Use this URL to cite or link to this record in EThOS: https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.801253
Title: Teachers' perceptions of teaching quality and its impact on students' performance in secondary schools in Nepal
Author: Tiwari, Shiva
Awarding Body: Abertay University
Current Institution: Abertay University
Date of Award: 2019
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Abstract:
This study has identified teachers’ perceptions on the quality of teaching and its impact on students’ academic performance in secondary schools in Nepal. The objectives of this study are to examine teachers’ perceptions of teachers’ professionalism, teaching pedagogy, schools’ environment and facilities, government policy and practice, parental responsibilities and socio-cultural factors. Hence, the research findings aim to contribute to the work of policymakers, teachers, practitioners and future researchers on improving the quality of teaching. In order to achieve the main aim of this study, a mixed method approach was adopted. The quantitative method was carried out through the use of a survey questionnaire with secondary school teachers in Nepal. The sample respondents for this study were selected through the convenience sampling method. The data was analysed by using a statistical tool; namely, the Mann-Whitney U-Test, in SPSS. The qualitative data was collected via in-depth interviews conducted with secondary school head teachers. The data has been thematically analysed using computer software (NVIVO). Secondary data has also been gathered from relevant journals, research papers, articles, books and other online sources. This study finds that teachers’ professionalism, pedagogy, government policies, schools’ environment and facilities, parental responsibility and socio-economic factors all affect the quality of teaching. In addition, this study also identifies some new findings; namely, the influence of student responsibility and excessive political influence on secondary schools in Nepal. However, the study identifies no influence of socio-cultural factors on teaching and learning activities. The findings of this study are significant for academics, teachers, practitioners and policymakers. In addition, system theory has been empirically tested in the context of Nepal, which adds to existing knowledge, especially in terms of the relevance of social system theory in the education systems of developing counties like Nepal. Further research could be carried out on male and female teachers’ perceptions of the quality of teaching in either public or private schools.
Supervisor: Moir, James ; Cameron, Andrea Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.801253  DOI: Not available
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