Pedagogical quality of science and mathematics teachers across Pakistan: Evidence from a nationwide observational study
Document Type
Article
Department
Institute for Educational Development, Karachi
Abstract
This study examines the pedagogical quality of science and mathematics teachers across Pakistan using observational data. A large-scale, cross-sectional classroom observation study was conducted with 589 science and mathematics teachers across 153 elementary schools. The findings reveal overall weak pedagogical quality among teachers. However, teachers in private schools, female teachers, and those teaching early grades demonstrate relatively better pedagogical practices. Female teachers, in particular, show greater attention to student interaction and instructional strategies. The study also highlights a tendency among teachers to prioritise content delivery as subject complexity increases, often at the expense of pedagogical quality. The findings have implications for teacher training and professional development in Pakistan, highlighting the need to strengthen pedagogical content knowledge through continuous professional learning and participatory instructional strategies.
Publication (Name of Journal)
American Journal of STEM Education
DOI
https://doi.org/10.32674/s4xywt33
Recommended Citation
Bhutta, S. M., Ahmad, S., Ansari, A. N., & Ahmed, A. (2026). Pedagogical quality of science and mathematics teachers across Pakistan: Evidence From a Nationwide Observational Study. American Journal of STEM Education, 20, 227-250.
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.