A Comparative Study of the Impact of Teachers’ Academic Division (First vs. Second/Third Division) on Students’ Academic Achievement at the Secondary School Level

Abstract

This research involved the issue of academic division of teachers (First vs.). Second/Third Division) on academic performance of students in secondary school level in government and non-government schools of District Dera Ghazi Khan, Punjab, Pakistan. The quantitative causal-comparative research design was used. All secondary school teachers in the district constituted the population with stratified random sample selection being done using the Krejcie and Morgan (1970) sample size determination table. The academic success of students was calculated by use of official yearly examination scores whereas the academic division of teachers was derived using confirmed academic documentation. The data analysis was conducted on descriptive statistics and inferential statistics based on the independent-samples t-test, two-way ANOVA, and regression analysis. The results are empirical evidence in regards to whether the academic background of teachers is a major predictor of the academic achievements of students in different sectors of schools. The research has implications to teacher recruitment, placement, and professional development policies in the secondary schools.