PERCEPTIONS OF TEACHERS REGARDING LITERACY DRIVE POLICY FOR TEACHING AND LEARNING OF ENGLISH LANGUAGE SKILLS AND ITS IMPLEMENTATIONAL EFFECTIVENESS
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Abstract
This research paper aims at exploring the perception of teachers regarding the relationship between the perception of teachers regarding Literacy Drive Policy (LDP) and its implementational effectiveness. Learning and teaching of English has been carried out at Grade 3 level in all government schools of Punjab since 2015 through this literacy drive policy. The current research was quantitative research and the locale of the research was Lahore city. The population of this study comprised of teachers teaching English to grade 3 in all state sponsored schools of Lahore. A stratified random sample of 30 male and 30 female teachers was collected from 60 primary schools of tehsil Cantt, district Lahore. The researchers investigated the perception and understanding of the teachers by administering a survey questionnaire which consisted of open and close ended questions. The data was analyzed through SPSS 21 to obtain the frequency and percentage of the responses. The relationship between the perception of teachers regarding LDP and its implementational effectiveness was investigated through Pearson's Correlation Coefficient. The findings suggest that there is a strong relationship between understanding of teachers of LDP and its implementational effectiveness. There are ambiguities at policy enactment level due to the lack of awareness of teachers which hinders effective learning and teaching through LDP. The study implicates that the teachers teaching English to grade 3 may be provided with the training for effective implementation of LDP focusing teachers’ understanding of the policy features, use of instructional material specified for teaching of English and teaching and assessment through PC-tablet.
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