Research Proposal ALLIGNMENT OF TEACHING SKILLS AND ECONOMIC INCENTIVES UNDER THE DIVINE ECONOMICS FRAMEWORK

By: Syed Ayaz Haider M. Phil. Education

Hamdard University, Karachi

Supervisor or Co-supervisor: Dr. Syed Nisar Hussain Hamdani Professor & Director KIE and Coordinator Pre-service Teacher Education Program, University of AJK December 2010

ALLIGNMENT OF TEACHING SKILLS AND ECONOMIC INCENTIVES UNDER THE DIVINE ECONOMICS FRAMEWORK Statement of the Problem 1.1. Introduction Since the independence of Pakistan, education remained the most neglected sector. Therefore quality of education remained lowest. Teachers have not been performing with, what is expected from them since then. This is due to less teaching skills among them. If teaching skills are tuned then it is expected that good performance may be occurred. From last year something significant in this field is started to happen. Government has established NACTE (National Accreditation Council for Teacher Education), that has developed and enforced 10 National Professional Standards for Teachers in Pakistan. Globally, various recognized teaching skills have been tested for their relative effectiveness. Unfortunately, most of them are not used in Pakistan. Improving teaching skills among teachers is a need of the time for the advancement of quality education in Pakistan. 1.2. Purpose The main purpose of this research is to align the teaching skills of a teacher and economic effective incentives with teaching skills of a teacher by applying under the Ddivine Eeconomics Fframework in educationgenerally. This research also specifically aims to: 1. Identify the types of effective Incentives are most valued to teachers? 2. Find the teaching skills which can be improved through giving Incentives? 3. Integrate the conventional model with divine economic model? 4. Determine the impacts of divine economic model on improving teaching skills? 1.3. Justification / significance

The study attempts to identify the relationship of various teaching skills and effective incentives under divine economics framework. The If the study occurred successfully then will expected to be beneficial to improve the maximum advance teaching skills with minimum on the cost. of teachers themselves by providing them different effective incentives for enhanced performance under divine economic model & shall also be The study shall also be valuablefruitful for school managers, other educational institutions, NGOs working in education, and policy makers. . In addition, due to integration of conventional model with divine model, teachers will give increased outputs without much any additional cost, efforts and time spent for watching and monitoring their performance. The study is expected to contribute to literature on education and this will

be in fact among the first ever such studies conducted in Pakistan which will also provide useful insights for future research on the subject. 1.4. Research Questions

The research aims to answer the questions : 1. How the teaching skills of a teacher can be aligned with economic effective incentives under the Divine Economics Frame work (2005)? 2. What are the types of effective Incentives that are most valued to teachers? 3. Which of the general and specific teaching skills can be improved through giving different Incentives? 4. How conventional model can be improved by be integratinged with divine economic model in educational development? 5. How What are the impacts of the divine economic model can help preparing a high quality manpower for an ideal educational systemon improving teaching skills? 1.5. Scope of study

The study is expected to promote a better understanding of the required teaching skills and methods for improving them. It will also shed light on how far new incentives will be feasible for institutions in terms of budgets. The study shall use cross section survey data and qualitative information. Hence the results shall be generalized only within the context of the study.

1.6.

Definition of key terms

Skill: A skill is the learned capacity to carry out pre-determined results often with the minimum outlay of time. Incentives: Incentives are the economic and non-economic factors and conditions or both within teaching professionals work environments that enable and encourage them to improve their performance, stay in their profession. Incentives provided for variable rewards dependent upon the results accomplished, amount of work produced, or measurable performance. Divine: Something from God. Divine Economics: A framework of analysis developed during 2000 and 2009 to study economics and religion in each others perspective using the scientific process1. 1.7. Basic Assumptions
1

For details, see Hamdani (2000, 2004, 2007, 2009 and Hamdani and Ahmad 2002)amHamdani 20002222

1. 2. 3. 4. 5.

2. Research Methodology 2.1. Strategy Both qualitative and quantitative research will be conducted to find the answers to the questions. 2.2. Population & Sampling The sample will be drawn from teachers of working in Karachi and Hyderabad. From this population, sample of 350 teachers using a systematic random sampling technique will be taken. 2.3. Research Instrument In order to validate the research instrument, the researcher will initially submit a sample of the set of interview and survey questions and after approval; the survey will include fourteen participants from the targeted population. Upon completion of the survey questionnaire, the researcher will ask the respondents for any suggestion or any necessary corrections to ensure further improvement on the instrument and at the same time validate its use. The researcher will then again analyze the survey questionnaire in order to ensure that it is reliable. The researcher is prepared to re-design the survey question, if the respondents report difficulty in accomplishing the survey questionnaire. 2.3. Data Collection Procedure Both qualitative and quantitative data collection methods will be employed in gathering data. The researcher will design questions for the survey in which all the relevant domains will be asked. A survey involving respondents through systematic random sampling technique will also be conducted. The questionnaires will be hand-delivered to the respondents with instructions on how to complete them; together with a return envelope and postage provided by the researcher. All respondents will be guaranteed anonymity and confidentiality in the reporting of the results. They will be asked questions relating to their home backgrounds, education, qualifications and training, employment history, current positions, the level of their current salary, and the types of monetary reward, incentives and benefits that they are receiving and what Incentives should be introduced to improve teaching skills. Questionnaire will also be pre-tested.

2.4. Data analysis Procedure To measure the reliability of the instruments used, data will be analyzed through SPSS. 2.5. Sample Design From the cities of Karachi and Hyderabad and their connecting villages random samples will be focused from different schools, colleges, universities and madaressahs of Public and Private sectors. Teachers from both genders, different religions, languages and from urban and connected rural areas will be taken into consideration. Bibliography / References Ariely, D., Gneezy, U., Loewenstein, G., & Mazar, N., (2005) Large Stakes and Big Mistakes, Research Center for Behavioral Economics and Decision-Making, Vol. 11 Butt, Mehmoodul Hasan, (2010), Rationalization of teacher education program in Pakistan, Report submitted to Government of Pakistan (HEC / Ministry of education). Exstrom, M., (2006) Top Pay for Top Teachers: Getting and Keeping Top Teachers may Depends on How We Pay Them, State Legislatures, September 2006, Vol. 32, No. 8. Hamdani, Syed Nisar Hussain, (2010) Aligning Incentives with service structure of teachers for professional standards based teaching in Azad Jammu & Kashmir, Report submitted to Pre-service teacher education Pakistan, Islamabad. Hamdani, Syed Nisar Hussain, & Eatzaz Ahmed (2002) Towards divine economics: some proposition, The Pakistan development review, Vol 43: 4 Part II (winter 2004) pp.875-894 Hamdani, Syed Nisar Hussain, (2000) Religiosity and Economic Survey, Quaid-e-Azam University, Islamabad Hamdani, Syed Nisar Hussain, (2007) Disaster, Faith & Rehabilitation, a report based on post-disaster assisted by Harvard University. Heneman, R.L. (1992). Merit pay: Linking pay increase to performance ratings. Reading MA: Addison-Wesley. Lavy, V., (2007) Using Performance-Based Pay to Improve the Quality of Teachers, The Future of Children, Vol. 17, No. 1 Lawler, E.E., III. (1990). Strategic pay: Aligning organizational strategies and pay systems. San Francisco: Jossey-Bass.

Mathauer, I., & Imhoff, I., (2004) Staff Motivation in Africa: The Impact of NonFinancial Incentives and Quality Management Tools, A Way to Retain Staff? Nehjul Bilagha translated by Razi Jaffer Qadri, Dr Tahir-al (1997), Tabqaatul Ibaad, Minhajul Qurn, Lahore. Odden, A. & Kelley, C. (2002). Paying teachers for what they know and do: New and smarter compensation strategies to improve schools. Corwin Press.

Activity Chart
TASKS 1st Read Literature Finalize Objectives Draft Literature Review Devise Research Approach Review Secondary Data Organize Survey Develop Survey Questions Conduct Survey Organize Interviews Develop Interview questions 2nd to 3rd 4th 5th to 7th 7th to 8th Weeks 9th to 12th 13th to 15th 15th to 16th 16th to 17th 18th 19th 20th

Conduct Interviews Analyze secondary & primary data Evaluate data Draft Findings Chapter Complete remaining chapters Submit to tutor and await feedback Revise draft and format for submission Print, Bind Submit