Comparing Turkish and Pakistani Teachers’ Professionalism

Abdurrahman Ilgan, Engin Aslanargun, Yalın Kılıç, Sadia Shaukat

Abstract


The purpose of this study was to compare and contrast the perceptions of teaching professionalism between Turkish and Pakistani teachers using the quantitative, non-intervention, descriptive survey design research method. The research sample consisted of 315 teachers from Turkey and 202 from Pakistan. The teacher professionalism (TP) scale used to collect data included 46 items, two of which were negative, along with nine dimensions and subsequently, the Alpha reliability coefficient was shown to be high (0.93). The TP scale revealed a total variance of 58.96%. Results of the composite professionalism scale revealed that the teachers in Pakistan had more significant positive / higher perceptions than the teachers in Turkey. In the comparisons of the sub-dimensions of the TP scale, Pakistani teachers had more positive / higher perceptions in five of the nine sub-dimensions, whereas only one sub-dimension was positive / higher for teachers in Turkey. In Pakistan, male teachers had more positive / higher perceptions of professionalism than females. Other findings showed that there was no significant difference between the Turkish and Pakistani teachers according to school type.

 


Keywords


teachers, professionalism, Turkey, Pakistan

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