Epistemological Beliefs of English Language Teachers and their Impact on Instructional Practices: A Case Study of Abdul Wali Khan University Mardan

Azmat Ali Shah, Dr. Muhamamd Idris, Dr. Maksal Minaz — Tue, 25 Mar 2025 00:00:00 +0000

The study's objective was to investigate the epistemological views of English language instructors and how these beliefs are associated to their instructional practices. Nature of the study was quantitative. All faculty members at English department were the population of the study. Twenty respondents were selected through convenient sampling technique. Data about teachers’ epistemological beliefs and practices were collected through separate questionnaires. Data was tabulated and analyzed through mean, standard deviation, t-test and co-relation tests. It was found that teachers' epistemological beliefs were not well developed. Significant variations existed among the epistemological beliefs' dimensions. Additionally, there was no conclusive link between teachers teaching practices and their epistemological ideas. It is recommended that the university may arrange a training or a workshop for the teachers on epistemological beliefs relationship with teaching strategies.

The Role of Mentorship in Fostering Students’ Academic Success at Government Elementary College of Education Taluka Khairpur

Aimer Soomro, Dr. Firdous Bugti, Kainaat Soomro — Tue, 25 Mar 2025 00:00:00 +0000

Academic outcomes of students are influenced by mentorship together with other multiple variables. Higher education institutions gain significant advantages through mentorship because it strengthens self-assurance while boosting professional competencies and providing career guidance. The current educational landscape of Sindh demonstrates almost no implementation of mentorship programs operates within the Elementary Colleges of Education. This quantitative research examines academic success due to mentorship effects by investigating Government Elementary Colleges of Education in Taluka Khairpur. For this purpose, 120 students were selected through a simple random technique. The current research employed survey methodology by using an adapted structured questionnaire to obtain student perceptions about their mentorship experience. Student academic achievement benefits substantially from mentorship, according to the study results majority of the students reported positive experiences with their mentor. The research data demonstrates how mentoring helps students build their confidence as well as their competence and academic motivation levels. The research findings present vital information which mentors can use to create successful programs that boost student achievement results. This study offers valuable insight for educational institutions to prioritise formal Mentorship programs and establish regular feedback mechanisms to support students' academic growth. Additionally, fostering a culture of trust and open communication between mentors and mentees is crucial in maximising the benefits of Mentorship.

Journal of Educational Research and Social Sciences Review (JERSSR)

Epistemological Beliefs of English Language Teachers and their Impact on Instructional Practices: A Case Study of Abdul Wali Khan University Mardan

The Role of Mentorship in Fostering Students’ Academic Success at Government Elementary College of Education Taluka Khairpur