rehara GBHS SOON TOPA 582. Poonch Hajeera Tahi Sehra GBHS TAHI 583. Poonch Hajeera Ghamir GBHS TANDA 584. Poonch Hajeera Sehar Kakuta GBHS TATRI NOTE 585. Poonch Abbaspur Chaffar GBHS TROTY 586. Poonch Abbaspur Abbaspur GGHS ABBASPUR 587. Poonch Rawalakot Bangoien GGHS BANGOIN 588. Poonch Hajeera Battal GGHS BATTAL 589. Poonch Rawalakot Pachiot GGHS BHATTA MORA 590. Poonch Rawalakot Dhamni GGHS BHI BAIKH 591. Poonch Rawalakot Dhamni GGHS BUN BACK 592. Poonch Abbaspur Chaffar GGHS CHAFFAR 593. Poonch Rawalakot Dothan GGHS CHOTTA GALA 594. Poonch Hajeera Hajeera GGHS CITY HAJIRA 595. Poonch Hajeera Tahi Sehra GGHS DARA SHAR KHAN 596. Poonch Rawalakot Dhamni GGHS DHAMNI 597. Poonch Rawalakot Dothan GGHS DOTHAN 598. Poonch Rawalakot Banjosa GGHS GAHI BANJONSA 599. Poonch Hajeera Ghamir GGHS GHAMIR 600. Poonch Rawalakot Dhamni GGHS HUSSAIN KOT 601. Poonch Rawalakot Hurnamara GGHS JHIRI 602. Poonch Hajeera Phagwati GGHS KAIRI CHAROON 603. Poonch Hajeera Bhantini GGHS KALPUR 604. Poonch Rawalakot Dhamni GGHS KHAI GALA 605. Poonch Abbaspur Khali Draman GGHS KHALI DRAMAN 606. Poonch Rawalakot Rawalakot GGHS KHARICK 607. Poonch Rawalakot Ali Sojal GGHS KHORI CHANNA 608. Poonch Rawalakot Pakhar GGHS KOH KOT 609. Poonch Rawalakot Hurnamara GGHS KOTERA 610. Poonch Hajeera Bhantini GGHS KOTERIAN

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611. Poonch Rawalakot Rehara GGHS LUNJGRAN 612. Poonch Hajeera Battal GGHS MANDHOLDE 613. Poonch Rawalakot Hurnamara GGHS MORI FORMAN SHAH 614. Poonch Rawalakot Rawalakot GGHS MUTIAL MARA BALA 615. Poonch Abbaspur Khali Draman GGHS NAMJAR 616. Poonch Rawalakot Tain GGHS NAR 617. Poonch Rawalakot Thorar GGHS NUMB DUMBNOTA 618. Poonch Rawalakot Tain GGHS PATOLA 619. Poonch Hajeera Phagwati GGHS PHEGWATTI 620. Poonch Rawalakot Rawalakot GGHS POTHI BALA 621. Poonch Hajeera Kathiara GGHS POTHI CHAPRIAN 622. Poonch Rawalakot Rawalakot GGHS POTHI MAKWALAN 623. Poonch Hajeera Phagwati GGHS RAKKAR 624. Poonch Rawalakot Rawalakot GGHS RAWALAKOT NO 1 625. Poonch Rawalakot Rawalakot GGHS RAWALAKOT NO 2 626. Poonch Rawalakot Pachiot GGHS SEHAR BAREEN 627. Poonch Hajeera Hajeera GGHS SEHAR KAKUTA 628. Poonch Hajeera Sehar Kakuta GGHS SEHAR MADAR PUR 629. Poonch Rawalakot Singola GGHS SINGOLA 630. Poonch Rawalakot Rehara GGHS SOON TOPA 631. Poonch Hajeera Ghamir GGHS TANDA GHAMIR 632. Poonch Rawalakot Hurnamara GGHS TARNOTI 633. Sudhnuti Pallandri Dhar Drach GBHS AZAD PATTAN 634. Sudhnuti Pallandri Jhanda Bagla GBHS BAITRAN 635. Sudhnuti Trarkhel Narian GBHS BARIOT 636. Sudhnuti Bloach Bassari GBHS BESSARI 637. Sudhnuti Bloach Bassari GBHS BHATA KOT 638. Sudhnuti Mong Mong GBHS CHHALAR 639. Sudhnuti Pallandri Dhar Drach GBHS CHHECHHAN 640. Sudhnuti Bloach Chokian GBHS DAHAMAN PAKHONAR 641. Sudhnuti Trarkhel Papay Nar GBHS DANNA PAPANAR 642. Sudhnuti Bloach Bassari GBHS DHAK 643. Sudhnuti Pallandri Dhar Drach GBHS DHARDHRACH 644. Sudhnuti Mong Pattan Sher Khan GBHS DHINGROON 645. Sudhnuti Bloach Chokian GBHS GALA CHOKIAN 646. Sudhnuti Pallandri Gorah GBHS GARALA 647. Sudhnuti Pallandri Gorah GBHS GORAH 648. Sudhnuti Bloach Bassari GBHS HUMRUTTA 649. Sudhnuti Pallandri Jhanda Bagla GBHS ISLAMPURA 650. Sudhnuti Bloach Bassari GBHS KHAWAS 651. Sudhnuti Trarkhel Narian GBHS MURS HADABAD 652. Sudhnuti Pallandri Pallandri (TC) GBHS PALLANDRI 653. Sudhnuti Pallandri Baral GBHS PANTHAL 654. Sudhnuti Mong Pattan Sher Khan GBHS PATTEN SHER KHAN 655. Sudhnuti Trarkhel Narian GBHS QILLAN 656. Sudhnuti Bloach Kahala GBHS SEHR BISSUTA 657. Sudhnuti Pallandri Baral GBHS TAHLIAN 658. Sudhnuti Trarkhel Narian GBHS TALAWARI 659. Sudhnuti Pallandri Baral GGHS BARAL 660. Sudhnuti Pallandri Dhar Drach GGHS CHHE CHHAN 661. Sudhnuti Bloach Chokian GGHS DHAMAN PAKHONAR 662. Sudhnuti Pallandri Dhar Drach GGHS DHAR DHARACHH 663. Sudhnuti Mong Pattan Sher Khan GGHS DHINGROON

664. Sudhnuti Pallandri Gorah GGHS GARRALA 665. Sudhnuti Pallandri Gorah GGHS GORAH 666. Sudhnuti Bloach Kahala GGHS GRAN DHAMAKIAN 667. Sudhnuti Pallandri Dhar Drach GGHS GULKOT 668. Sudhnuti Pallandri Jhanda Bagla GGHS ISLAMA PURA 669. Sudhnuti Pallandri Jhanda Bagla GGHS JHANDA BAGLA 670. Sudhnuti Mong Pattan Sher Khan GGHS KURI PATTAN SHER KHAN 671. Sudhnuti Mong Mong GGHS MONG 672. Sudhnuti Trarkhel Narian GGHS MONGRIOT 673. Sudhnuti Trarkhel Narian GGHS MURSHAD ABAD 674. Sudhnuti Pallandri Jhanda Bagla GGHS NAKKAR 675. Sudhnuti Bloach Kahala GGHS NALIAN 676. Sudhnuti Pallandri Pallandri (TC) GGHS PALLADNRI 677. Sudhnuti Mong Pattan Sher Khan GGHS PATTAN SHER KHAN 678. Sudhnuti Trarkhel Papay Nar GGHS PHULJARI 679. Sudhnuti Pallandri Dhar Drach GGHS SIA 680. Sudhnuti Pallandri Baral GGHS TALIHAN 681. Sudhnuti Bloach Bassari GGHS THANDI KASSI 682. - - - - 683. - - - -

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Appendix “J”

To,

Secretary Education (Schools)

Government of Azad Jammu & Kashmir, Muzaffarabad.

Sir,

Most humbly it is stated that I, Zulfiqar Ahmed am a PhD scholar at Faculty of Advanced Integrated Studies and Research, National University of Modern Languages (NUML) Islamabad. I am conducting my PhD research work on “An Analysis of Selection Process of Teachers at Primary level as a Parameter for Quality Management”. I need your permission to conduct this survey study in Azad Jammu & Kashmir public sector schools. The sample will comprise the primary teachers and the district administrators i.e. DEOs, Dy DEOs & AEOs both male and female.

Your cooperation in completing my study and gathering the requisite data will help me to finalize my work. The result derived from this study will be helpful for the public sector schools and the administrators to maintain the quality management practices in futuristic needs. The relevant authority letters from the Dean of my department and the supervisor are attached with this application for your favorable action, please.

With profound regards,

Your sincerely, Zulfiqar Ahmed (Researcher) Faculty of Advanced integrated studies and Research,NUML, Islamabad.

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Appendix “N”

Certificate by Urdu Expert

I______Designation______from University of ______certify that I have read the complete tool of research designed by Mr. Zulfiqar Ahmed (Researcher) at National University of Modern Languages (NUML) , Islamabad. The translated Urdu version of tool is up to the mark and according to the original content standards of research instrument. I am satisfied with all translated items. The reflection of statements/items is according to the original copy of tool.

I hereby also certify that translated copy of tool is comprehensive in all aspects and at the quality to be administered on the actual sample of study.

______Signature & stamp of certifying expert

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APPENDIX “P”

Certificate for Checking of Research Tool

I Dr. Syed Munir Ahmed, Institute of Education & Research (IER), University of Peshawar, certify that I checked research instrument prepared by research scholar, Mr. Zulifqar Ahmed from National University of Modern Languages (NUML), Islamabad. His topic of research was “An Analysis of Selection Process of Teacher at Primary Level as a Parameter for Quality Management. Necessary suggestions which were proposed in the needful areas are incorporated by him. I further certify that tool is up to the mark to be administered on selected sample of the study.

Dr. Syed Munir Ahmed (Institute of Education & Research (IER), University of Peshawar)

Signature & Stamp………………………..

Date:………………………………………

Tel no:………………………………..

Email:………………………………...

APPENDIX “P”

Certificate for Checking of Research Tool

I Dr. Fauzia Khaurshid , Associate Professor, National University of Modern Languages (NUML), Islamabad certify that I checked research instrument prepared by research scholar Mr. Zulifqar Ahmed from National University of Modern Languages (NUML), Islamabad. His topic of research was “An Analysis of Selection Process of Teacher at Primary Level a Parameter for Quality Management. Necessary suggestions which were proposed in the needful areas are incorporated by him. I further certify that tool is up to the mark to be administered on selected sample of the study.

Dr. (Fauzia Khaurshid) (National University of Modern Languages (NUML), Islamabad)

Signature & Stamp………………………..

Date:………………………………………

Tel no:………………………………..

Email:………………………………..

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