Effect of Teachers’ Competencies on Students' Academic Achievement: A Comparative Analysis of Public and Private Universities, Lahore

Authors

  • Fajar Nadeem Department of Secondary Education, Lahore College for Women University, Lahore, 54000, Pakistan Author
  • Husna Imran Department of Secondary Education, Lahore College for Women University, Lahore, 54000, Pakistan Author
  • Iqra Asim Department of Secondary Education, Lahore College for Women University, Lahore, 54000, Pakistan Author

DOI:

https://doi.org/10.59075/k4fbq258

Keywords:

academic achievement, academic performance, competencies, content knowledge, pedagogical skills, teaching effectiveness, university students

Abstract

Teachers' competencies encompass the essential skills, knowledge, and dispositions that enable educators to effectively enhance students’ learning and academic performance. These competencies play a crucial role in shaping the educational environment by directly influencing students' performances and their overall academic success. Therefore, this study aims to assess the effect of teachers' competencies on the academic performance of students enrolled in public and private universities located in Lahore, Pakistan. The sample surveyed comprised 313 respondents, with 166 being public university students and 147 private university students. Evaluation of Teaching Performance Questionnaire (CEID) measures several dimensions of instructional effectiveness to assess the respective students. A non-probability sampling technique was adopted and the data gathered were analyzed using inferential statistical methods. The results indicated that teacher qualifications and competencies are two of the main factors affecting the improved academic performance of students. Importantly, from a comparative perspective, there is no marked difference between public and private schools in terms of the competencies of instructors. Schools are encouraged to allocate more resources to professional development programs, focusing on enhancing teachers' instructional skills and disciplinary knowledge in areas requiring improvement. Additionally, further research is essential to track changes in teacher training and their potential impact on improving students' academic performance.

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Published

2025-01-18

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