Segregation of Teaching and Management Cadres: A Step towards Removal of Obstacles in Teaching-Learning Process

Abstract

To enhance the teaching-learning process by removing obstacles, this study aimed to investigate the implementation of the decision to separate teaching and management cadres by the Khyber Pakhtunkhwa Elementary and Secondary Education Department. The department is divided into two main cadres: teaching and management. The separation of these cadres, initiated by the Khyber Pakhtunkhwa government in 19011, plays a crucial role in addressing barriers to teaching and learning. This study utilized a survey methodology with a questionnaire as the primary tool for data collection. The sample population included 3,026 primary school teachers, 754 headteachers, and 18 management and administrative personnel. Specifically, responses were gathered from 341 elementary school teachers, 254 headteachers, and 12 management and administrative personnel. A Likert-type three-point scale was employed, with the scale’s validity verified by an expert committee and its reliability confirmed by a Cronbach's alpha score of 0.85. Data analysis was conducted using percentage calculations aligned with the research question. The findings indicated that separating the teaching and management cadres has effectively reduced barriers to the teaching-learning process. Consequently, it is recommended that the distinction between management and teaching cadres be maintained to continue fostering an improved educational environment.