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Factors contributed by community organizations to the motivation of teachers in rural Punjab, Pakistan, and implications for the quality of teaching
ARTICLE

International Journal of Educational Development Volume 25, Number 3, ISSN 0738-0593 Publisher: Elsevier Ltd

Abstract

The double-edged sword of Jomtien (1990), which emphasized access to education, and of Dakar (2000), which placed additional emphasis on the quality of education, the Holy Grail, provides the context for the expansion of education in developing countries. One of the most frequently espoused ingredients for success is good governance. The cornerstone of the discussion raised in this article is a small-scale qualitative case study, which investigates the impact of local governance, i.e. community organizations, on community schools in rural Punjab, Pakistan.The research asks: What are the factors which community organizations contribute to teachers’ motivation? What is the impact on teachers’ performance and what are the implications for the quality of teaching? The resulting discussion explores the extent to which community organizations may support teachers better than the more centralized government system, whilst also reflecting on their limitations.Evidence is presented to support the view that local governance may enhance monitoring and accountability systems, and the ethos of schools, but that without the resources to deliver adequate levels of training and follow up, it can deliver very little significant improvement to the quality of teaching.

Citation

Barrs, J. (2005). Factors contributed by community organizations to the motivation of teachers in rural Punjab, Pakistan, and implications for the quality of teaching. International Journal of Educational Development, 25(3), 333-348. Elsevier Ltd. Retrieved July 17, 2019 from .

This record was imported from International Journal of Educational Development on January 31, 2019. International Journal of Educational Development is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.ijedudev.2004.11.023

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