GENDER-BASED DIFFERENCES IN PROFESSIONAL TEACHING STANDARDS IN BANNU DIVISION AS PERCEIVED BY TEACHERS AND STUDENTS

Abstract

This study examined gender-based differences in the professional teaching standards of teachers in Bannu Division, Pakistan, as perceived by both teachers and students, in accordance with the National Professional Teaching Standards (NPST). Using a quantitative survey design, two self-developed questionnaires were administered: one targeting teachers’ self-perceptions of their knowledge and disposition, and another capturing students’ perceptions of teachers’ skills. A total of 335 teachers (202 male, 133 female) and 394 students (227 male, 167 female) from primary, middle, and secondary schools participated in the study. The instruments were validated using the Index of Item Objective Congruence (IOC) and demonstrated high reliability with Cronbach’s alpha coefficients exceeding 0.80. Data were analyzed using independent sample t-tests to compare male and female teachers. Results indicated no statistically significant gender-based differences in professional teaching standards across most domains, including subject matter knowledge, human growth and development, instructional planning, assessment, learning environment, effective communication, collaboration, and continuous professional development. These findings suggest that both male and female teachers in Bannu Division demonstrate comparable competencies in line with NPST, highlighting equity in professional standards regardless of gender. Based on these findings, it is recommended that professional development programs, ICT training, and mentorship initiatives continue to be provided equally to all teachers to maintain and enhance teaching quality.