Quality Teaching: Evaluating Teachers’ Professional Code of Conduct and Practices

Abstract

The study aimed to assess teachers’ professional development and code of conduct based on national professional standards in Pakistan. The main objectives of the study were (a) to evaluate teachers’ professional development and code of conduct based on national professional standards in Pakistan (b) to categorize teachers’ professional competencies based on five levels define in rubrics and (c) to recommend appropriate professional code of conduct and professional standards for global teacher.  The population of the study was consisted of all the secondary school teachers of Punjab Province. To conduct the observational survey of this research, a sample of 453 participants from Punjab province was selected to observe the teachers in field directly. The collected data through observational check list was analyzed with the help of software SPSS by using statistical formulas of chi-square, simple mean and percentage. The analysis of various levels shows that 38.4% teachers occasionally understand how teaching practices can be innovative while only 36.2% secondary school teachers know the importance of teaching practice. It is concluded that more than half of the teachers were having poor knowledge about professional code of conduct; they did not now even the importance of teaching practice. Majority of the teachers seems incompetent in applying action research during the classroom. Study suggested that there is need to set career development direction through certificates, degrees, and career ladders, linked to compensation adequate with experience and qualifications. These achievements have to be adequately compensated financially, based on achievement and experience.