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Complete File of JER 21 (1).Pdf JOURNAL OF EDUCATIONAL RESEARCH ISSN 1027-9776 (Print) ISSN 2309-8554 (Online) Vol. 21 No. 1 2018 (HEC RECOGNIZED) DEPARTMENT OF EDUCATION The Islamia University of Bahawalpur PAKISTAN DEPARTMENT OF EDUCATION The Islamia University of Bahawalpur PAKISTAN JOURNAL OF EDUCATIONAL RESEARCH ISSN 1027-9776 (Print) ISSN 2309-8554 (Online) Vol. 21 No. 1 2018 INDEXED IN EBSCO host • Education Research Complete • Education Source • One Belt, One Road Reference Source • TOC Premier Gale • Academic OneFile • Educator’s Reference Complete ProQuest • Education Collection • Education Database • Professional ProQuest Central • ProQuest 5000 • ProQuest 5000 International • ProQuest Central, • Social Science Premium Collection Taylor & Francis • Educational Research Abstract Online • Research Into Higher Education Abstracts (Online) ASIANET Pakistan i DEPARTMENT OF EDUCATION The Islamia University of Bahawalpur PAKISTAN JOURNAL OF EDUCATIONAL RESEARCH ISSN 1027-9776 (Print) ISSN 2309-8554 (Online) Vol. 21 No. 1 2017 EDITORIAL BOARD PATRON Professor Dr. Qaiser Mushtaq Vice Chancellor Editor Professor Dr. Akhtar Ali Dean, Faculty of Education Members Dr. Nasreen Akhter Department of Education Dr. Sabiha Hameed Rehmani Department of Education Dr. Irshad Hussain Department of Educational Training Dr. Muhammad Ramzan Department of Educational Training Note Views expressed in the articles of this journal are of authors and do not reflect the views of the Journal of Educational Research. SUBSCRIPTION Annual Rs.200/- Single Copy Rs.100/- Special Issue Rs.150/- FOREIGN Individuals US$15.00 Annual Libraries US$10.00 Single copy Institutions US$12.00 Special Issue US$10.00 ii EDITORIAL BOARD 1. Professor Dr. Divya Jindal Snape Professor of Education, Inclusion and Life Transition, Associate Dean Research, University of Dundee, UK 2. Professor Dr. William Bill Gulam Salford University, Manchester, UK 3. Professor Dr. Riaz Ul Haq Tariq Chairman National Accreditation Council for Teacher Education, Islamabad 4. Professor Dr. Neil Taylor School of Education, University of New England, Armidale, Australia 5. Professor Dr. Nasir Mehmood Dean, Faculty of Education, AIOU, Islamabad 6. Professor Dr. Aytekin Isman Dean, Faculty Education, Sakarya University, Turkey 7. Dr. Ugur Demiray Dean, Faculty of Communication Sciences, Anadolu University, Eskisehir, Turkey 8. Professor Dr. Paul Kawachi Kurume City Fukuoka-830-00003 Japan 9. Professor Dr. Umar Ali Khan Department of Education, Preston University Kohat 10. Professor Dr. Nabi Bux Jamani Faculty of Social Sciences, International Islamic University, Islamabad iii JOURNAL OF EDUCATIONAL RESEARCH ISSN 1027-9776 (Print) ISSN 2309-8554 (Online) Vol. 21 No. 1 2018 Earnings May Help in Studying Reliability of (Self) Assessment 1 Ashfaque Ahmad Shah, Zunaira Fatima Syeda, Jean-Jacques Paul Beginning Teachers’ Professional Self-Image: Reconciliation between 12 Teachers and Head Teachers Ayyaz Qadeer, Adnan Tahir, Muhammad Ilyas Chishti English Language Teachers’ Instructional Clarity at the Intermediate 25 Level in the Educational Institutions in Islamabad Hazrat Umar Gender Based Subject Matter Knowledge of Diverse Modes of 38 Selected Teachers in the Light of Competency Based Teacher Education Qayyum Nawaz, Malik Amer Atta Leadership as Distinguish Operative Total Quality Management 56 Factor in the Public-Sector Universities of Pakistan Tanzeela Arooj Role of Social Media for Promotion of Education in Southern Punjab 73 Ghulam Safdar, Abdul Wajid Khan, Ayesha Abbasi Employers’ Satisfaction with Professionally Qualified Secondary 86 School Teachers in Pakistan Akhtar Ali, Nabeela Sulaiman, Muhammad Javed Comparing the Stress Level of Teachers at Public and Private 106 Universities in Pakistan Samra Afzal, Marium Din,, Imtiaz Ali Qureshi iv Development of Number Concepts in Students with Intellectual 122 Disability by using Digital Game based Learning Ayesha Wajiuhullah, Samina Ashraf, Shaista Majad The Role of ICT in Motivating Learners in ESL Classroom at University Level 130 in Lahore Maria Riaz, Irfana Omar, Muhammad Amin Learning in Mathematics: Difficulties and Perceptions of Students 147 Nasrin Akhter, Nasreen Akhter Comparison of Primary School Boys and Girls on Number 164 Conservation Ability Ayaz Ahmad, Rabia Tabassum, R. A. Farooq Error Analysis of English Language Speakers in the Use of Articles 1 77 in Pakistan Saira Maqbool, Mamuna Ghani, Asif Khan Comparison between Perception and Use of Alternative Assessment 189 Techniques in Teaching of English at Secondary Level Marriam Bashir, Nazia Shahzadi, Muhammad Tanveer Afzal Practices of Professional Ethics among University Teachers: An 203 Analysis of Demographic Differences Fareeha Nudrat, Nasir Mahmood v Journal of Educational Research, Dept. of Education, IUB, Pakistan (Vol. 21 No. 1) 2018 Earnings May Help in Studying Reliability of (Self) Assessment Ashfaque Ahmad Shah* Zunaira Fatima Syeda** Jean-Jacques Paul*** Abstract Competence is a determinant of earnings (Roy, 1951; Semeijn et al., 2006, etc.) and the earnings are explained by (the use and the level of) one’s acquired competence (Loo & Semeijn, 2004). Whereas, the subtlety of competence assessment is, appropriately, a critical research question; and the self-assessment of competence becomes even more subtle. The researchers have been using various methods for the (self) assessment (Shah, 2009) and rating scale seems a workable method for the competence measurement. This paper explores into the reliability of (self) assessment of level of competence. Data set of the Reflex project has been analysed; and we are thankful to the team of Reflex project. This dataset was collected through convenient sampling technique. OLS Regression analyses were done in Stata. We find the reliability of (self) assessment (acquired and required level of the competence). Results of this study are reinforced by the work of many researchers, for example, Heijke et al. (2002), and Busato et al. (2000). The study concludes with the confirmation of reliability of competence (self) assessment. Keywords: (Self) Assessment, Competence, Higher Education, Earnings, Occupation, Gender, Labour Market Introduction Reliability of (self) assessment of individuals’ competence(s) has been a matter of serious concern to the researchers in Education, Economics, Management and the related fields. Various ways have been proposed in this regard; and the debate is on continuously. Far reaching objective of such a continued arduous activity is to prepare individuals through education and retraining so that they may get adjusted in real work situation. Underlying question of this debate is how to better match people with their work. Researchers believe that competence assessment may help in deciding how to match people with their jobs and tasks (Spencer & Spencer, 1993). * University of Sargodha, Department of Education, Centre for Economics of Education, Sargodha 40100, Pakistan, [email protected]; + 92.48.92.30.553 **University of Sargodha, Department of Education, Centre for Economics of Education, Sargodha 40100, Pakistan, [email protected]; + 92.48.92.30.553 ***Université de Bourgogne, Institute de recherche sur l’éducation (IREDU), Dijon, France, [email protected]; + 33.38.03.95.450 1 Journal of Educational Research, Dept. of Education, IUB, Pakistan (Vol. 21 No. 1) 2018 Earnings have been defined primarily on the basis of, initially, the number of successful years in schooling, and at later stage, the time spent in employment. The time in schooling and/or employment is in fact responsible for adding to the competence (human capital) possessed by the individual through their lifelong learning experiences. In rather simple words, it is the competence (the cumulative effect of school and work) possessed by an individual which is in fact responsible for their earnings. Therefore, now it is not strange to consider competence(s) as a determinant of earnings (Roy, 1951; Hartog, 2001; Semeijn et al., 2006; Nijhof, 1998). According to Loo and Semeijn (2004) it is the use and the level of competences possessed that determines individuals’ earnings. Nijhof (1998) considers labour market oriented knowledge and skills are decisive for individuals’ success in their job. There are many researchers (Heijke et al., 2002; Busato et al., 2000; Garcia-Aracil et al., 2004; Teichler & Kehm, 1995) who have been working on competence and the earnings; they are interested to ascertain more appropriate competences for professional success of 21st century graduates. Concerns over match between individuals’ qualification (higher education) and employment have attracted many researchers (Garcia-Aracil et al., 2004; Heijke et al., 2002; Busato et al., 2000; Teichler & Kehm, 1995) for better output both at micro and macro level. Trade-off between specific and generic competences kept researchers divided indiscriminately. Many researchers like Mane (1998), Campbell and Laughlin (1991), and Kang and Bishop (1989) believed in superiority of specific competences over the generic; whereas, some others, Teichler (1999) and Bowen (1977), revealed contradictory empirical evidences. Garci-Aracil and van der Velden (2008) revealed strong relationship between acquired competences and the required competences (characteristics of the job). Relationship between earnings and competences was found by Allen and van der Velden (2001), however, it was a week relationship. An extensive work on (self) assessment was carried out by Falchikov and Baud (1989) who scrutinized
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