Teacher Professional Education and Student Learning: A Secondary Analysis of Nationwide Data


  • Aisha Naz Ansari Aga Khan University
  • Sadia Muzaffar Bhutta Aga Khan University, Institute for Educational Development
  • Sohail Ahmad Aga Khan University, Institute for Educational Development




Teacher professional qualification, teaching practices, student learning outcomes, impact of teacher professional qualification, secondary analysis


Professional qualification of teachers is widely recognised instrumental for enhancing students’ learning experiences and outcomes. Recently, the introduction of 4-year B.Ed Hons programme was introduced in Pakistan with the intention that it will help in preparing professionally qualified teachers who would not only demonstrate better classroom practices but also contribute to enhancing their students learning. This paper employed a secondary analysis of a nationwide dataset to compare students’ performance who are taught by teachers with B.Ed (Hons), B.Ed, and no professional qualifications. Furthermore, this study also present descriptive comparison of classroom teaching practices of these three types of teachers. The sample comprised 15 teachers and 609 students of elementary grades (5, 6 and 8). The data comprised of students’ learning outcomes in science and mathematics and their teachers’ teaching practices that were gathered through valid and reliable achievement tests and 3-point classroom observation scale, respectively. The analysis was conducted at two levels: first, using descriptive mean comparison of classroom practices across three groups of teachers, separately for both subjects; and second, one-way ANOVA was used to compare the learning outcomes of students in science and mathematics who were taught by three types of teachers (B.Ed hons, B.Ed and no professional qualification). Results revealed that, regardless of subjects, students taught by teachers with B.Ed (Hons) qualification have performed significantly better than their counterparts taught by teachers with no professional qualification and B.Ed qualification. Despite certain limitations of the study, the findings have some implications for overall teacher management policies and practices in the country. This study provides valuable insights for future research exploring the interplay between teaching practices, teacher qualifications, and student learning outcomes on a broader scale.




How to Cite

Ansari, A. N., Bhutta, S. M., & Ahmad, S. (2024). Teacher Professional Education and Student Learning: A Secondary Analysis of Nationwide Data. Journal of Contemporary Trends and Issues in Education, 3(2), 80–104. https://doi.org/10.55628/jctie.v3i2.138