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EPISTEMOLOGICAL BELIEFS AND PRACTICES IN HIGH SCHOOLS OF KHYBER PAKHTUNKHWA TEACHERS PERSPECTIVE

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16 Pages : 228-240

http://dx.doi.org/10.31703/grr.2017(II-I).16      10.31703/grr.2017(II-I).16      Published : Dec 2017

Epistemological Beliefs and Practices in High Schools of Khyber Pakhtunkhwa: Teachers' Perspective

Abstract

    This paper describes teachers perceptions about the epistemological beliefs of the administrator, about school setting and what are the effects of these practices on effective school culture. Open-Ended interview questions were constructed to collect data and distributed among a sample of respondents. 16 teachers from 16 schools with one teacher from each school were selected randomly through convenient sampling technique. The study was guided by two research questions: How teachers perceive administrative beliefs and practices? How epistemological beliefs of administrators affect their practices? Themes and categories were examined to determine what administrators epistemological beliefs are and what administrators perceive they do in their schools to enact their epistemological beliefs. The study also concluded that better beliefs and practices of school principals have a very effective role in the school setting. The research design used for this study was qualitative approach, which further involved case study based on data grounded theory.

    Epistemological Beliefs and Practices, School Culture, Administrative Role, Political Pressure, Lack of Resources, Proper Parental Involvement

    (1) Nosheen Saba
    PhD Scholar, Department of Education, Abdul Wali khan University Mardan, Kp, Pakistan.
    (2) Abdul Ghaffar
    Assistant Professors,Department of Education, Abdul Wali khan University Mardan, Kp, Pakistan.
    (3) Amir Zaman
    Assistant Professors,Department of Education, Abdul Wali khan University Mardan, Kp, Pakistan.
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Cite this article

APA

    APA : Saba, N., Ghaffar, A., & Zaman, A. (2017). Epistemological Beliefs and Practices in High Schools of Khyber Pakhtunkhwa: Teachers' Perspective. Global Regional Review, II(I), 228-240. https://doi.org/10.31703/grr.2017(II-I).16

CHICAGO

    CHICAGO : Saba, Nosheen, Abdul Ghaffar, and Amir Zaman. 2017. "Epistemological Beliefs and Practices in High Schools of Khyber Pakhtunkhwa: Teachers' Perspective." Global Regional Review, II (I): 228-240 doi: 10.31703/grr.2017(II-I).16

HARVARD

    HARVARD : SABA, N., GHAFFAR, A. & ZAMAN, A. 2017. Epistemological Beliefs and Practices in High Schools of Khyber Pakhtunkhwa: Teachers' Perspective. Global Regional Review, II, 228-240.

MHRA

    MHRA : Saba, Nosheen, Abdul Ghaffar, and Amir Zaman. 2017. "Epistemological Beliefs and Practices in High Schools of Khyber Pakhtunkhwa: Teachers' Perspective." Global Regional Review, II: 228-240

MLA

    MLA : Saba, Nosheen, Abdul Ghaffar, and Amir Zaman. "Epistemological Beliefs and Practices in High Schools of Khyber Pakhtunkhwa: Teachers' Perspective." Global Regional Review, II.I (2017): 228-240 Print.

OXFORD

    OXFORD : Saba, Nosheen, Ghaffar, Abdul, and Zaman, Amir (2017), "Epistemological Beliefs and Practices in High Schools of Khyber Pakhtunkhwa: Teachers' Perspective", Global Regional Review, II (I), 228-240

TURABIAN

    TURABIAN : Saba, Nosheen, Abdul Ghaffar, and Amir Zaman. "Epistemological Beliefs and Practices in High Schools of Khyber Pakhtunkhwa: Teachers' Perspective." Global Regional Review II, no. I (2017): 228-240. https://doi.org/10.31703/grr.2017(II-I).16