Role of Self-Assessment in Professional Development of Teachers in Science Subjects at Secondary Level: Gender and School Location

Abstract

The study's primary goal was to look into the “The Role of Self-Assessment in Professional Development of Teachers in Science Subjects at Secondary Level.”  Our goals were to see how teachers evaluate themselves, how this evaluation helps them become better teachers, and how it affects their teaching methods. We also wanted to know if self-assessment helps teachers meet the needs of their students and how teachers feel about using it for their professional growth. The results of our study gave us a clear picture of how self-assessment plays a crucial role in helping science teachers improve and adapt to the changing demands of their profession at the secondary level.  Simple stratified sampling was used for the collection of data. All the public, male and female secondary schools of DG Khan were selected as a population of study. Data was collected from 470 Male and 439 female teachers of all four tehsils of district DG Khan. The data was collected from rural and urban school teachers from district DG Khan and three tehsils. Researcher was adopted the questionnaire. The validation and amendment of questionnaire was based on expert opinion. The reliability of the questionnaire was assessed through Cronbach’s alpha. One questionnaire selected for research the teachers. Research questionnaire was contained the two sections like first section described the demographic information of participant and the second section contained the 21 questions to analysis of teachers perception The Role of Self-Assessment in Professional Development of Teachers in Science Subjects at Secondary Level. There were 21 statements in teachers’ questionnaire. SPSS was used to examine the data. The data were analyzed and interpreted using inferential statistics (one way ANOVA and independent t-test) and descriptive analysis (mean and percentage).