Issues In Implementing Policy Recommendations And Job Placement Of B. Ed (Hons) Program: A Dilemma For Public Sector

Abstract

The purpose of the current paper is to analyze the B. Ed honors program structure and the aspects of students learning including the issues in implementing policy recommendations and job placement. The population comprised of all the trainee teachers registered in B. Ed. honors in sixth, seventh and eighth semesters at GC University Faisalabad. One hundred and ninety-four prospective teachers participated in the survey voluntarily. Self-constructed instrument, Students’ Performance and Satisfaction Survey [SPSS] with Cronbach Alpha reliability (.934) was used. Data were analyzed using descriptive stat, ANOVA, and t-test. The findings revealed that prospective teachers were satisfied with the indicators of performance and satisfaction. A significant difference was found in gender performance. Female prospective teachers performed better in all the indicators of performance and satisfaction except for academic satisfaction that was better in males. Reflective competence is better in rural participants while urban participants perceived learning environment as better indicator. Urban participants show more violent behaviour and rural participants showed more satisfaction towards their studies. On the indicators of academic competence, cooperation, content clarity and achievement score, both groups have not shown any significant difference. Prospective teachers had a significant impact of teaching methods on their performance and satisfaction. They perceived lecture method as the best instructional tool. Teaching subjects had a significant impact on their performance and satisfaction. Female prospective teachers performed better in English subject when compared with males. The policy makers should accept the reality and take justified recruitment measures to entertain the prospective teachers as their academic right to join the teaching profession.