ACCOUNTABILITY OF TEACHERS LEADING TO ABSENTEEISM AND LOW EFFICIENCY: THE CASE OF PAKISTAN

Abstract

The aim of this study is to determine the quality of teachers in Pakistani educational institutions and to prepare a compilation study on the accountability of teachers who lead to absenteeism and low productivity. Qualitative research technique was used in the study. The public schools of the Ministry of Education in Pakistan were taken as the target population of the study. The findings revealed that, among the states, Sindh province was the leader in teacher certification and licensing practices, while a road map was developed in the Punjab region. It is also realized that Azad Jammu and Kashmir (AJK) established the Teacher Certification and Licensing Authority in 2011 but it was never implemented. One of the main reasons for this is that the accountability system in AJK schools is consistently weak in a qualified teacher training mechanism. Other important factors include favoritisms, indifference, and corruption in recruiting and evaluating teachers and less motivation to achieve successful results. Because the poor implementation of the dynamic education policies and evaluation mechanisms can lead to negative results. Teachers, who are not professionally sound, may be inadequate to solve their professional and social problems. There are less educational opportunities for teachers at primary level at the AJK. The current primary education curriculum in Pakistan is outdated and has been found to fail to meet national and international standards as it does not meet the needs of students. It was also observed that students could not think critically, analyze or be creative. It is clear from the findings that parents are not satisfied with the quality of education in state primary schools.