"IMPACT OF TEMPORARY TEACHING APPOINTMENTS (STIS) ON STUDENTS’ ACADEMIC ACHIEVEMENT IN PUNJAB PUBLIC SCHOOLS."

Abstract

Pakistan, particularly in Punjab, has been faced with teacher shortage consistently within the public sub sector to necessary extent to promote quality education to students. In response, an initiative by the name of School Teaching Interns (STIs) policy was included, which provided short-term, temporary and contract-based teaching posts. In this study, the researcher would examine how such temporary appointments would influence academic performance among students in public schools in the province of Punjab. This is to determine whether students taught by STI teachers execute differently with those taught by permanent teaching staff. Data were retrieved in the form of primary data in the quantitative and correlational-comparative research design by visiting public schools with both STI teachers and permanent teachers. Standardized test scores were used to determine academic performance in students. T-tests and correlation coefficients were done statistically to analyze the difference in results. Other visual tools like bar graphs, comparative charts also were used to provide findings in an efficient manner. Findings showed that although STI clinics were useful in short-term filling instructional gaps short, these days, it has been realized that students under permanent teachers performed better compared to those under STI personnel. Teacher training, job security and experience were identified as some of the factors that contribute to such differences. STI teachers were usually motivated and enthusiastic but not committed in the long-term perspective and were deprived of the access to the professional development opportunities, which influenced their efficiency in classroom. The results indicate that the STI policy is able to solve short-term staffing requirements but not long-term in ensuring that the student achievement level is improved. Consequently, it is recommended that the policymakers reconsider the STI framework, including professional training, setting performance-based assessment, and providing a chance to get a permanent job. Research in future should be done on the long-term outcomes of the STI placement on institutional quality as well as research technique and pattern of school-based teachers.