Secondary School Teachers Attitude Toward Teaching English as a Second Language: A Comparative Study

The study explores the comparative analysis of secondary school teachers’ attitude toward teaching English as a second language. The major objective of the study was; to find out secondary school teachers’ attitude toward teaching English related to different demographics. The researcher used quantitative research method that was descriptive in nature. The population of the study comprised all the male and female teachers at Secondary level in province of Punjab, Pak istan. The researchers selected the secon dary school teachers in districts: Lahore, Multan, Sialk ot and Vehari as the sample of the study. Questionnaire was used as a research tool for the study. The researchers distributed the questionnaire among the respondents of the study and collected data. For data analysis, researcher used the statistical techniques of mean score, t-test and ANOVA. The findings of the study informed that difference in mean scores of male and female teachers was not significant, t-value = -.075, p=.634>0.05. It was found that there was a significant difference in teachers’ attitude towards teaching English as second language having professional qualification of B.Ed. and M.Ed. at secondary school level, t-value = .521, p=.047<0.05. It was concluded that male and female respondents have almost same type of attitude of teaching English as second language.

An Inclusive Schools Principal Perspective Successes and Challenges

The implementation and effectiveness of inclusive education program has been under continuous debate in Pakistan. The present study was conducted in order to understand the perception of a principal with regard to successes and challenges related to Inclusive Education in the context of a private sector school in Karachi, Pakistan. A qualitative case study approach of research was used in order to generate the relevant data. Semi-structured interviews were used to explore principal's perceptions. Other data collection strategies included observations, document analysis, informal discussions and a reflective journal maintained by the researcher. The findings of the study revealed that the principal of the inclusive school considered education as a right of every child, which has lead to inclusion of children with borderline and mild disabilities. The study identified some challenges which the principal is facing in his desire to include all children in his school. These challenges are deeply linked with realities of the world, both inside and outside of school. Lack of awareness, lack of resources and inadequate facilities of professional support are some of the main challenges that hinder effective implementation of inclusive education in Model Inclusive School (pseudonym). The study also reveals some successes which are: supportive leadership, professional attitudes of all staff members, their inclination towards inclusion and the desired academic outcomes of students with special educational needs. Furthermore, the principal's own belief in inclusion and his determination allowed him to ensure inclusion in his mainstream regular school.