International Journal on New Trends in Education and Their Implications July, August, September 2010 Volume: 1 Issue: 2 Article: 2 ISSN 1309-6249 FACTORS AFFECTING THE SECONDARY SCHOOL TEACHERS, IN THE USE OF DISTANCE LEARNING FOR IN-SERVICE TRAINING AS PROFESSIONAL DEVELOPMENT IN PAKISTAN Muhammad AKHLAQ Ministry Of Education Islamabad Doctoral Scholar, Department Of Education Preston University Islamabad, PAKISTAN Shazia Munawar SULEHRI Ministry Of Education Islamabad, PAKISTAN ABSTRACT The purpose of this study was to investigate the factors which affect the school teachers in getting the further professional qualifications through the distance mode of Allama Iqbal Open University. For this purpose, 300 in-service secondary school teachers who completed M.Ed from Allama Iqbal Open University and 100 heads of secondary schools were taken as the sample of the study. The main objectives of the study were, (cid:1) to explain the status of teacher educations through distance-learning in Pakistan, (cid:1) to identify the obstacles in getting in-service professional training through distance education. The major recommendations of the study were; (cid:1) Allama Iqbal Open University should design fee-concessions and scholarship polices for the experienced teachers, (cid:1) the promotion policy of teachers should be made professional based not seniority based and M.Ed qualified teachers should be given propriety for the next scale, (cid:1) facilities and support services should be provided to the students so that objectives of M.Ed program be fully achieved, (cid:1) the departmental obstacles and restrictions be eradicated by reshaping the policies and advance increments should be reinstated after the completion of M.Ed program, (cid:1) Higher Education Commission (HEC) which is the body of preparing policy for Higher studies scholarship, so M.Ed level programs should be included in the policies of HEC, and (cid:1) the admission criteria of AIOU should be changed; experience teachers should be given priority in the admission. Keywords: Distance Education, Advantages of Distance Education, Distance Education in Pakistan, Distance Education for Professional Development in Pakistan, Factors Affecting the Distance Learners. WHAT IS DISTANCE EDUCATION The term 'distance education' was first used in the nineteen seventies. Distance education is referred to as “Distance Learning” as well, and is simply defined as “a field of education focusing on the andragogy and pedagogy, instructional systems, and technology which endeavor to deliver an education to students who are not physically in a classroom or campus setting.” According to Rashid, M. (1992, p.3) distance education is to cover various forms of study at all levels, which are not under the continuous supervision of tutors present with their students in lecture rooms, distance education may be any formal approach to learning in which a majority of instructions occur while educators and learners are at a distance from one another”. (Moore, 1973) defined the distance education as “The family of instructional methods in which teaching behaviors are performed Copyright © International Journal on New Trends in Education and Their Implications / www.ijonte.org 10 International Journal on New Trends in Education and Their Implications July, August, September 2010 Volume: 1 Issue: 2 Article: 2 ISSN 1309-6249 apart from learning behaviors, including those that in a contiguous situation would be performed in the learner’s present, so that communication between the teacher and the learner must be facilitated by print, electronic, mechanical or other devices”. (Wedemeyer, 1977) said that “Consists of various forms of teaching- learning arrangements in which teachers and learners carry out their essential tasks and responsibilities part from one another, communicating in a variety of ways. Its purposes are to provide learners with opportunity to continue learning in their own environments, and develop in the capacity to carry on self-directed learning…” Schlosser, L.A. (2002, p.12) defined distance education as an institution based, formal education where the learning group is separated, and where interactive telecommunication systems are used to connect learners, resources, and instructors. There are four main components to this definition. First is the concept that distance education is ‘institutionally based’. This is what differentiates distance education from self-study. The second component of the definition of distance education is ‘the concept of separation of the teacher and the student’. Most often, separation is thought of in geographic terms in which teachers are in one location and students at another. Also implied by the definition is the separation of teachers and students in time. Asynchronous distance education means that instruction is offered and students access to it at separate times, or any time as it is convenient to them. Interactive telecommunications is the third component of the definition of distance education. Interaction can be synchronous or asynchronous at the same time, or at different times. Interaction is critical but not at the expense of content. Hulsman (1997) had approached the definition of the concept of open and distance learning from the characteristic point of view. He identified four crucial features of distance education as follows: (cid:1) The separation of the teacher and the learner in time or place, or in both time and place. (cid:1) Influence of an educational institution: necessity for institutional accreditation of programs and courses. (cid:1) The use of technical media: involving mixed media courseware such as print, radio and television broadcasts, video and audiocassettes, computer band learning and telecommunications. (cid:1) The provision of two-way communication: allowing for interaction between learners and tutors either synchronously or asynchronously, as opposed to the passive receipt of broadcast signals. ADVANTAGES OF DISTANCE EDUCATION The advantages of distance education are countless. The convenience of study forms the most important point. Distance education saves money as well as time. Distance education has the following advantages: Lots of Flexibility With distance learning courses, students can complete their course work from just about anywhere, provided there are a computer and internet connection and other support services for each course. This allows students to work when and where it is more convenient for them without having to squeeze in scheduled classes to an already busy life. No Commuting Taking a course online can be one way to cut down on costly gap or public transportation. Since students can often work from home to complete their class assignments, both time and money are saved in cutting out the trips to and from class. Numerous Choices for Schools Even if students live in a community with few or formal institutions, distance learning allows them to choose from a wide variety of schools to complete their education. Students can also find online institutions that specialize in their particular field or one that can provide a great general education. Either way, students’ options for education will be greatly expanded. Copyright © International Journal on New Trends in Education and Their Implications / www.ijonte.org 11 International Journal on New Trends in Education and Their Implications July, August, September 2010 Volume: 1 Issue: 2 Article: 2 ISSN 1309-6249 Lowered Costs Prices for online courses are generally cheaper than their on-campus counterparts and students won’t have to worry about commuting, moving or getting meal plans on campus, some additional benefits to learning from home. Learn While Working As distance learning can usually be completed on their own schedule, it is much easier to complete distance learning courses while working than more traditional educational programs. Keeping on the job gives the students more income, experience and stability while completing their degrees giving them less to worry about and more time to focus on their studies. DISTANCE EDUCATION IN PAKISTAN Allama Iqbal Open University (AIOU) is the unique institution which is providing education and training at distance. It has been working to promote literacy towards achieving social change and a better future for all. The programs of Allama Iqbal Open University are offered through its distance education system in Pakistan and some Middle Eastern Countries. At this time, programs are offered at wide choice of courses at all levels especially in professional training. It has performed an effective role in the promotion of education, particularly in the teacher training field. In the University, the training of teachers is considered as an area of great concern. AIOU is unique institution providing teacher education at a distance in Pakistan. AIOU is playing a friendly and successful role in the professional of teachers. The teacher training programs of AIOU are the National and International level. Iqbal, M. Z. (2002, p. 33) the salient features of distance teacher courses of AIOU: (cid:1) Through introducing a teacher training course, the un-trained teachers and other related people, until now deprived of all facilities, can be trained in their respective fields. (cid:1) Traditional syllabus of teachers, training is being replaced by such modern courses only because they have conformity with the needs of present era. (cid:1) Majority of women teachers are getting training for first time through DL (distance learning) system of AIOU. (cid:1) Teacher training courses are entirely field based. The teacher training programs of AIOU are based on fresh knowledge, practically skilled and produce abilities in the teachers worked as a teacher. Its programs reshape the attitudes of teachers, remodel their habits and bring impressive changes in their personality. According to Iqbal, M. Z. (2002, pp.34-35), following distance features of its distance teacher education programs: 1. Due to its very nature of keeping on the study of the learners irrespective of time and space distance education plays a vital role in producing teachers. 2. Distance teacher education in Pakistan is particularly suited to the female population, people living in the tribal areas and far-flung areas. 3. This system is flexible in terms of age and even time. A student teacher can join the training for one or two courses in a semester and can come back when he/she has time for study. 4. Being of highly cost-effective in nature as compared to the formal Teacher Training in Pakistan, the prospective teachers prefer AIOU to formal teacher training institutions. 5. Teacher training program of AIOU is not only self-sufficient in financial management, but it is contributing. 43% of it is saving to other programmes of the University, which are in deficits from income-expenditure point of view. Copyright © International Journal on New Trends in Education and Their Implications / www.ijonte.org 12 International Journal on New Trends in Education and Their Implications July, August, September 2010 Volume: 1 Issue: 2 Article: 2 ISSN 1309-6249 Distance teacher training programs offer an opportunity to the working for untrained teachers to enhance their professional qualifications without leaving their jobs in schools. It also provides them with opportunities to acquire knowledge, skills and techniques relevant to their jobs, which can enhance their job effectiveness and output through in service teacher training programs of AIOU. In the domain of distance teacher education, AIOU stands first in the world. The Department of Teacher Education of AIOU has earned a great goodwill during the last ten years all over the country and overseas (UAE, Oman, Saudi Arabia and Central Asia), that it has trainees in the mountains, terrains, deserts, vales, towns and villages, fields and caves, huts and palace, kitchens and shops, all over the country. TEACHING METHODOLOGY OF AIOU The AIOU is primarily a distance-teaching institution, using multi-media techniques. The major components of its teaching system are as follows: (cid:1) Learning Package (cid:2) It includes self-learning printed texts and supplementary study materials including the following items: (cid:2) Course books/reading material (cid:2) Assignments (cid:2) Tutorial Schedule (cid:2) Radio/TV Schedule (cid:2) General Students guide (cid:2) Student Course Guide (cid:2) Assignment Forms (cid:1) Radio and television broadcast, especially prepared for distance learners. (cid:1) Course assignments as an instrument both of teaching and continuous assessment. (cid:1) Tutorial instruction through face-to-face learning at study centers, or correspondence and workshops, where necessary (VC Report , 2004). After admission, instructional material is mailed to students at the addresses. These printed units are supplemented by Radio/TV programs, which are based on the content of course assignments. Media programme and tutorial scheduled are also sent to students as a part of learning package. The university has 34 regional centers with 86 part time Regional co-coordinating offices throughout the country for providing assistance to Regional Campuses. Each student is assigning a tutor who is a subject specialist. Tutor-Student contact is arranged at the study centre in the afternoon. Regional offices also arrange workshops, practical, and they also identify Examination Centers. PROFESSIONAL DEVELOPMENT THROUGH DISTANCE MODE IN PAKISTAN The main objective of Allama Iqbal Open University is to provide education to people at the home or at the stations of their business. In this process of teaching and learning the teachers and students are at a distance from each other. Information’s and learning materials reached to them by mail or by media. Due to this it is called distance education. People belonging to any area can get admission in its Programs. The second characteristic of this is that no restriction of age limit. Every age group of people can get admission in its programs. Allama Iqbal Open University consists of faculties and departments of different disciplines. Education faculty has the following departments: (1) Department of Distance and Non-Formal Education, (2) Department of Elementary Teacher Education, (3) Department of Secondary Teacher Education,(4) Department of Special Education, (5) Department of Education Planning and Management, (6) Department of Science Education, and (7) Department of Adult Education Continuing Education. In the system of distance learning students and teachers are at a distance, learning material are sent to students by postal services. This material has been written in simple and understandable language. For the Copyright © International Journal on New Trends in Education and Their Implications / www.ijonte.org 13 International Journal on New Trends in Education and Their Implications July, August, September 2010 Volume: 1 Issue: 2 Article: 2 ISSN 1309-6249 guidance of students necessary diagrams, self-assessment questions and activities are added to the courses. All out efforts have been made that students should understand the material without any external assistance. Each course may be half or full credit. Full credit course has eighteen units, and half credits have nine units. Normally, a unit discusses a topic in detail. One unit is covered in the time of one week with two hours daily working. Radio and TV programmes are broadcasted for additional support to distance learners. M.Ed PROGRAM M.Ed programme has been offered by the university to train the secondary teachers/heads, principals, voice principals, and administrators. Those teachers who are already teaching at elementary or secondary level can improve their qualifications. Administrators. Those ered six full credit courses and duration of three semesters. FACTORS AFFECTINE DISTANE LEARNERS Ahmed, et.al. (1986) explained those factors that create hindrances in getting the professional development, these are the following: economic factor, socio-cultural and geographical factors, and admission factors. These factors are listed below: Economic Factors (cid:1) Low level of economic development of the country. (cid:1) Low capital income of the people. (cid:1) Inadequate provision of physical facilities in schools. (cid:1) Shortage of funds. (cid:1) Poor standards of health and nutrition. (cid:1) Costly test-books/exercise books. (cid:1) Inadequate number of audio-visual aids. Socio-Cultural Factors (cid:1) Socio-cultural inhibitions towards education of the female. (cid:1) Rivalry among families especially in Baluchistan/Tribal Areas. (cid:1) Establishment of Schools in the Houses of Zamindars. (cid:1) Indifference of communities and parents to education in general and that of girls in particular. (cid:1) Custom of early marriages. Geographical Factors (cid:1) Outmoded procedure of supervision and administration. (cid:1) Indifferent attitude of administrative and supervisory presume toward teaching community. (cid:1) Inadequate of audio-visual aids. (cid:1) Inadequate supervision. The present study was conducted to analyze the factors affecting the secondary school teachers in getting in- service professional training through distance-learning mode of AIOU and working under the Federal Government Educational Institutions (FGEI), functioning under GHQ Rawalpindi Pakistan. Statement of the Problem The study is designed to evaluate the factors affecting the secondary school teachers, in the use of distance learning for in-service training as professional development in Pakistan. Copyright © International Journal on New Trends in Education and Their Implications / www.ijonte.org 14 International Journal on New Trends in Education and Their Implications July, August, September 2010 Volume: 1 Issue: 2 Article: 2 ISSN 1309-6249 Objectives of the Study This study has the following objectives; (cid:1) To explain the status of teacher educations though distance-learning in Pakistan. (cid:1) To identify the obstacles in getting in-service professional training through distance education in Pakistan. METHODOLOGY The study was descriptive in nature and survey was conducted to collect the data. This study consisted of the following steps: Population of the Study Population of the study consisted of the following: (cid:1) All (male and female) teachers of secondary level working under the Federal Government Educational Institutions (Cantts/Garrisons) completed their M.Ed during service to improve the professional qualification through the distance mode of AIOU. (cid:1) All (male and female) Head-teachers of secondary level working under the Federal Government Educational Institutions (Cantts/Garrisons). Sample of the Study The sample of the study was: (cid:1) Three hundred (male and female) teachers of secondary level working under the Federal Government Educational Institutions (Cantts/Garrisons). (cid:1) One hundred (male and female) Head-teachers of secondary level working under the Federal Government Educational Institutions (Cantts/Garrisons). Delimitations of the Study This study was delimited to the following: (cid:1) Federal Government Educational Institutions (FGEI), functioning under GHQ Rawalpindi Pakistan. (cid:1) Secondary school teachers who completed M.Ed program distance and teaching at secondary level and working under the Federal Government Educational Institutions (FGEI), functioning under GHQ Rawalpindi Pakistan. (cid:1) Heads of secondary school of Federal Government Educational Institutions (FGEI), functioning under GHQ Rawalpindi Pakistan. COLLECTION AND ANALYSIS OF DATA The data was collected through questionnaires of sessions from teachers and head-teachers (male and female) secondary level functioning under the Federal Government Educational Institutions (Cantts/Garrisons). The value of mean score and t-value was calculated. Findings and conclusions were made on the basis of data analysis. Copyright © International Journal on New Trends in Education and Their Implications / www.ijonte.org 15 International Journal on New Trends in Education and Their Implications July, August, September 2010 Volume: 1 Issue: 2 Article: 2 ISSN 1309-6249 ANALYSIS AND FINDINGS Table 1 The mean difference between mean scores of heads and teachers on Admission Factors Std. t- p- Respondents Mean SD Statements Error value value Continue professional Teachers, N=300 4.430 0.840 0.049 development in -0.939 0.350 the need of the day. Heads, N=100 4.350 0.778 0.680 Distance Teachers, N=300 4.071 0.970 0.058 teachers training leads to 1.015 0.312 professional Heads, N=100 4.160 0.754 0.079 development. M.Ed program Teachers, N=300 4.420 0.817 0.049 of AIOU is 2.203 0.019 comprehensive Heads, N=100 4.310 0.668 0.068 There are reserved seats Teachers, N=300 4.320 0.839 0.049 in M.Ed for in- -0.938 0.337 service teachers. Heads, N=100 4.280 0.087 0.089 Priority is given Teachers, N=300 4.490 0.787 0.046 to in-service teachers for 0.944 0.347 M.Ed Heads, N=100 4.310 0.787 0.046 admission. It is easy to get Teachers, N=300 4.540 0.850 0.049 admission at AIOU -0.939 0.350 Heads, N=100 4.330 0.787 0.680 There are Teachers=300 4.170 0.807 0.049 reserve seats 2.203 0.019 for in-service Heads, N=100 4.260 0.817 0.072 teachers Copyright © International Journal on New Trends in Education and Their Implications / www.ijonte.org 16 International Journal on New Trends in Education and Their Implications July, August, September 2010 Volume: 1 Issue: 2 Article: 2 ISSN 1309-6249 Table 1 indicates that mean score of the teachers is significantly better than heads in the, continue professional development in the need of the day, there are reserved seats in M.Ed for in-service teachers. Priority is given to in-service teachers for M.Ed admission, and it is easy to get admission at AIOU. The mean score of Heads is significantly better than the teachers in the, distance teachers training leads to professional development and there are reserve seats for in-service teachers. It is concluded that the in. The mean score of teachers were better than the heads on the admission factors. Table 2 The mean difference between mean scores of heads and teachers on Financial Factors Std. t- p- Statements Respondents Mean SD Error value value Teachers, N=300 4.450 0.839 0.047 Fee system of AIOU is -0.938 0.330 affordable Heads, N=100 4.210 0.086 0.087 There is fee Teachers, N=300 4.060 0.980 0.057 concession for in- 1.013 0.336 service teachers. Heads=100 4.190 0.756 0.077 Govt grants Teachers, N=300 4.200 0.816 0.048 scholarships for 2.203 0.018 professional Heads, N=100 4.420 0.667 0.067 development AIOU grants Teachers, N=300 2.240 1.182 0.070 scholarships for distance learners in -1.777 0.070 professional Heads, N=100 2.100 1.091 0.104 developments There is rapid Teachers, N=300 4.370 0.785 0.042 promotion after 0.947 0.343 completing M.Ed Heads, N=100 4.320 0.782 0.045 HEC grants Teachers, N=300 4.350 0.819 0.041 scholarships at M.Ed levels for secondary 2.206 0.015 schools teachers. Heads, N=100 4.260 0.667 0.062 Selection grade is Teachers, N=300 granted on the 2.410 0.678 completions M.Ed Heads, N=100 4.290 0.110 0.057 18.849 0.000 Domestic Teachers, N=300 responsibilities create 4.180 0.087 0.000 hindrance in getting 0.085 Heads, N=100 further education 2.311 2.848 0.058 Copyright © International Journal on New Trends in Education and Their Implications / www.ijonte.org 17 International Journal on New Trends in Education and Their Implications July, August, September 2010 Volume: 1 Issue: 2 Article: 2 ISSN 1309-6249 Table 2 indicates that the mean score values of teachers are significantly better than the heads in the. Fee system of AIOU is affordable, AIOU grant scholarships for distance learners in professional developments and there was no rapid promotion after completing M.Ed. HEC grant scholarships at M.Ed levels for secondary schools teachers, and selection grade was not granted on the completions M.Ed. The value of mean score of heads is significantly better than the teachers in the. There is fee concession for in- service teachers. Govt grant scholarships for professional development and domestic responsibilities create hindrance in getting further education. Therefore, it is concluded that the overall mean score of teachers is better than the heads on the financial factors. Table 3 The mean difference between mean scores of heads and teachers on Departmental Factors Std. t- p- Statement Respondent Mean SD Error value value It is easy to 4.150 1.036 0.062 get permission from Teachers, N=300 the higher 0.878 0.389 authorities. 4.270 0.657 0.663 Heads, N=100 Study leave is 4.070 0.933 0.052 Teachers, N=300 available for higher 0.097 0.328 studies. 4.230 0.946 0.099 Heads, N=100 Head of the institutions 3.970 1.061 0.065 Teachers, N=300 motivates the 2.490 0.017 subordinates for higher studies. 4.260 0.798 0.075 Heads, N=100 There are advance 4.127 1.046 0.066 Teachers, N=300 increments after 2.340 0.020 completing M.Ed. Heads=100 4.390 0.586 0.058 Extra allowances are 4.250 0.785 0.047 admissible after Teachers, N=300 0.037 0.937 completing M.Ed. 4.240 0.919 0.097 Heads, N= 100 There are many ways for new jobs Teachers, N=300 3.800 1.334 0.074 after completing M.Ed. Heads, N= 100 4.180 1.138 0.124 3.688 0.000 Table 3 indicates that the value of mean sores of teachers is significantly better than the heads in the. Head of the institutions motivates the subordinates for higher studies, and there are many ways for new jobs after completing M.Ed. The value of mean scores of heads is significantly better than the teacher in the. It is easy to get permission from the higher authorities. Study leave is available for higher studies and there are advance Copyright © International Journal on New Trends in Education and Their Implications / www.ijonte.org 18 International Journal on New Trends in Education and Their Implications July, August, September 2010 Volume: 1 Issue: 2 Article: 2 ISSN 1309-6249 increments after completing M.Ed. Therefore, it is concluded that the mean sores of heads are overall better than the mean scores of teacher in the departmental factors. Table 4 The mean difference between mean scores of heads and teachers on Social Factors Std. t- p- Statements Respondents Mean SD Error value value The society favors Teachers, N=300 4.070 0.902 0.904 education highly. 3.836 0.000 Heads, N=100 4.400 0.621 0.060 Domestic responsibility Teachers N=300 4.210 0.876 0.050 affects the students to 0.897 0.350 get further education Heads, N=100 3.450 0.740 0.770 Lack of facilities on the part of AIOU is a hurdle Teachers, N=300 4.250 0.844 0.049 1.227 0.225 for further education. Heads, N=100 4.370 0.668 0.068 Heads, N=100 2.010 0.947 0.055 Feudalism effects Teachers, N=300 4.280 0.684 0.067 especially in the rural area. Heads, N=100 2.061 0.980 0.561 21.852 0.000 Parents of female students are the major Teachers, N=300 3.650 1.333 0.077 hindrance in getting further education. Heads, N=100 4.160 1.134 0.116 3.680 0.000 Illiteracy on the part of family elders is a Teachers, N=300 4.440 0.766 0.660 hindrance in female Heads, education N=100 4.350 0.948 0.040 1.220 0.000 Table 4 shows that the mean score of teachers was significantly better than heads in. Society favors education highly and domestic responsibility affects the students to get further education. The mean scores of heads were significantly better than the teachers in the. Feudalism effects especially in the rural area. Parents of female students were the major hindrance in getting further education, and illiteracy on the part of family elders was a hindrance in female education (Table 4). DISCUSSION 1. The mean score of the teachers was significantly better than heads in the, continue professional development in the need of the day. There were not reserved seats in M.Ed for in-service teachers. Priority was not given to in-service teachers for M.Ed admission, and it was easy to get admission at AIOU. The mean score of heads was significantly better than the teachers in the, distance teachers training leads to professional development and there were not reserve seats for in-service teachers. The shows that the teachers are more confident than the heads are not confident about the admission factors (Table 1). 2. Overall mean score of the heads was better than that of the teachers but the difference was not significant. It shows that when overall financial factors were taken then mean score of heads were Copyright © International Journal on New Trends in Education and Their Implications / www.ijonte.org 19