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Different Pathways Into Teaching in Rural Primary and Middle Schools: Multiple Case Studies of Female and Male Teachers in Mountain Societies of Northern Pakistan

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Different Pathways Into Teaching in Rural Primary and Middle Schools: Multiple Case Studies of Female and Male Teachers in Mountain Societies of Northern Pakistan ABSTRACT Title of Dissertation: DIFFERENT PATHWAYS INTO TEACHING IN RURAL PRIMARY AND MIDDLE SCHOOLS: MULTIPLE CASE STUDIES OF FEMALE AND MALE TEACHERS IN MOUNTAIN SOCIETIES OF NORTHERN PAKISTAN. Nooruddin Gulbahar Shah Doctor of Philosophy, 2020 Dissertation directed by: Professor Jing Lin Department of Counseling, Higher Education, and Special Education The purpose of this qualitative, multiple case study is to explore the different pathways into teaching in rural primary and middle schools. As a conceptual framework, the continuum of teacher learning and occupational choice theory were used to study teacher preparation and recruitment. Research participants included twelve teachers (seven male and five female) from four different types of schools. Each participant (teacher) was a case and the schools were mainly work sites where teachers were interviewed. The schools selected for data collection were located in a remote mountain village of Pakistan’s Gilgit-Baltistan province, where 86 percent of the total population live in rural areas. The findings of this study problematize teacher policy and practice. Entry into the teaching profession is generally assumed to be a simplistic process. However, this study yielded new insights and revealed that the real-life experiences of teachers varied and were more complex, with multiple factors influencing teachers’ entry into teaching. Wide disparities were found between and among male and female teachers’ working conditions and pay, and female teachers were particularly disadvantaged. More importantly, the findings in this study provide justification for the government to continue recruiting more female teachers until at least an equal proportion of government permanent jobs are held by women in rural schools of Pakistan. The study confirmed teachers learning to teach in different stages. The assumption of linearity, or that teachers not teaching before preservice, was questionable, as the findings indicated that nearly all the participants acquired at least one preservice teacher education certificate while they were already serving as a teacher. Teachers’ perceptions on impact and influence of preservice and inservice training presented mixed findings. This study expands the scope of existing research on teachers’ pathways into teaching by adding an in-depth examination of rural teachers’ perceptions and experiences. Findings of this study will be useful for government, teacher associations/unions, donors and civil society organizations engaged in teacher policy, preparation and recruitment in Pakistan and in other developing countries. Future research is needed to explore the institutional perspectives on teacher preparation and recruitment. Also, more in-depth research is needed to further unravel barriers for female teachers and explore ways to remove those barriers for recruiting more female teachers in rural government schools. DIFFERENT PATHWAYS INTO TEACHING IN RURAL PRIMARY AND MIDDLE SCHOOLS: MULTIPLE CASE STUDIES OF FEMALE AND MALE TEACHERS IN MOUNTAIN SOCIETIES OF NORTHERN PAKISTAN by Nooruddin Gulbahar Shah International Education Policy Department of Counseling, Higher Education, and Special Education College of Education Dissertation submitted to the Faculty of the Graduate School of the University of Maryland, College Park, in partial fulfillment of the requirements for the degree of Doctor of Philosophy 2020 Advisory Committee: Professor Jing Lin, Chair Professor Steven Klees Professor Mark Ginsburg Professor Jennifer Turner, Dean’s Representative Professor Colleen O’Neal © Copyright by Nooruddin Gulbahar Shah 2020 Dedication To my father, Gulbahar Shah, and my mother, Mah Darukhshan Shah, who have been inspiration for me and instrumental in my success. They taught me value of education, hard work and above all, being content in daily life. To my wife Sajida Baig, for her encouragement and strong belief that I could finish writing my dissertation. Without my wife’s extraordinary support, patience, time, and fantastic cooking, this dissertation would not have been possible. To my son Ezaan Ali Shah and my daughter Aiza Salene Shah. ii Acknowledgements This dissertation would not have been possible without generous guidance and mentoring from my advisor and chair, Dr. Jing Lin. Her support, encouragement and insightful comments helped me throughout my research. It’s been an honor for me to be your student and my special thanks to you for providing me learning opportunities and reflections. I am grateful to my committee members Dr. Steven Klees, Dr. Mark Ginsburg, Dr. Jennifer Turner and Dr. Colleen O’Neal for accepting the request to join my committee and providing time and valuable feedback. My thanks are due to my professors at International Education Policy (IEP) program, including Dr. Lin, Dr. Klees, Dr. Ginsburg and Dr. Stromquist. You have been an inspiration, both through your courses as well as academic work. I would like to express my gratitude to all the teachers at Mountain Village in Northern Pakistan who participated voluntarily in my research and shared their stories, perceptions and experiences with me during my field work. All the teachers welcomed me to their schools, and I was impressed by their hospitality and great work. Finally, I would like to express my gratitude to my extended family members and friends who supported me during my PhD study. iii Table of Contents Dedication ..................................................................................................................... ii Acknowledgements ...................................................................................................... iii Table of Contents ......................................................................................................... iv List of Tables ............................................................................................................. viii List of Figures .............................................................................................................. ix List of Abbreviations .................................................................................................... x Chapter 1: INTRODUCTION....................................................................................... 1 Background and Problem Statement ......................................................................... 1 Global Learning Crisis .......................................................................................... 2 Global Policies on Teaching and Learning ........................................................... 5 Research Aim and Questions .................................................................................... 9 Limitations and Significance of Study .................................................................... 10 CHAPTER 2: CONCEPTS AND THEORETICAL PERSPECTIVES ..................... 11 Theoretical Perspectives and Approaches .............................................................. 11 Constructivism .................................................................................................... 11 Critical Pedagogy ................................................................................................ 12 Human Rights-Based Approach ......................................................................... 16 Conceptual Framework ........................................................................................... 19 Theory of Occupational Choice .......................................................................... 20 Continuum of Teacher Learning ......................................................................... 20 Teacher Quality and Emerging Models of Teacher Education ............................... 25 Teacher Quality and Student Learning ............................................................... 25 Emerging Models of Teacher Education ............................................................ 29 Other Important Factors Affecting Teacher Education ...................................... 36 Conclusion .............................................................................................................. 39 CHAPTER 3: RURAL CONTEXT AND TEACHER EDUCATION IN PAKISTAN ..................................................................................................................................... 41 Context of Rural Areas ........................................................................................... 41 Defining Rural Areas .......................................................................................... 41 Rural-Urban Demographics ................................................................................ 42 Education and Rural Development ......................................................................... 43 Rural Areas and Educational Challenges ............................................................ 43 Educational Landscape of Pakistan ........................................................................ 48 The State of Education in Pakistan ..................................................................... 50 Pakistan’s Teacher Education System and Reforms ........................................... 53 Pathways into Teaching/Teacher Education Programs....................................... 60 Conclusion .............................................................................................................. 62 CHAPTER 4: METHODOLOGY .............................................................................
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