ANALYSIS THE PROBLEMS FACED BY

PRIMARY SCHOOLS TEACHERS AT BOONI

(CHITRAL)

SAIRA GUL
Roll No. 3018
M.Ed

DISTANCE EDUCATION
UNIVERSITY OF PESHAWAR

Session: 2016-2017
 ANALYSIS THE PROBLEMS FACED BY
PRIMARY SCHOOLS TEACHERS AT BOONI
(CHITRAL)

SAIRA GUL
Roll No. 3018
M.Ed

A thesis submitted in partial fulfillment of the requirement of the degree of Master in

Education Distance Education University of Peshawar

DISTANCE EDUCATION
UNIVERSITY OF PESHAWAR
Session: 2016-2017
 FORWARDING SHEET

This is to certify that this research titled as “Analysis the Problems Faced by
Primary Schools Teachers at Booni (Chitral)” has been completed under my
guidance and I am fully satisfied with the quality of student’s research work.

Supervisor: ______________________________
Dr. Arbab Khan Afridi

External Examiner: ___________________________

Dr. Arshad Ali

Director: ___________________________
Prof. Dr. Taj Muharram
Institute of Education & Research
University of Peshawar

Date: - -2017
 DEDICATION

I dedicate this achievement to my parents

Whose guidance and support has been a source of my success.

 AKNOWLEDGEMENTS

All the acclamations and appreciations are for almighty Allah who

bestowed the mankind knowledge and wisdom.

I am further deeply grateful to my respected supervisor Dr. Arbab

Afridi, his continues affection, congenial favor, well coordination,

guidance, most valuable kindness, advice, sincere cooperation at the

hour of need and help in the completion of my satisfactory duty

embodied in this task. He always willing to listen to problems

encountered during the research and without whom completing it

would have been difficult and less enjoyable task.

I am also grateful to my parents who supported me morally and

financially throughout my study and in every walk of life. I am

justified in saying that major part of my success goes to them.

I owe a depth of gratitude to the research participants, who provided

me their precious time and information. The study would not have

been possible if the principal of varies school and parents have not

allowed the students participation in the research, so I am really

grateful to them.

SG
 TABLE OF CONTENTS

FORWARDING SHEET III

DEDICATION IV
AKNOWLEDGEMENTS V
TABLE OF CONTENTS VI
LIST OF TABLES AND FIGURES VIII
ABSTRACT IX
CHAPTER-1: INTRODUCTION 1
1.1 BACKGROUND OF THE STUDY 1
1.2 RATIONALE OF THE STUDY 2
1.3 STATEMENT OF THE STUDY 2
1.4 OBJECTIVES OF THE STUDY 3
1.5 SIGNIFICANCE OF THE STUDY 3
1.6 DELIMITATION OF THE STUDY: 4
CHAPTER-2: REVIEW OF THE RELATED LITERATURE 1
2.1 INTRODUCTION 1
2.2 PROBLEMS FOR TEACHERS 1
2.3 THE CHALLENGES OF EDUCATION IN PAKISTAN 3
2.4 PRIVATE SCHOOLS 5
2.5 PROBLEMS FOR STUDENTS: 6
2.6 TEACHERS STUDENTS RELATIONSHIP 6
2.7 PRIMARY EDUCATION IN THE LIGHT OF VARIOUS EDUCATIONAL POLICIES 7
2.8 THE NATIONAL EDUCATIONAL COMMISSION 1959 8
2.9 EDUCATION POLICY 1970 9
2.10 EDUCATION POLICY 1972-80 9
2.11 EDUCATION POLICY 1998-2010 10
2.12 THE BASIC NEEDS OF PRIMARY EDUCATION 10
2.12.1 Role of Students: 10
2.12.2 Role of Teachers: 11
 2.12.3 Role of Parents: 11
2.12.4 Facilities: 12
CHAPTER-3: METHOD AND PROCEDURE 13
3.1 METHOD AND PROCEDURE 13
3.2 RESEARCH SITE AND POPULATION 13
3.3 RESEARCH PARTICIPANTS 13
3.4 RESEARCH TOOLS 14
3.4.1 Questionnaire 14
3.5 DATA ANALYSIS 14
3.6 DELIMITATION OF THE STUDY 14
CHAPTER-4: PRESENTATION AND ANALYSIS OF DATA 15
CHAPTER-5: FINDING, CONCLUSION AND RECOMMENDATIONS 38
5.1 THE KEY FINDINGS REVEALED FROM THIS STUDY 38
5.2 CONCLUSIONS DERIVED FROM THE STUDY 39
5.3 RECOMMENDATIONS 40
REFERENCES 42
APPENDEX 44
QUESTIONNAIRE 44
 LIST OF TABLES AND FIGURES

Table # Title Page #

Table 4.1: Academic qualification of primary teachers in the selected school.....16
Table 4.2: Professional qualification of primary teachers.....................................17
Table 4.3: Whether salaries of teachers fulfill there needs or not?.......................18
Table 4.4: Whether the teachers get salaries in time or not?.................................19
Table 4.5: Whether primary teachers enjoy advance increments obtaining
next higher education...........................................................................20
Table 4.6: Whether the primary teachers are local or non local............................21
Table 4.7: Whether school is situated by road for primary teachers.....................22
Table 4.8: Difficulties faced by Primary teachers in performing their duties.......23
Table 4.9: Whether the parents and the inhabitants cooperate..............................24
Table 4.10: Percentage of satisfaction or dissatisfaction of primary Teachers
towards the attitude of their school head..............................................25
Table 4.11: Facility of leave when needed..............................................................26
Table 4.12: Personal interest of school heads in the solution of primary
teachers problems.................................................................................27
Table 4.13: Percentage of problems of primary teachers in receiving their pay.....28
Table 4.14: Difficulties of primary teachers regarding basic facilities in school....29
Table 4.15: Water System in School.......................................................................30
Table 4.16: Whether flush systems exist in school.................................................31
Table 4.17: Whether electricity exists in school.....................................................32
Table 4.18: Whether the present curriculum is according to the mental level
of the students......................................................................................33
Table 4.19: Arrangement for residence in the school.............................................34
Table 4.20: Laboratory, library, telephone, newspaper, first aid and
availability of staff room......................................................................35
Table 4.21: Number of classes per week of the teacher..........................................36
Table 4.22: Student teachers ratio...........................................................................37
 ABSTRACT

Education plays a vital role in every society; through education we can bring desirable

changes in the behavior of an individual. It is the only phenomena through which any

generation conveys his culture, tradition and values to the next generation. The aims

of education can be achieved only if teacher performs their duties well to the best of

their abilities. Primary education is the key when it comes educating the people of

one’s country, because it provides the base to higher education. Therefore teachers

must have to focus on this level of education.

In order to educate people government has to play its role. In developing countries

like Pakistan the required resources are not sufficient and the government can’t cater

this task alone. In Pakistan private schools are playing vital role in educating people

and government needs to support them in this regard. Teacher serving in private

sectors are lacking in the facilities like health care, insurance and housing facilities.

So they are unsatisfied with their job. Unsatisfied teachers are unable to bring change

in teaching methodology. Private sectors are not usually appropriate in financial

resources due to lack of funding. Therefore, they are unable to arrange compassionate

teaching aids like charts and other audiovisual aids. Without teaching aids effective

teaching is not possible. Private schools are usually unable to arrange training

sessions for the serving staffs. Without having proper training, the teachers are facing

lot of problems pertaining to their teaching methodology and classroom learning. In

this thesis problems related to the primary teachers a case study of private schools are

identified using questionnaire and by visiting the private schools of Booni. The results

will help policy makers to develop new policies regarding private primary schools and

it also helps the private school authorities to focus on the key issues which are faced

by the teachers which are the main hurdle in delivering quality education to the

students of this backward area.

The researcher took 17, schools as a sample from the respective population as the area

is composed of for fling and backward where the researcher find himself conveniently

to collect data from the respective schools. The selected schools for data collection

have co-education. Hence, the researcher collects the data without gender equality.

Questionnaire is composed of 25 items having close-ended responses. Results were

analyzed on frequencies ad simple percentage method, and tables and graphs were

recorded for the presentation of data. Finings, conclusions and recommendations were

drawn accordingly. All represent data including references and annexure are here by

attached for detail.

 CHAPTER-1
INTRODUCTION

1.1 BACKGROUND OF THE STUDY

Education is necessary agency for every individual in every society; through

education we can bring desirable changes in the behavior of an individual. It is the

only device through which any generation conveys his culture, tradition and values to

the next generation.

Aims of education can only be achieved if teachers perform their duties to the best of

their abilities. Primary education is the base for all higher education. It is obvious that

a student who is weak in learning in the beginning due to lack of interest of teacher,

the students will not perform well in higher education. There may be well-furnished

schools and other teaching tools for better education but if the teacher is not mentally

prepared and satisfied, the students will not show good results as desired.

Pakistan like other developing countries faces a serious problem of social

development like poverty, ignorance, disease and backwardness. Poverty and

ignorance are the main factors hindering the development, progress and prosperity of

Pakistan. Education can play an important role in this respect (Brown, N.J. 2004).

Literacy in Pakistan is very low as compared to the developed countries of the world

showing hundred percent literacy rates. No country can make progress without

educated people. Scientific and technical knowledge is must for the progress and

prosperity of all the developing countries. A network of education institutions is

needed in this respect. Real progress in education can only be achieved with sufficient

financial and material resources (Iqbal Z., M., 2005).

In order to educate people government has to play its role. In developing countries

like Pakistan the required resources are not sufficient and the government can’t cater

1
this task alone. . In Pakistan private schools are playing vital role in educating people

and government needs to support them in this regard. Teacher serving in private

sectors are destitute of facilities like health care, insurance and housing facilities. So

they are unsatisfied with their job. Unsatisfied teachers are unable to bring change in

teaching methodology. Private sectors are usually not ample financial resources due to

lack of funding. Therefore, they are unable to arrange compassionate teaching aids

like charts and other audiovisual aids. Without teaching aids effective teaching is not

possible. Private schools are usually unable to arrange training sessions for the

serving staffs. Without having proper training the teachers are facing lot of problems

pertaining to their teaching methodology and classroom control.

Students studying in private schools of remote areas are facing the issue of

transportation, the same issues is faced by the teaching staff in that areas. The female

teachers are facing many problems like having low incentives, transportation

problems, do not get their salaries on time, having less command over all subjects as

they have to teach all the subjects (Rehman M., 2004).

1.2 RATIONALE OF THE STUDY

Researches show that the teachers who are facilitated produce best students but it has

been observed that the teachers in primary schools of Booni are not satisfied from the

facilities and incentives given to them. Being a teacher of a private school I observed

that I have problems regarding facilities and incentives and it creates problem in my

teaching and learning process. Through this study I want to know about the other

teacher’s issues who are teaching in private school.

1.3 STATEMENT OF THE STUDY

Education is a continuous process. The education process consists of students,

teachers and parents and community. If every component of this circle is complete in

its sense, then desirable objectives can be achieved. Since primary education is the

2
base for all higher education. So the Primary schools teachers play an important role

in the development of education. When teachers are not free from worries they will

not perform their duties well and objectives of education can’t be fully achieved and

implemented.

Most of the primary teachers lack facilities of accommodation, transport and other

such related matters. Teachers build the characters of a nation. They shape the destiny

of a nation. Teachers are the cream of nations so they should be preserved and

flourished.

Primary school teachers usually face various problems and could not be able to

achieve the desired goal and objectives of primary education in their context. This

research study was intended to get sufficient knowledge regarding the hindering and

facilitating factors of this phenomenon. That is why the research topic “Problems and

difficulties faced by primary school teachers at private school in Booni Chitral” was

selected. The study helped in getting data of the following research objectives.

1.4 OBJECTIVES OF THE STUDY

1. To identify the problems of private school teaches.

2. To find out that what are the causes of interest likeness on the part of the
teacher.

3. To explore that what are main reasons f lack of interest on teaches part

4. To give suggestion for the improvement of the present condition in the private
school.

1.5 SIGNIFICANCE OF THE STUDY

The study is important in many aspects such as;

 It may help the private sector to consider their teachers facilities and
incentives.

3
 The recommendations may help to revise teachers’ incentives.

 The findings may help the policy makers to develop a brief policy for private
school teachers.

 On the bases of action on the given points the private school may perform
better.

1.6 DELIMITATION OF THE STUDY:

The study was a vast one but the information’s collected through questionnaire was

delimited to seventeen schools of Booni Chitral.

The researcher selected ten public school teachers and ten private school teachers in

order to compare the academic problems of the whole public and private school

teachers in District Booni due to limited time and resources.

4
 CHAPTER-2
REVIEW OF THE RELATED LITERATURE

Review of the relevant literature is an essential part of a research study. So keeping in

mind the significance of the literature several articles, Websites, books and academic

materials with regard to this research topic were reviewed.

2.1 INTRODUCTION
Education is the backbone in the development of any nation. It is a fact that countries

that have an effective system of education also happen to be the leaders of the world,

both socially and economically. In short it is education, which can turn the population

of any country from a burden to human resource.

The key to the development is good education system, which is solely based on

negligible problems for both the teachers and students.

2.2 PROBLEMS FOR TEACHERS

Barry A Ferber in his book “Crisis in education” has stated the problems, stress and

burnouts of teacher. He described low pay of teachers, Urban social disintegration,

lack of parental community support, community and society apathy, lack of public

support, bureaucratic interference, violent and miserable nature of school, the pressure

over them, lack of administrative support, lack of respect and appreciation, no

teaching reward, lack of teacher rights, status, goal and work overload etc.

(Barry,A.F,2000,p.3,4)Albert Shanker and Brown have pointed out that teacher jobs

less rewarding is also an indicator . He has asserted that even in America most of the

teachers dream of the leaving this profession to open a restaurant or go to computer

and small business. (Brown, N, J, 2004,p, 63,64).

Sarason has noted that “Teachers problems lead to dissatisfaction which makes
learning uninteresting or unexciting to children. Roger Dale says, “Teachers are not

merely state functionaries but they do have some degree of autonomy. In schools

teachers spend a large portion of their time evaluating, teaching students, preparing

multiple evaluation, recording their results, grading and also organizing the lesson and

so on. They also correct the worksheet of the students completed each day. This

continuously pushes the work load of teacher up.” Fleischut found an interesting

experience. He states “workload intensity of teacher is increased from September to

march enormously.”

Another related issue is that of student’s apathy. Good laid, in fact reported that lack

of student interest was the most frequent response of teacher to the question. “What is

this school’s one biggest problem”.

Administrative insensitivity is another problem for teachers. According to many

teachers, administrations are neither supportive nor sensitive and also insensitive to

school discipline. Teachers also fell that the administrators are too content doing paper

work in their offices and avoid students and teachers problems (Lortie, D.S, 2006 p,

20-24).

Saltzman says that the supervision and administration hide behind the bureaucratic

hierarchy. The bureaucratic rules and regulation and attitude under mines teachers

authority and effectiveness and thus no useful, supportive, inspiring and appropriate

feedback are provided to teachers.

Unreasonable and unconcerned parents are another problem. Most educators believe

that parents are an integral part of the educational process and parental support both

for children and teachers strongly influence school success. Gallup has asserted that

real education is possible if parents constantly monitor what occurs in the school and

classroom, and cooperate and assist the teachers.

Overcrowded classroom is also a problem for teacher. Even classrooms of 20 or25

reasonably well-behaved children can be difficult enough to plain for and manage.

The most effective classrooms are generally those in which the teacher lesson is to

meet the need of each child. Obviously, this task becomes increasingly difficult as the

size of class increase. As class room size increases, classroom aggravate the problems

of students discipline and weaken effective teaching.( Sutton R.I ,and Gallup, 2007,p

7-28).

Myron says about the economic status of teachers that low salaries may deter able to

teach. Salaries are generally considered to be one of the most important aspects of

teacher welfare. Small classes and long vacation are all very desirable but teacher

cannot eat them are use them to pay the rent or others. Apart from this teacher’s

salaries are far below than other professional like Doctors, Engineers, and Lawyers

etc (Myron, L,(2007) p.374-38).

Fiber states that in school, teachers are likely feel to be distressed by the physical

condition of their school. Crumbling walls and ceiling graffiti inside and outside the

school building, classroom with peeling paint, fixtures without light bulbs, windows

one not open, bathrooms absent are without privacy, asbestos problems, heating

problems may wear down both the teacher and the student.

Sutton has asserted that many teachers complained that they serve as a single teacher

in school. So teacher in such schools may have to teach several subjects areas and

prepare lesson for several different grades. The review of curriculum is another

problem. The curriculum is not harmonious to teacher training, to students mental

level .The amount of curriculum should be covered easily within the time framework

(Sutton, R.I. and Gallup 2007, p.75-80).

2.3 THE CHALLENGES OF EDUCATION IN PAKISTAN

The challenges of education in Pakistan are immense, both in scale and complexity.

About 5.51 million children remain out of school and over one –half of the adult
population is illiterate, especially among the female rural population. “The literacy

rate of Pakistan is 49%, male 61% female 37%. Between 1999 and 2002, the total

education budget as a percentage of GDP declined from 2.4 to 2.1 percent. Half of

the 12 million children enrolled may drop out before completing primary education.

(Education watch 2000)”. Thus the challenge to improve educational provision in

Pakistan will require concentrated effort from all key planner especially teachers, who

are at the front line in the delivery of educational provision representatives from

ministry of education, donors, NGOs, and educational researchers. Teachers

highlighted many problems facing schoolteachers, in particular, low level of

motivation during a national conference on teacher education held in December 2004

organized by Academy for Education Development (ADE). USAID, Ministry of

Education and UNESCO report on the status teacher in Pakistan, published in October

2003; points out that non transport appointment practice, politicization, poor

management, lack of transport and security are among the major problems that are

faced by the teachers. Policy makers, and other stakeholders are well aware of the

motivation crises in teaching, but to date have been unable to make effective action to

address teacher motivation and incentive needs.

Teacher motivation is determined by both pecuniary and non pecuniary factors .Pay

levels and other material benefits must be sufficient to meet basic human needs (food,

housing, clothing, transport, healthcare, education and training). However, overall job

satisfaction among teacher is also strong determined by higher order emotional and

social needs. Most notably professional self-esteem, job security, interpersonal

relation at work (between teachers, education manager, pupil and parents),

opportunities for career progression, the working environment, the work load and

productivity /learning outcomes. Another key related issue is the level of the level of

accountability of teacher to their school manager, pupils, parents and wider

community.
In terms of behavior, low motivation translate in to high absenteeism and poor quality

teaching .In the private sector there is evidence of high attrition among primary school

teachers whereas amongst public sectors teachers, the problem of high absentee is due

to weak accountability system. In the public school sector this practice has resulted in

the phenomenon of “ghost school” and “ghost teachers”. According to the survey

conducted in 1998 by the educational departs of Sindh and Punjab provinces. In the

late 1990s there were 700 Ghost schools in Punjab alone with 1800 ghost teachers

(Govt of, Pakistan 2004).

2.4 PRIVATE SCHOOLS

Private schools have a long history in Pakistan. Many trusts, foundations and civil

societies established private schools during the last century. The denominational

schools run by Christian missionaries and philanthropists were started just before or

after independence. These institutions charge low fee and generate funds largely from

endowments, individual and institutional grants and donations. However during the

last decade, the number of private for profit schools has mushroomed initially in the

urban areas but more recently in the rural areas too. (Kudos Zeal, KZR, 2006).

Private schools appear to have emerged as a result of poor quality of education in govt

schools. The expansion of private schools demonstrate that the low and middle class

understand the value of good quality of education, appreciate the need for purposeful

schooling for their children, and are willing to pay for it even their low income. A

typically privately run primary school is owned by an individual operating it on a for-

profit basis, has less then one third trained teachers, and is housed in a rented

premises. Such schools receive no financial support from the government, and meet

all their operational expenses from student fees (Andrabi, March 2002).

Private for –profit schools vary considerably according to location (urban/rural).

Private schools have managed to create an effective professional environment in their

schools by emphasizing accountability in school management whereas this continues

to be a problem for government schools. Private schools in Pakistan are broadly

divided in to three categories; Elite schools, High and Medium level schools and Low

income Schools.

2.5 PROBLEMS FOR STUDENTS:

The existing system of our education is predominantly academic and theoretical. It is

theoretical as a rule and practical by chance. As Maulana Azad observered that, “there

is no adjustment between the system of our education and the needs of our life”. The

student is taught lesson from the book but not lesion from life. In other words he is

provided knowledge but not with wisdom. He is obliged to know the history of

Greece of 2000 years ago but he knows more about the English country councils, than

about own municipality of his own town. He is so busy in learning about great and

distinct things that he has little interest in life’s little thing around him, he sketch of

hamlet some other imaginary persons described in his book, but he cannot read the

character of his own friend or relative. He can recite the poem of Shelly or the Gazals

of Ghalib, but he does not know in what ways he can serve his community or nation.

We have to admit sadly that today their function does finish with imparting them bits

of stimulating their imagination and feeling to their emotional life. They do not

inculcate in them a love of virtue and righteousness, a sense of self-respect and

personal dignity.

2.6 TEACHERS STUDENTS RELATIONSHIP

In the role of teaching approaches, the aspect of teacher-students relationship plays

the most vital and basic role. If there is good relationship and understanding between

the teacher and his/her students, the teacher can easily motivate the students for better

learning resulting, I imparting purposeful education. Maintaining and developing

support with the students is considered to be one of the qualities of an inspiring

teacher. In the words of Gall (n.d): All high school teachers today face the major
problem of establishing a solid relationship with all the students in the class. Unless

the students are with us, we have a situation in which curriculum material is imposed

on students who have little or no interest in it, and who therefore, exert no effort to

relate to it, and who waste their time and talent. It is important, therefore, to

understand the student, to know as much about him as possible, to seek to involve him

in the work of the school and to work at this task sensitively and unremittingly as a

key in curriculum building (pp.123-124).He further opines by saying that the teacher

who has a genuine interest in the student and his background, capabilities, ambitions,

and potential interests achieves good teaching. A truly sympathetic teacher will have

little difficulty in motivation the students, for he will accommodate his teaching to the

students. I he is to achieve this level of good teaching; however the teacher must have

some freedom in curriculum planning.

Physical facilities, teacher’s competence, good and friendly relationship between

teachers and students and among the teaching staff themselves as well as its honest

and practical implementation in letter and spirit. Like teacher-students and teachers-

parents relationship is of utmost importance for providing maximum facilities and

improving and maintaining standard of education. Teachers-parents’ good relationship

helps in smooth running of the school administration. This relationship is responsible

for solving the petty day to day issues and problems occasionally arising out in the

school this are why that keeping in view its importance, a body called parent-teacher

council (PTC) has been setup at schools by the authorities concerned. The active

teachers-parents’ co-operation will certainly give fruitful result.

2.7 PRIMARY EDUCATION IN THE LIGHT OF VARIOUS

EDUCATIONAL POLICIES
With the view to reform the education system of Pakistan an all Pakistan education

conference was called upon right three months after the inception of the country.

Founder of the nation Quaid–e-Azam Muhammad Ali Jinnah was the chairman.
Despite the turmoil country was passing through as a newly born one, He put forward

three suggestions.

1. Compulsory primary education for all children.

2. 5- Year free primary education with slow extension in its duration up to eight
years.

3. Equality in access to education of girls and boys.

The second education conference held in 1951 was mostly a repetition of the first one

but together these two conferences proved to be the landmarks in history of education

in Pakistan and the next 6- year education plan was prepared in the light of the

suggestions put forward by them.

2.8 THE NATIONAL EDUCATIONAL COMMISSION

1959
Some of the suggestions put forward by this commission regarding primary education

and male education are given as below.

1. Primary education to be made compulsory in a period of ten years.

2. Community should be educated to enroll their children in education.

3. Facilities for boys/girls education are inadequate.

To facilitate their education all the existing institution may be thrown open to them

and where ever possible new institutions may be constructed.

To reduce he dropout rate at primary level following suggestions were given by this

commission.

1. Parents may be compelled to keep their children in school till the completion
of primary stage.

2. Promotion from class i to ii may be automatic.

3. Primary school students should be required to attend school for 26 hours a

 week only while class III, IV and V students may do so for 36 hours per week.

2.9 EDUCATION POLICY 1970

The suggestions of this commission regarding primary education are as follow.

1. No fee should be charged from children up to class VII.

2. The existing five year primary education should be extended to middle stage
through phased programmed by the end of 1980.

3. Quality should be maintained along with the quantitative expansion in

elementary education.

4. Measures should be maintained for compulsory school attendance up to 10

years of age.

5. Separate school for boys should be established and more male teachers be
recruited.

2.10 EDUCATION POLICY 1972-80

Following are the recommendations of this policy for primary education.

1. Primary education up to class V would become universal for boys by 1979 and
for girls by 1984 and up to class VIII for boys by 1982 and for girls by 1987.

2. To accommodate the increased enrolment 3800 additional classrooms for

primary classes would be constructed.

3. In providing school facilities would be given to rural and backward areas.

4. Textbook or writing materials would be provided free to primary school

children.

5. To attract children to school audio visual aids, educational toys and

supplementary readers made be made use of.

6. A country wise educational motivational campaign to peruse parents for

sending children to school would be launched.

7. The number of male teachers would be gradually increased at primary stage.

8. In the 1st phase from 1st October 1972 education up to class VIII would be
made free. In the second phase from 1st October 1974 free education would be
extended to class IX, X in all schools.

2.11 EDUCATION POLICY 1998-2010

Following are the proposals of this policy regarding primary education.

1. The policy proposed to construct 190,000 new primary schools,250,000 non

formal basic education centers and 57000 mosque schools.

2. 60.000 primary schools are upgraded and double shifts be started in the
existing 20,000 primary schools.

3. 5,2700 additional teachers were recruited.

4. It also proposed to launch a massive Non formal basic Education Programme

on a war footing to provide access economical and expeditiously to all the 5.5
million primary school age5-9 years old.

5. The 10-14 years adolescence that have missed primary education in 2-3 years
time. Will be given a second chance to complete primary education in 2-3
years time.

6. It was thus expected that by the year 2000-2003, 90% of the children in the
primary age group 5-9 year will be in school and in the year 2010 the gross
enrollment will raise to 100%. Consequently the promulgation and
enforcement of compulsory primary education and enforcement of compulsory
primary education Act will be possible by 2004-05.

7. The policy proposed to increase the existing non-formal basic education

community school centers from 7000to 82,000 utilizes the mosque as one of
the mean to provide non-formal basic education to increase literacy.

8. It was also suggested that utilization of radio and television for social
mobilization and promotion of the cause of basic education basic education
particularly among at rural man.
2.12 THE BASIC NEEDS OF PRIMARY EDUCATION

2.12.1 Role of Students:

Primary education is the focal point of students. The primary students are the raw

material for further education. The quality of further education largely depends on the

quality of raw material. From this point of view we need to pay serious attention to

the needs of primary education. We need to lay major emphasis on the promotion of

reproductive health maturity and child welfare, special control of childhood diseases

and development of physical and mental growth of children with good nutrition, clean

and disciplined habits in an environment which is conducive to physical and mental

growth. The parents and educationist can play a very important role to prepare

excellent raw material for entry to higher education.

2.12.2 Role of Teachers:

Teachers are the builders of the personality of the students from the kinder garter to

the higher level of education. Next to parents it is the primary teacher who laid the

foundation of the personalities of their students. Teachers must be of top quality if at

all there is always a desire of producing the best quality and product of educational

process. This can only be done if the primary teaching profession is made the elite of

all the profession by the Government and the society.

2.12.3 Role of Parents:

Parents are basically responsible for the present deplorable condition of primary

education. e.g. most parents themselves provide to their children an example of

spoiled personality who are coped by the younger for better.

Parents have an important role in educating the children. According to Islamic point

of view children have rights and obligations. They should be provided training, food,

and cloths. In a country like Pakistan the mother’s responsibility is at home. She take

cares of young one’s She cooks food and washes cloths for them while the father

enjoys supremacy. He has the responsibility to earn live hood for his family. The
parent’s provide training to the children at home and take care of them.

2.12.4 Facilities:

Lack of facilities in the primary institution is responsible for poor standard of primary

education in our country. Needless to say that all educational institutions should be

away from pollution in clean surrounding with adequate space, sufficient ventilation,

lighting, seating and writing facilities, teaching aids, well furnished clean classrooms,

laborites, libraries, heating and cooling arrangements, and adequate facilities co

curricular activities.
 CHAPTER-3
METHOD AND PROCEDURE

Research methodology is a pre-planned outline of the whole process of methods,

procedures and way of data collection and their analysis, sampling, research tools and

context of the study. It plays a pivotal role in the success of any research study. In this

chapter all the above mentioned parts of the research method are discussed in detail.

3.1 METHOD AND PROCEDURE

It was a case study which aimed to find out the problems and difficulties faced by

primary school teachers in a private school in Booni. In order to conduct this study the

following procedure was adopted. The data was collected through a questionnaire.

The researcher also visited the school and met with respondent in order to get their

opinion and gather information about the problem. The questionnaire then personally

distributed to the concerned primary school teachers of the selected school in

BooniChitral after approval of the supervisor.

3.2 RESEARCH SITE AND POPULATION

This study was carried out in 17 of the private schools in Booni region. These school

are totally private schools. These schools has enough staff and they are in working in

different positions.

3.3 RESEARCH PARTICIPANTS

There are total 17 primary schools at present situated in BooniChitral. Data are

collected from different staff of these seventeen schools through questionnaire and

investigation.
3.4 RESEARCH TOOLS
Sources of the study were as follows:

1. Questionnaire

2. Personal visits and observation.

3.4.1 Questionnaire

In order to improve the Questionnaire and select such type of questions, which were

clear, understandable and consist with the scope of the study a series of discussion,

were made with the supervisor. Most of the questions were alternate response

type/multiple-choice type. The questionnaire was prepared and then rendered

computerized.

3.5 DATA ANALYSIS

With the response of the questionnaire and different statements of the respondents the

data were tabulated, analyzed and interpreted for the conclusion of the problems of

primary school teachers in a private school in Booni Chitral. To make the picture

more clear and vivid, the graphs were also drawn. Finally in the light of the principal

findings, the researcher submitted the recommendations to improve the current state

of affairs.

3.6 DELIMITATION OF THE STUDY

The study was a vast one but the information’s collected through questionnaire was

delimited to seventeen schools of Booni Chitral.

 CHAPTER-4
PRESENTATION AND ANALYSIS OF DATA

This chapter is related with the presentation and analysis of data that the researcher

that the researcher has collected from teachers in a private school in BooniChitral.

The data obtained through the questionnaire has been presented, tabulated interpreted

and analyzed in this chapter. The data related to every item/statement has been

worked out in percentage. The researcher thought it simple and feasible to use the

technique of percentage for this study. The questionnaire was consisted of multiple

choice items/alternate response types. Therefore, it was presented, tabulated,

interpreted and analyzed.

Table 4.1: Academic qualification of primary teachers in the
selected school

Academic Qualification No of Respondents %Age

Metric (S.S.C) 0 0%

F.A/FSc 0 0%

B.A/BSc 32 62.7%

M.A /MSc 19 37.3%

Total 51 100%

Object 3

Figure 4.1: Academic qualification of primary teachers

in the selected school

Analysis:

The Table & Figure-4.1 shows that 62.7% teachers were BA/BSc and 37.3% teachers

were MA/MSc while there were no SSC and F.Sc teachers.

Table 4.2: Professional qualification of primary teachers

Professional Qualification No of respondents. %age

P.T.C 15 30%

C.T 20 40%

B.Ed 51 100%

Med 13 25 %

Object 5

Figure 4.2: Professional qualification of primary

teachers

Analysis:

The Table & Figure-4.2 indicates the professional qualification of primary teachers.

According to the above table 100% primary teachers were BE.d while 25% were

ME.d while PTC 30% and CT 40% teacher were there.

Table 4.3: Whether salaries of teachers fulfill there needs or
not?

Description No of Respondents %age

Primary teachers whose salaries fulfill 00 00%
their needs.

Primary teachers whose salaries do not 51 100%

fulfill their needs

Object 7

Figure 4.3: Whether salaries of teachers fulfill there

needs or not?

Analysis:

The Table & Figure-4.3 shows that 100% teachers say that their salaries do not fulfill

their needs.
Table 4.4: Whether the teachers get salaries in time or not?

Description No of Respondents %age

Primary teachers who get their salaries 13/51 25%
on time.

Who don’t get their salaries on time?

38/51 75%

Object 9

Figure 4.4: Whether salaries of teachers fulfill there

needs or not?

Analysis:

The Table & Figure-4.4 shows that 25% teachers get their salaries in time wile 75 %

teachers don’t get their salaries in time.

Table 4.5: Whether primary teachers enjoy advance
increments obtaining next higher education.

Description No of Respondents %age

Primary teachers who enjoy advance
increments obtaining next higher
00/51 00%
education.

Primary teachers who don’t enjoy 51 100%

advance increment obtaining higher
education.

Object 11

Figure 4.5: Whether primary teachers enjoy advance

increments obtaining next higher education.

Analysis:

The Table & Figure-4.5 indicates that 100% teacher don’t enjoy advance increment.
Table 4.6: Whether the primary teachers are local or non
local.

Description No of respondents. %age

Primary teachers who get transport
facility.
00/51 00%
Primary teachers who don’t get transport
facility.
51/51 100%

Object 13

Figure 4.6: Whether the primary teachers are local or

non local.

Analysis:

The Table & Figure-4.6 shows that for 100% teachers there were no transport

facilities.
Table 4.7: Whether school is situated by road for primary
teachers.

Description No of respondents. %age

School is not situated by road. 00/51 00%

School situated by road 51/51 100%

Object 15

Figure 4.7: Whether school is situated by road for

primary teachers.

Analysis:

The Table & Figure-4.7 indicates that 100% teachers say that school is situated by

road.
Table 4.8: Difficulties faced by Primary teachers in
performing their duties.

Description No of respondents. %age

Primary teachers who face difficulties in
performing their duties.
06/51 11.8%
Primary teachers who do not face
difficulties in performing their duties.
45/51 88.2%

Object 17

Figure 4.8: Difficulties faced by Primary teachers in

performing their duties.

Analysis:

The Table & Figure-4.8 shows that 11.8% teachers face difficulties while performing

their duties. While 88.2% teachers do not face any difficulty while performing their
duties.
Table 4.9: Whether the parents and the inhabitants
cooperate.

Description No of respondents. %age

Primary teachers who enjoy parent’s 00/51 00%
cooperation.

Primary teachers who don’t enjoy

parent’s cooperation.
51/51 100%

Object 20

Figure 4.9: Whether the parents and the inhabitants

cooperate.

Analysis:

The Table & Figure-4.9 indicates that100% teachers say that they don’t enjoy parent’s

cooperation.
Table 4.10: Percentage of satisfaction or dissatisfaction
of primary Teachers towards the attitude of their
school head.

Description No of respondents %age

Primary teachers who are satisfied by the
attitude of their school head.
15/51 30%
Primary teachers who are not satisfied by
the attitude of their school Head.

36/51 70%

Object 23

Figure 4.10: Percentage of satisfaction or dissatisfaction

of primary Teachers towards the attitude of their
school head.

Analysis:

The Table & Figure-4.10 indicates that 30% teachers were satisfied by the attitude of
their school head, while 70% were not satisfied by the attitude of their school head.

Table 4.11: Facility of leave when needed.

Description No of respondents. %age

Primary teachers who enjoy facility of
leave when needed. 51 100%

Primary teachers who don’t enjoy

facility of leave when needed. 00 00%

Object 25

Figure 4.11: Facility of leave when needed.

Analysis:

The Table & Figure-4.11 indicate that 100% primary teachers enjoy leave facility on

need base.
Table 4.12: Personal interest of school heads in the solution of
primary teachers problems

Description No of respondents. %age

Primary teachers who enjoy personal
interest of their school head in the 13/51 25.5%
solution of their problems.

Primary teachers who do not enjoy 38/51 74.5%

personal interest of their school heads in
the solution of their problems.

Object 27

Figure 4.12: Personal interest of school heads in the solution of

primary teachers problems

Analysis:
The Table & Figure-4.12 indicates that 25% primary teachers enjoy personal interest

of their school head in the solution of their problem while 75% do not enjoy the

personal interest of their school head in the solution of their problems.

Table 4.13: Percentage of problems of primary teachers in
receiving their pay.

Description No of respondents. %age

Primary teachers who have difficulties in
receiving their pay. 32/51 62.7%

Primary teachers who have no difficulties 19 37.3%

in receiving their pay.

Object 30

Figure 4.13: Percentage of problems of primary teachers in

receiving their pay.

Analysis:

The Table & Figure-4.13 shows that 62.7% teachers face difficulties in receiving their

pay while 37.3% teachers do not face any problem in receiving their pay.
Table 4.14: Difficulties of primary teachers regarding basic
facilities in school.

Description No of Respondents %age

Primary teachers who have difficulties
regarding basic facilities in their school. 00/51 0%

Primary teachers who have no difficulties 51 100%

regarding basic facilities

Object 32

Figure 4.14: Difficulties of primary teachers regarding basic

facilities in school.

Analysis:

The Table & Figure-4.14 indicates that 100% teachers do not have any difficulties

regarding basic facilities in school.

Table 4.15: Water System in School

Description No of respondents %age

No water system 00 00%

Govt. pipe line 51 100%

WASEP pipe line 51 100%

Object 34

Figure 4.15: Water System in School

Analysis:

The Table & Figure-4.15 shows that 100% primary teachers say that there is Govt.

and WASEP pipeline exist in school

Table 4.16: Whether flush systems exist in school

Description No of Respondents %age

Flush systems exist. 51 100%

Flush systems don’t exist. 00 00%

Object 36

Figure 4.16: Whether flush systems exist in school

Analysis:

The Table & Figure-4.16 shows that 100% primary teachers says that flush system

exist in school
Table 4.17: Whether electricity exists in school

Description No of Respondents %Age

Electricity exists in school. 51 100%

Electricity doesn’t exist in school. 00 00%

Object 38

Figure 4.17: Whether electricity exists in school

Analysis:

The Table & Figure-4.17 shows that 100% teachers are in favor of the statement that

electricity exists in school.

Table 4.18: Whether the present curriculum is according to
the mental level of the students.

Description No of respondents %age

Primary teachers who agree that the 51 100%
present curriculum is according to the
mental level of the students.

Primary teachers who do not agree that the 00 00%

present curriculum is according to the
mental level of the students.

Object 40

Figure 4.18: Whether the present curriculum is according to

the mental level of the students.

Analysis:

The Table & Figure-4.18 shows that 100% teachers are agree with the statement that

present curriculum is according to the mental level of the students.

Table 4.19: Arrangement for residence in the school

Description No of respondents. %Age

Primary teachers who have residence
arrangement in school. 00 00%

Primary teachers who do not have 51 100%

residence arrangement in school.

Object 42

Figure 4.19: Arrangement for residence in the school

Analysis:

The Table & Figure-4.19 indicates that 100% teachers say that they do not have

residence arrangement in school.

Table 4.20: Laboratory, library, telephone, newspaper, first aid
and availability of staff room.

Description No of respondents. %age

1.Laboratory facility 51/51 100%

2.Library facility 00 0%

3.Telephone facility 51 100%

4.News paper facility 00 0%

5.First Aid facility 00 0%

6.Staff room facility 51 100%

Object 44

Figure 4.20: Laboratory, library, telephone, newspaper, first aid

and availability of staff room.

Analysis:
The Table & Figure-4.20 shows that 100% primary teachers say that there were

laboratory, telephone and staff room facilities while 100% say that there were no

library and first aids facilities.

Table 4.21: Number of classes per week of the teacher

 Description No of respondents %age
Primary teachers who have 15- 00 00%
25 classes per week.

25-35 classes per week 01 13.7%

35.45lasses per week 44 88.2%

Object 46

Figure 4.21: Number of classes per week of the teacher

Analysis:

The Table & Figure-4.21 shows that 13.7% teachers have to attend 25-35 classes per

week while 88.2% teachers have 35-45 classes per week.

Table 4.22: Student teachers ratio

 Description No of respondents %age
1. Primary school teachers whose number is
according to the number of students. 51 100%

2. Primary teachers whose number is not

according to the number of students. 00 00%

Object 48

Figure 4.22: Student teachers ratio

Analysis:

The Table & Figure-4.22 shows that 100% primary teachers were agree with the

statement that their number is according to the number of the students.

CHAPTER-5
FINDING, CONCLUSION AND
RECOMMENDATIONS
This chapter represents the key findings, conclusions and recommendations for

educational reforms and improvements in primary education system generally in

Chitral and particularly in a private school in Booni Chitral.

5.1 THE KEY FINDINGS REVEALED FROM THIS

STUDY
On the basis of results and discussion the following findings and conclusions have

been drawn.

1. 62.7% teachers were BA/B.Sc while and 37.3% teachers were MA/MSc.There

were no SSC and F.Sc teachers.

2. 100% primary teachers were B.Ed while 25% were ME.d and no PTC and CT

teachers were there.

3. 100% teachers say that their salaries do not fulfill their needs.

4. 25% teachers get their salaries in time while 75% teachers do not get their

salaries in time.

5. 100% teachers do not enjoy advance increments.

6. For 100% teachers there were no transport facilities.

7. 100% teachers say that school is situated by road.

8. 11.8% teachers face difficulties while performing their duties while 88.2%

teachers do not feel any difficulties while performing their duties.

9. 100% teachers enjoy parent’s cooperation.

10. 30% teachers were satisfied by the attitude of their school head and 70% were

not satisfied.

11. 100% primary teachers enjoy leave facilities on need base.

12. 25% primary teachers enjoy personal interest of their school head in the
 solution of their problems while 75% do not enjoy.

13. 62.7% primary teachers face difficulties in receiving their pay while 37.3%

primary teachers do not face any difficulties.

14. 100 % teachers do not face have any difficulties regarding the basic facilities

in school.

15. 100 % teachers say that there is Government and WASIP pipeline exist in

school.

16. 100% teachers say that flush system exist in school.

17. 100% teachers are in favor of the statement that electricity exists in school.

18. 100% teachers were agreed with the statement that the present curriculum is

according to the mental level of the students.

19. 100% teachers say that they do not have residence arrangement in school.

20. 100% teachers say that there were laboratory, telephone and staff room

facilities while 100%say that there wasn’t library and first aid facilities.

21. 12.5% teachers have 25-35 classes per week while 85.5% teachers have 35-45

classes per weak.

22. 100% teachers were agreed with the statement that their number is according

to the number of students.

5.2 CONCLUSIONS DERIVED FROM THE STUDY

 Majority of the primary teachers were B.Sc B.Ed a few of them were M.Sc

M.Ed.

 For majority of the teachers the salary is not enough to fulfill their basic need,

and majority of the teachers were deprived that they do not get their salaries in

time.
 Most of the primary teachers do not enjoy advance increment and for all most

all the teachers school is situated by road..

 Majority of the teachers do not face any difficulty while performing their

duties, and all most all the teachers were enjoying parent’s cooperation.

 A few of the teachers were satisfied with the attitude of the school head while

majority of them were not satisfied with the attitude of their school head in

solving their problem.

 All most all the teachers enjoy leave facilities on need base.

 Most of the teachers do not face difficulties in receiving their pay.

 Basic facilities were available for all most all the teachers.

 Government, WASIP pipeline and flush system exist in school.

 Electricity exists in school but the teachers do not have any residence

arrangement in school.

 There were no library and first aid facilities.

 Laboratory, telephone and staff room facilities were available.

 Majority of the teachers have 35-45 periods per week.

5.3 RECOMMENDATIONS
The following recommendations were made on the bases of those finding and

Conclusion of the study.

1. As it was evident from the study that for majority of the teachers the salary

was not enough to fulfill their basic needs so there monthly salaries may be

increased and they should be provided other facilities so that they may take

interest in their job.

2. Advance increment may be providing to all the primary teachers.

3. Arrangement might be made that the teachers got their pay easily and in time.

4. There may be library in school so that the students achieve their goal in future

and also the teachers get guidance through references books and journals.

5. The parents may cooperate with the teachers and take interest in their

children’s education.

6. An education awareness program might be arranged for the adults.

7. The curriculum must be made according to the mental level of the students

and the actual need of the society.

8. Those teachers who give due attention to the students and their duty, they

might be given special allowances and certificates.

9. Internal trainings may be arrange for teachers.

10. There may be trans fort facilities for teachers and not local teachers to come to

classes regularly.

11. School may manage clean water for drinking to ensure the health of students.

12. Newspapers may be provided for teachers. So that they become update from

the current affairs

13. There may be limited classes for the teachers in school.

 REFERENCES

1. Alflered, Hall Quest, (2001) Text book how to use it and judge it Macmillan
Publishing company.

2. Balsej. J. Deddrick and Seltzman, M (2000) “Leadership behavior of school

principals to teacher stress and satisfaction”.

3. Barry. A. Farber (2004) “Crises in education” Jossy-publisher San Francisco.

Ox Ford.

4. Brown, N. J., (2004) “An analysis of problems perceived by elementary

teachers: University of Arkansa.

5. Dredon, Gramed J (2001) Modern Method in secondary education, Newyork

Henery Holt.

6. Govt of Pakistan (2005).

7. Henry, Nelson and Rething, (2002) Science Education, U.S.A. University of

Chicago press.

8. Iqbal Zafar M (2005) Conception and misconception of sxientificpacts Lahore

I E R Punjab University.

9. Lortie. D. and Schwab, (2006) (school teachers Chicago University of Chigo

press.

10. M. Salim (2005) “Problem of education in Pakidtan”

11. Michel W. Apple, (2001) “ The teachers Routledge Newyork and London.

12. Ministry of Education Govt. of Pakistan (1974) First Educational Conference,

27 November to 1 December 1947. Karachi.

13. Myron Lieberman,(2007) “Education as a Profession” Englewood cliffs N.J

prentice Hall, In

14. Naseem Jaffer Quddas(2007) problems of Education, Karachi Royal Book

company
15. Nathans Waston (2003) Teaching in secondary New York Harper brother
publisher.

16. Ornstein, A.C (2003) “Teacher Salaries” Phi Delta Kappen.

17. Paul, Lang. W, (2004) The administration of the free text book in secondary
school system, USA. University of Chicago press.

18. Rafi, M. (2006) Hurdles in teaching of sciences at school stage, Pakistan,

Association for advancement of science.

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Mifflin.
 APPENDEX

QUESTIONNAIRE
(Part 1)

Personal information

Name of School________________ Name of Teacher__________________

Gender (M/F)________________ Qualification ______________________

Age________________

Local/Non local_______________ Distance to School________________

Teaching experience____________ Trained/untrained ________________

(Part ll)

Facilities and Difficulties

Note: circle figure 1 for Yes and 2 for No

1. Teachers monthly salary is enough to meet their basic requirements 1 2

2. Teachers and students face public transport problems 1 2

3. Teachers come to school on foot 1 2

4. Accommodation issues suffer teachers performance 1 2

5. Parents are collaborative with teachers 1 2

6. Teachers are happy with their working conditions 1 2

7. Basic teaching facilities are provided in school 1 2

8. Geographical conditions do not affect teachers and learners 1 2

9. Teachers are satisfied with their current status and teaching 1 2

10, School colleagues are cooperative with each other 1 2

11. Head teachers attitude and behavior is satisfactory 1 2

12. Head of school is supportive while solving teachers issues 1 2

13. Leave facilities are available on need bases 1 2

14. Teacher and students use clean water in the school 1 2

15. Toilets are constructed in school 1 2

16. Flush systems are working properly 1 2

17. Electricity exist in the school and working 1 2

18. Teachers are kept involved in curriculum planning 1 2

19. Present curriculum is appropriate to the level of students 1 2

20. Library is available in the school and fulfills the needs 1 2

21. There is telephone facility in the school 1 2

22. Newspapers are provided by school management 1 2

23. Weekly distribution of periods are agreeable 1 2

24. Student teacher ratio is normal 1 2

25. Individual concentration is possible for teachers 1 2