EVALUATING SECONDARY SCHOOL TEACHER EFFECTIVENESS: A QUANTITATIVE STUDY BASED ON GENDER AND SECTOR

Abstract

This quantitative study analysed secondary school teacher performance across gender and public versus private schools in Pakistan's Sahiwal region. Data on competencies, practices, and student outcomes were collected from 762 teachers in selected institutions using a stratified random sample. Independent t-tests revealed no significant performance variations based on school type or gender. Public teachers scored a mean of 180.45, while private teachers averaged 179.15, with no significant difference. Similarly, effectiveness was comparable between public and private sector male and female teachers. Overall, males averaged 180.51 and females 179.28, again with a statistically insignificant gap. However, scores evidence needs to boost teacher preparation, attendance and accountability irrespective of background. Tailored human resource strategies regarding recruitment, training, appraisals and growth opportunities can strengthen performance across contexts. Specifically, public schools require greater budgets, professional development and resources for teachers, while private schools warrant addressing turnover and variability issues. Pakistan's commitments to quality education necessitate gender-inclusive, evidence-based reforms entrenching merit and competency amongst all teachers.