EFFECT OF EDUCATORS SUBJECT-MATTER EXPERTISE ON THEIR INSTRUCTIONAL QUALITY

Abstract

The purpose of this study was to examine the effect of educators subject-matter expertise on their instructional quality. The objective of the study were: i) To measure the level of educators’ subject-matter expertise., ii) To determine the instructional quality of educators in secondary schools & iii) To examine the effect of educators’ subject-matter expertise on their instructional quality. The current study was quantitative in nature, and a cross sectional survey was used for data collection. All the secondary school teachers (335) of Kotli AJ&K were the population of the study. The sample of the study was 176 secondary school teachers. The sample size was selected by following the guidelines in Krejicie and Morgan’s table 1970. The sample was chosen by using simple random sampling technique. The researcher used self-developed questionnaire as a research tool for the study. The reliability of instrument was measured through Cronbach’s Alpha and the value was .767. The researchers collected data personally. The data were analyzed by using Statistical Package for Social Science Software (SPSS). The researchers applied mean score and Linear Regression for the analysis of data. The results indicated that teachers have moderate subject-matter expertise and generally good instructional quality, with subject-matter expertise having a significant positive effect on instructional quality. It is recommended that educational authorities may strengthen teachers’ subject-matter expertise through targeted professional development to enhance instructional quality and teaching effectiveness.